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Psychology Dept | Library | Other SPCL OER

SPCL 7932 Practicum II: Home

Course Description

This course includes supervised observation and experience in educational and clinical settings. Students in the field will work with individuals, groups, and families in counseling situations. Course discussions will combine theory with clinical work to insure a best practice approach to services for these populations.

Instructors

Instructor: Paul McCabe, Ph.D., NCSP
Phone: 718-951-5876
Office: 1107 James Hall
Email: paulmc@brooklyn.cuny.edu
Office hours: By appointment


Instructor: Makel Lynch, M.S.Ed, NCSP
Phone: 718-951-5876
Office: 1107 James Hall
Email: malynch8@gmail.com
Office hours: By appointment

Syllabus that thing that guides you through this course.

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Course Textbooks (free online)


Also, in addition to the NASP PREPaRE curriculum, the following free OER textbooks may be helpful to you as you work on your Prevention and Crisis Intervention Improvement Plan.

Mission Statements

The content of this course as well as methodologies used are consistent with the mission of the School Psychologist Graduate Program. The mission statement of the Program is as follows: “The Brooklyn College School Psychologist Graduate Program strives to address our urban community’s need for highly competent, self-reflective, and compassionate school psychologists who strive to improve the educational experiences and mental health of children in our schools.”

The School of Education at Brooklyn College prepares teachers, administrators, counselors, and school psychologists to serve, lead and thrive in the schools and agencies of this city and beyond. Through collaborative action, teaching and research, we develop our students' capacities to create socially just, intellectually vital, aesthetically rich and compassionate communities that value equity and excellence, access and rigor. We design our programs in cooperation with Liberal Arts and Sciences faculties and in consultation with local schools in order to provide our students with the opportunity to develop the knowledge, proficiencies and understandings needed to work with New York City's racially, ethnically and linguistically diverse populations. We believe that teaching is an art that incorporates critical self-reflection, openness to new ideas, practices and technologies, and that focuses on the individual learner's needs and promotes growth. Our collective work is shaped by scholarship and is animated by a commitment to educate our students to the highest standards of professional competence.

Program faculty is ultimately responsible to the students and families our graduates serve.  Therefore, the Program is committed to ensuring that only qualified candidates who meet professional standards of conduct and training will enter the profession.  To that end faculty reviews candidate progress on an ongoing basis.  The purpose of monitoring candidate progress is to provide a continuous evaluation of candidate development and performance, professional behavior, and the ability to provide school psychological services, as well as supply candidates with feedback related to their professional behavior.

Each semester faculty reviews transcripts for each candidate at a faculty meeting.  Faculty discusses candidates who are experiencing academic difficulties, problems with professional behavior, or difficulties with professional practice.  If there is sufficient concern, the candidate receives notice directing the candidate to discuss faculty’s concerns with his or her faculty advisor.  The purpose of this meeting is to clarify candidate progress, problem solve, and formulate recommendations for candidate development.  The candidate and advisor create a document that includes a clear description of the behavior(s) that require change, a plan to create that change, and criteria for measuring the change.  The faculty advisor keeps track of candidate progress and reports on that progress at subsequent faculty meetings.  

Faculty members are bound by the ethical codes of the American Psychological Association and the National Association of School Psychologists to ensure that graduates entering the field meet high standards.  The Program is committed to ensuring that only qualified candidates meeting professional standards of conduct and training enter the profession.  Such consideration requires us to look beyond academic work and consider personal characteristics critical to being a successful school psychologist.  In selecting candidates for our program, we attend closely to these requirements.  Throughout students three or four years in the program, we continue to monitor professional competencies.  Competencies include but are not limited to the following.

Program Expectations

  1. The student conducts self in a manner that is consistent with APA and NASP ethical codes.
  2. The student actively listens and participates in class discussions.
  3. The student is responsible with respect to punctuality, attendance, completion of assignments, and accountability to peers and staff.

Maturity

  1. The student demonstrates appropriate self-control (such as anger and impulse control) in interpersonal relationships with faculty, peers, and clients.
  2. The student demonstrates honesty, fairness, and respect for others.
  3. The student demonstrates awareness of her/his own belief systems, values, needs, and limitations and effect of these on her/his work interactions with others.
  4. The student demonstrates the ability to receive, integrate, and use feedback appropriately.
  5. The student exhibits appropriate levels of self-assurance, confidence, and trust in own ability commensurate with level of training.
  6. The student seeks to resolve conflicts by addressing the issue(s) informally and respectfully with the individual(s) involved in the conflict.

Integrity

  1. The student does not make verbal or written statements, which are false, misleading, or deceptive.
  2. The student respects the fundamental rights, dignity, and worth of others.
  3. The student respects the rights of individuals to privacy, confidentiality, and choice regarding self-determination and autonomy.
  4. The student respects individual differences, including those stemming from age, gender, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status.

Occasionally, faculty determines that a student’s professional competencies do not serve the best interests of the community and/or fail to meet expectations of professional behaviors required of school psychologists. When this happens, the student is required to meet with faculty to devise a plan to correct the situation. In most cases, the student adjusts his or her behavior and the situation is resolved. However, in cases where a student does not correct the behavior and, thus, is not qualified for admission to the school psychology profession because of factors other than academic standing, faculty may terminate a student's enrollment or decline to award a degree or credential.

Frameworks and Domains

This course addresses the four areas described in the Brooklyn College School of Education’s.

Conceptual Framework as follows:

  • Collaboration: Through the readings, class discussions, and practicum experiences, activities school psychologist candidates are prepared to involve themselves in students’ lives by communicating assessment findings and counseling goals to families, teachers, administrators, and other support staff. 
  • Critical Self-Reflection and Reflective Practice: School psychologist candidates are expected to critically reflect on readings, class discussions and practicum activities. Over the course of the semester, students will reflect on their own assumptions about their practices, the students and families with whom they work, the communities in which they work, and their own development as professionals.  Critical self-reflection is a section in the daily logs written by school psychologist candidates.
  • Social Justice: Over the course of the semester, the school psychologist candidates develop a deeper understanding of the quest for social justice. Through the understanding of the emotional lives of the children at their practicum site, they can be caring advocates and change agents for all their students and their families in pursuit of academic excellence and social equality.
  • Diversity: School psychologist candidates demonstrate a capacity to understand students’ special populations, cultures and families at their practicum site and use this information as a basis for connecting professional practices to students’ experiences.        

This course addresses a number of domains set forth by NASP, as follows:

  • Data-Based Decision-Making and Accountability (Domain 1): School psychologists have knowledge of varied methods of assessment and data-collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment and data collection strategies, and technology resources, and apply results to design, implement, and evaluate response to services and programs.
  • Consultation and Collaboration (Domain 2): School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.
  • Interventions and Instructional Support to Develop Academic Skills (Domain 3): School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills.
  • Interventions and Mental Health Services to Develop Social and Life Skills (Domain 4): School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidenced-based supported strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data collection methods and implement and evaluate services to support socialization, learning, and mental health.
  • School-Wide Practices to Promote Learning (Domain 5): School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; and empirically supported school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
  • Prevention and Responsive Services (Domain 6): School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and empirically supported strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
  • Family-School Collaboration Services (Domain 7): School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; empirically supported strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
  • Development and Learning (Domain 8): School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, individual, and role differences; and empirically supported strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds, and across multiple contexts with recognition that an understanding and respect for diversity in development and advocacy for social justice are foundations for all aspects of service delivery.
  • Legal, Ethical, and Professional Practice (Domain 10): School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.

Course Info

This course is a supervisory seminar for the practicum experience. Issues relevant to practicum activities will be discussed. The focus of this course is on the practicum experience, with special attention paid to an understanding of individual and group counseling, assessment, consultation, and the importance of the family.

  1. Students will apply knowledge of theory and skills in assessment, counseling and consultation in clinical and educational settings (NASP 1, 2, 3, 4, 5, 6, 7, 8, & 10).
    • Assessed: Journal, log, field supervisor evaluation, & excel log
  2. Students will develop group counseling and family intervention skills (NASP 2, 4, 6)
  3. Students will provide detailed information on their practicum activities in written and computerized log and journal forms, and accept feedback on professional behavior (NASP 5, 7, 8, 10).
    • Assessed: Journal, log, excel practicum logs
  4. Students will analyze and critique their site’s prevention and crisis intervention plan and in consultation with scholarly resources and texts, create an improvement plan that addresses potential shortcomings.
  1. 100 hours of supervised practicum over the 15-week semester
  2. Class participation & attendance: Grades will be lowered for unexcused absences/tardiness
  3. Prevention and crisis intervention improvement plan
  4. Social justice case presentation and participation in the Blackboard forum
  5. Team Meeting presentation
  6. Completion of all assignments

Evaluation

Component Percentage
Class participation (including presentations & BB forum participation)    25%

Written work (logs, journals, plan, Practicum Review, SJ forum, Team

Meeting write-up, Prevention and Crisis Intervention Improvement Plan)
35%
Evaluation from field supervisor    40%

 

  1. Activity chart: Activities that occurred during your practicum experience, identified by date, site, and activity. After the chart entries, you will write your journal entry (see below). Activity charts and journals are reviewed by the instructor and returned for your records. These are confidential charts/journal entries are only shared with the course instructor.
     
  2. Journal entries: While the activity charts simply detail hours and activities, your journal will allow you to go into more detail describing your activities, thoughts and reactions to those activities. The first objective for keeping a journal is to provide evidence of the depth and breadth of the practicum experience. The second objective is critical self-reflection. Thus, in addition to providing a record of daily activities, the journal should contain reflections on practice, including development of skills, knowledge and attitudes, integration of theory and practice, and analysis of the practicum experience.  Students should also think about experiences in terms of alternative behaviors and what further knowledge, skills, and dispositions are necessary for practice that is more effective. Build time into your daily activities so that entries are made each day of practicum. Journal entries should be typed after the activity chart so that your practicum experiences are clearly delineated.
     
  3. Practicum logs: This is a comprehensive online TK20 spreadsheet that details your hours engaged in a variety of practicum-related activities. The logs/time sheets are the same as those used in Practicum I. Logs must be submitted on or before the due dates or they will be considered late and grading will be adjusted downward. Detailed instructions on completing the practicum logs are provided as an appendix below.
     
  4. Practicum plan: You will complete a plan at the beginning of the practicum experience detailing your expected practicum activities. These will be organized into the NASP domains of training, and you should minimally have at least one activity per domain. As the semester progresses, you can add any new experiences to the plan in the appropriate domain(s). A blank plan is in Blackboard for you to download and complete.
     
  5. Supervisor evaluation: Your field supervisor will complete an evaluation of your activities, performance, and professional development during practicum. Supervisors will be encouraged to discuss their ratings with you. A copy of the evaluation is provided in Blackboard. This evaluation is a significant portion of the overall course grade.
     
  6. Class participation: Defined by attendance in class (and on-time arrival), and active participation in class discussion and the Blackboard forum. This is a seminar class, which means that instructor-moderated conversations will develop in which it is important to hear from you on a point of view that may differ from your peers. It is also important to provide feedback to your peers on alternative strategies and/or suggestions for situations and problems encountered at their sites. 

    Audio and Video During Synchronous Zoom Sessions: This course requires participation in the seminar that is face-to-face and interactive. Class time will be used for discussion of practicum activities with discussion and feedback from class, as well as presentation of cases with concomitant discussion. To this end, it is necessary for the video and audio technology to be turned on during the Zoom sessions. If in a given session, a student cannot attend with the video on, please discuss this with the professor before the Zoom session.
     
  7. Case presentation: Lessons in Diversity & Social Justice: Each week, one student will write and present a case to the class that illuminates how issues of social justice impact the work of the school psychologist. Consider the impact of culture, race, ethnicity, religion, SES, gender, sexual orientation, family constellations, immigration status/English language learner and environment on the developing child. Each case will include a brief review of child and family’s demographic information, relevant academic and/or psychoeducational information, and a discussion of the child’s environment, ability to succeed given issues of social justice, and impact and importance of culture. Be prepared to encourage class participation by preparing thought-provoking questions to ask your audience. All class members are expected to actively participate in all case presentations, and this participation will be included in the class participation grade.
     
  8. Discussion Forum: In addition to the orally-presented case presentation described above, you will also post your written version in Blackboard in the Discussion Board. Your written version should provide sufficient detail to explain the case for all readers (including those not in your section who never heard your oral presentation). Your posting is due in Blackboard on the day you present in class. After posting, all students are expected to read the written cases, and offer suggestions, advice, and commentary on the case. Please write a thoughtful, considered response to your peer’s case. Please also respond to your classmate’s comments, thus creating threaded discussions. This will occur across Practicum sections. The goal of the discussion board is to further thought on a case, suggest alternative viewpoints, provide peer wise consultation, and offer professional critique with the aim of improving awareness and sensitivity of social justice issues. All postings should be courteous and respectful.
    Note: Participation in the Discussion Forum will be considered in your class participation grade. You are expected to make weekly contributions to the Forum. Do not wait until the last week(s) of the semester to participate.
     
  9. Practicum review: This is a 2-3 page summary (double spaced) of your experience of the field site due at the end of the semester. This summary will be shared with your field supervisor to provide feedback on the experience, and therefore should be written in a professionally courteous manner. A copy is also given your course instructor. Refer to your practicum plans from the fall and spring when writing your review, as this will help you assess whether you were able to meet your goals this year. Remember to begin with the strengths and positive aspects of the practicum experience, as well any suggestions on ways to improve the experience for future students.
     
  10. Prevention and Crisis Intervention Improvement Plan: Following up on the critique of your site’s crisis plan from the fall semester, you will now write an improvement plan that seeks to significantly enhance one or more of the major components of your critique. Your improvement plan must include both prevention and crisis intervention components, with a significant emphasis on prevention. You are expected to utilize the PREPaRE model in your intervention plan and also include other scholarly and professional sources to support your improvement plan. Write up your plan as if you are the school psychologist of your building. In other words, do not write it as a conceptual paper, but rather an actionable improvement plan that could be implemented tomorrow and the relevant staff know what their roles will be.
     
  11. Team Meeting Presentation: Each week one student will orally present on a team meeting that s/he/ observed or participated in at the practicum site.  This includes a Pupil Personnel Team meeting (PPT), a Child Study Team meeting (CST), School Implementation Team meeting (SIT), CSE/CPSE meeting, Informal Hearing, Manifest Determination, etc. Whichever team meeting you present on, it should consist of a team of pedagogy (school psychologist, social worker, guidance counselor, related service providers, teachers, administration, etc) discussing students with IEPs or students who are at-risk in some capacity (academically, behaviorally, socially, etc). During your presentation, you will explain the following:
    1. What type of team it is and its purpose.
    2. Who are the members, including their titles.
    3. How often the team meets.
    4. A synopsis of what took place during the meeting and what was discussed.
    5. Do not include any identifying information of the students being discussed.  Use an alias when necessary.
    6. Your assessment of the meeting. What did you like about the meeting?  What did you not like?  What could have been done differently to improve the outcome of the meeting? Did the meeting serve its intended purpose? If so, how? If it did not, why?

Rubric For Evaluation of In-Class Participation and Contribution

Points Evaluation Rubric Described in Detail
9-10 Present on video and consistently attending to class discussions and presentations; Consistently raises or facilitates discussion with peers; engages in integrative and higher order thinking in relation to the readings (e.g., integrates experiences with research, poses hypotheticals for the group based on findings); Weekly contributions to BB forum.
7-8 Mostly present on video and mostly attending to class discussions and presentations; Respectful attention to others’ contributions; periodically shares comments on at least one topic discussed in readings or presentations, and demonstrates understanding and relevance to group discussion. Almost weekly contributions to BB forum
3-6 Inconsistently present on video, or significant video breaks, and sporadic attention to class activities. Present in class and attends and responds to others’ contributions at a personal level of experience; More than one absence or lateness. Observed using phone or otherwise off-task once during class. Occasional contributions to BB forum.
0-2 Little to no video participation and/or participation in class’ Makes no contribution to discussion or is reluctant to discuss experiences or comment on others'; unresponsive to or argumentative with others; repeatedly not present in class or late to class. Observed using phone or otherwise off-task more than once during class. Few contributions to BB forum or waiting until end of semester to make comments.

 

Dates Days Description
1/28/2021 Thursday Last day to drop for 100% tuition refund
Last day to file Permit request
1/29/2021 Friday Start of Spring Regular Session
Classes Begin
2/4/2021 Thursday Last day to add a course
Last day to drop for 75% tuition refund
Financial Aid Certification Enrollment Status Date
2/5/2021 Friday Verification of Enrollment Rosters Available to faculty
Grade of WD is assigned to students who officially drop a course
2/11/2021 Thursday Last day to drop for 50% tuition refund
2/12/2021 Friday College Closed
2/15/2021 Monday College Closed
2/18/2021 Thursday Last day to drop for 25% tuition refund
Last day to Change or Declare a Major/Minor to be effective Spring 2021 Census date – Spring Term
Verification of Enrollment Rosters Due from faculty
2/19/2021 Friday 100% Tuition obligation for course drops
WN Grades assigned
Grade of W is assigned to students who officially drop a course
2/28/2021 Sunday WA Grades Assigned – Immunization non-compliance
3/27/2021-3/31/2021 Saturday-Wednesday Spring Recess
4/1/2021-4/4/2021 Thursday-Sunday Spring Recess
4/12/2021 Monday R2T4 60% Regular Session
5/17/2021 Monday Last day to drop a course with a grade of W
5/18/2021 Tuesday Reading Day
5/19/2021-5/25/2021 Wednesday-Tuesday Final Examinations
5/25/2021 Tuesday End of Spring Regular Session
5/28/2021 Friday Final Grade Submission Deadline*
5/31/2021 Monday College Closed
6/1/2021 Tuesday Spring 2021 Degree Conferral Date

CUNY Policies

The Center for Student Disability Services is working remotely at this time.  Please email them at testingcsds@brooklyn.cuny.edu for assistance.

Students should inform the professor if they have a disability or any other situation that may require Section 504/ADA accommodations.  The faculty and staff will attempt to work out whatever arrangements are necessary.

Please provide me with your course accommodation form and discuss your specific accommodation with me as soon as possible to ensure accommodations are met in a timely fashion.

In order to receive academic accommodations students must first be registered with the Center for Student Disability Services. Students who have a documented disability or who suspect that they might have a disability are invited to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell or the Assistant Director, Josephine Patterson or their general email testingcsds@brooklyn.cuny.edu

  • The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism.
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  • View complete text of CUNY Academic Integrity Policy and Brooklyn College procedure for policy implementation.
  • If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member must report the violation.
  • Please read the section entitled “Academic Regulations and Procedures” in the Brooklyn College Undergraduate Bulletin or Graduate Bulletin for a complete listing of academic regulations of the College.

Bereavement Policy:

  • Students who experience the death of a loved one must contact the Division of Student Affairs, 2113 Boylan Hall, if they wish to implement either the Standard Bereavement Procedure or the Leave of Absence Bereavement Procedure. The Division of Student Affairs has the right to request a document that verifies the death (e.g., a funeral program or death notice). Contact Email: studentaffairs@brooklyn.cuny.edu
  • Typically, this death involves that of a family member, in parallel to the bereavement policy for faculty and staff. However, it is up to the discretion of the Division of Student Affairs to determine if a death outside of the immediate family warrants implementation of the student bereavement policy.
  •  As an option, and in consultation with the Division of Student Affairs, students may take the Leave of Absence Bereavement after the Standard Bereavement.
  • Reference to the Student Bereavement Policies will be noted on course syllabi.
  • Students requesting a religious accommodation should contact the Division of Student Affairs as well. The chief student affairs officer, or a designee, and the student will engage in an interactive process with the goal of finding an acceptable accommodation.

Bereavement Procedure:

  • Upon approval from the Division of Student Affairs, the student is allowed one week, commencing from the day of notification to the Division of Student Affairs, of excused absence.
  • Should the student feel that he/she needs additional days, these should be discussed with individual course instructors and/or the Division of Student Affairs.
  • The Division of Student Affairs will contact the student’s faculty and academic staff of the student’s courses.
  • Faculty and academic staff will be advised that extensions must be granted to the student for the period of one week of excused absence.
  • Further extensions may be negotiated with the student when he or she returns to campus.
  • Students are encouraged to discuss options with their instructors.

Leave of Absence Bereavement Procedure:

  • Students may be allowed to withdraw from the semester in which the death occurs.
  • The Bereavement Leave of Absence is for one semester only.
  • Students who have opted to take the Bereavement Leave of Absence and have already attended classes for the semester of the leave will be allowed to re-enter the following semester without having to reapply to the college.
  • Students who wish to take the leave of absence prior to the beginning of the semester will be required to reapply for the following semester.
  • Students who are in good academic standing will be given the opportunity to successfully complete the credits for the semester in which they return.
  • Students will consult with the Division of Student Affairs, on a case-by-case basis, as to whether they should withdraw from their courses during this leave of absence or to request incompletes from the faculty member.
  •  Given that there may be a potential impact on financial aid, students who receive financial aid and who take the Bereavement Leave of Absence, upon arrangement with the Division of Student Affairs, will meet with a financial aid adviser prior to taking this option.
  • The New York State Education Law provides that no student shall be expelled or refused admission to an institution of higher education because he or she is unable to attend classes or participate in examinations or study or work requirements on any particular day or days because of religious beliefs.
  • Students who are unable to attend classes on a particular day or days because of religious beliefs will be excused from any examination or study or work requirements.
  • Faculty must make good-faith efforts to provide students absent from class because of religious beliefs equivalent opportunities to make up the work missed; no additional fees may be charged for this consideration.
  • If classes, examinations, or study or work requirements occur on Friday after 4 p.m. or on Saturday, similar or makeup classes, examinations, or study or work requirements will be made available on other days, where possible and practical.
  • The faculty and the administration will not allow any adverse or prejudicial effects to accrue to students availing themselves of this regulation.
  • If students have complaints about the application of this policy, they are entitled to bring action or a proceeding for enforcement of their rights in the Supreme Court of Kings County