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COUN 535 – Multicultural Counseling Fall, 2012, August 20, 2012 to December 14, 2012

Instructor: Laura Gaudet, Ph.D.

Professor & Department Chair

Office: Miller 223

Office Phone: 308-432-6332 or 1-800-CHADRON

E-mail:

Office Hours: M –10:00-11:00am; T – 1:00-2:00pm; W –1:00-2:00pm; R – 10:00-11:00am; and F – Virtual.

Credit Hours: 3 credits

Course Description:Individual differences, cultural characteristics, culture-appropriate and culturally sensitive intervention imperative for those preparing to enter the counseling profession.

Required textbook:

Baruth, L. G. & Manning, M. L. (2007). Multicultural counseling and psychotherapy: A lifespan perspective. (4th ed.). Upper Saddle River, N.J.: Prentice Hall. ISBN 0-13-170681-0.

Required: Access to a computer with Internet connection to SAKAI course. It is important to have a back-up plan in case your computer or Internet connection fails during this course.Computer labs are located all over campus. If you do not have your own personal computer, find the CSC computer lab that is closest to you. Missed assignments or missed class/Internet participation will not be excused due to computer or Internet problems.

The specific learning outcomes for the student are (Student and Teacher Candidate Learning Outcomes):

  1. Analyze the multicultural counseling literature in the areas of diverse populations (African American clients, Native American clients, Asian American clients, European American clients, Hispanic American clients, and Lesbian, Gay, and Bisexual clients) and apply this knowledge to counseling practice in mental health or school counseling settings.(evaluation, professionalism, critical thinking).
  2. Develop and demonstrate an understanding of the responsibilities of counselors working with all persons (diverse populations), regardless of age, gender, sexual orientation, or ethnic origin by giving a presentation to the class on a diverse population (leadership, critical thinking, communication).
  3. Identify, describe, and characterize the specific strengths of diverse individuals from various ethnic groups and determine how these groups differentiate from one another by becoming aware of the latest research related to counseling ethnic minorities (evaluation, critical thinking, and communication).
  4. Demonstrate an awareness and understanding of the aesthetic contributions of different cultures by participating in a small group project on a diverse ethnic group and the project’s presentation to the larger class (leadership, communication, and critical thinking).
  5. Identify and determine which specific counseling theories, strategies and techniques might be more appropriate for diverse ethnic populations and develop specific counseling skills which will be helpful in counseling ethnic minorities (evaluation, critical thinking, and communication).
  6. Demonstrate knowledge of human growth and development,socialand cultural foundations, helping relationships, groups and group procedures, career and lifestyle development, appraisal, research and program evaluation, and professionalism.
  7. Counsel individuals, groups, and special populations in areas of physical, social, emotional, academic and personal development.
  8. Describe and apply the societal changes and trends in providing counseling to culturally diverse populations.

Students will be evaluated on the following course requirements:

1.Quizzes – Units 1, 2, 3, & 4 (Chapters 1-4; Graded Exam # 1) Units 5, 6, 7, & 8, (Chapters 5-8; Graded Exam # 2); Units 9, 10, 11, & 12 (Chapters 9-12; Grade Exam # 3); and Units 13, 14, 15 & 16 (Chapters 13-16; Graded Exam #4) for a total of 16. We will not have time to complete Unit 17 (Chapter 17).

You should take each Quizby the due date listed in your unit folder and also listed in the Schedule of Assignments.The quizzesare open-book, open-note, timed, and not for mastery.

2.Discussion Board Assignments – There are eight (8) Discussion Board assignments (Cyberview Café-Introduction and 7 discussion boards). The first discussion board is your Introduction (Post & Reply). Each discussion board (post and reply) is worth 100 points.

Due dates for both your POST and REPLY for each discussion board assignment are located in the SCHEDULE OF ASSIGNMENTS folder. All discussion board assignments must be completed by the posted due dates.Watch the due dates on ALL assignments! Your word length and WORD COUNT for both your POSTING AND REPLY are required. Required word length for Post = minimum 300 words. Minimum word count for Reply is 150 words. Word count on Post and Reply is required ( =wd count).To determine your word count, compose your response and reply in WORD, go to TOOLS, then click on WORD COUNT. (Record your word count at the bottom of your paper before you post it).

3.Graded Exams – There are four (4) graded exams. Each graded exam is open book, open note and individual effort, and TIMED (2 hours). Each Graded Exam is worth 100 points for a total of 400 points.
4.Attendance – Attendance is the same as participation and is expected every day there is an assignment requiring a Discussion Board posting, Quiz or graded exam assignment. Students should expect to participate in this class 5-6 times per week.

Students ware are inactive in the e-college course (as determined by e-college User Activity) for 5 or more days in a row (for 4 week compressed time courses) or are inactive in the class for 9 or more days in a row (for 16-week classes) will have their final grade for the course lowered by one full letter grade at the end of the semester. Students who are inactive for an additional period of course time (see above) will have their overall final course grade (additionally) lowered to reflect their course inactivity.

Watch the DUE DATES for each assignment! Students with emergencies during any posted due dates, should contact the instructor ahead of time to determine if the online schedule can be modified for their needs. Students, who fail to do this, will not have the testing or assignment schedule modified for them.

5. E-college Civility – Civility is expected and required in all discussion formats – discussion board assignment postings, e-mails to another student or e-mails to the instructor. Students with concerns about the class or assignment schedule should contact the instructor personally at the instructor’s e-mail address, office, or phone number. If you have a question about a test item, please send me an e-mail or call me about the test question. I will respond to your question after the exam is over for the class.

  1. Do NOT discuss the quizzesor graded exam questions. This is unethical behavior and a violation of test security. If you have questions or concerns about any quizzesor test items, e-mail or call me. I will respond to all questions afterthe quizor graded examis over.

J. Methods of Instruction
1. Online course readings.
2. Discussion board assignments (8) (Cyberview Café and 7 BD assignments)
3. Quizzes (16)
4. Graded exams (4)

5. Multicultural Interview and Paper.

K. Course Schedule/Online. See the Assignment section of the course.

L. Grading Procedures:

  1. Attendance & Active Participation.
  2. Quizzes(16 exams). be completed by due date). 25%
  3. Forum/Discussion Board Assignments (8). 25%
  4. Graded Exams (4 at 100 points). 25%
  5. Multicultural Interview and Paper. 25% (See handout and instructions in Assignments)

M. Final Grades:
90 – 100 points A / 60 – 69 points D
80 – 89 points B / Below 59 points F
70 – 79 points C

N. Course Schedule/Online.

See the Assignment section of the course.

O. Education Unit Conceptual Framework:
This course supports the conceptual framework, Developing as Visionary Learners for Lifelong
Learning, through the following components:

ComponentActivity

Critical Thinking - Critical analyses of class discussions of concepts and current research.

Human Relations - Study of cultural differences among individuals in various cultural groups; sharing of personal information as needed.

Evaluation - On-going evaluation through brief discussion board assignments, mastery exams and graded exams

Communication - Discussion of appropriate interventions and prevention strategies with young adults, children and elders from various cultural groups.

Leadership - Discussion of the role of the school counselor and community counselor ashe/she assists individuals from various cultural groups with interpersonal and familial problems.

Methodology - Assessment and evaluation of techniques and strategies working with individuals from various cultural groups.

Professionalism - Discussions related to ethical and legal responsibilities of school counselors who work with individuals from various cultural groups to affect and assist client change.

COUN 535 – Multicultural Counseling - Assignment Completion Schedule – Fall, 2012– August 20, 2012 to December 14, 2012
Forum/Discussion Assignments (Post minimum 300 words; Reply minimum 150 words).

Unit of Instruction / Assignment / Due date
Unit 1: Chapter 1.Introduction to Multicultural Counselingand Psychotherapy. / 1. Cyberview Cafe Introduction – Discussion Board Assignment #1.
2. Quizzes (2)Unit 1MC & TF: Chapter 1.
3. Discussion Board #2 (Chapter 1 reading) / 1. Cyberview Café Introduction – Discussion Board #1 – Post due August 23rd, Reply due August 24th
2. Quiz TF Unit 1 Due August 25th
3. Quiz MC Unit 1 Due August 26th
4. Discussion Board #2 – Post Due August 26th. Reply Due August 27th
Unit 2: Chapter 2- Identity Development and Models / 1. Quizzes Unit 2 MC & TF – Chapter 2. / 1. Quiz Unit 2 TF- Due August 30th
2. Quiz Unit 2 MC - Due August 31st
Unit 3: Chapter 3 - The Culturally Effective Counselor / 1. Quizzes Unit 3 TF & MC – Chapter 3.
2. Discussion Board #3. /
  1. 1. Quiz – Unit 3 TF - Due Sept. 6th.
2. Quiz – Unit 3 MC - Due Sept. 7th.
3. Discussion Board #3. Post Due Sept. 8th. Reply Due Sept. 9th.
Unit 4: Chapter 4 Multicultural Human Growth and Development / 1. Quizzes TF & MC Unit 4-Chapter 4.
2. Discussion Board #4.
3. Graded Exam# 1 –Units 1-4- Chapters 1-4. /
  1. QuizUnit 4 TF - Due Sept. 12th
2. QuizUnit 4 MC - Due Sept. 13th
3. Discussion Board #4. Post Due Sept. 14th. Reply Due Sept. 15th
4. Graded Exam# 1, Units 1-4, Ch(s) 1-4, Available Sept. 15th to Sept. 17th.
Unit 5: Chapter 5 Understanding African American Clients / 1. Quizzes Unit 5 TF & MC – Chapter 5. / 1. Quiz TF Unit 5 - Due Sept. 20th
1. Quiz MC Unit 5 - Due Sept. 21st
Unit 6:Chapter 6 Counseling African American Clients / 1. QuizzesUnit 6 TF & MC – Chapter 6.
2. Discussion Board #5 (chapter 6 reading) / 1. Quiz TF Unit 6 – Due Sept. 27th
2. Quiz MC Unit 6 – Due Sept. 28th
3. Discussion Board #5 –Chapter 6 - Post Due Sept. 29th; Reply Sept. 30th.
Unit 7:Chapter 7 Understanding American Indian Clients / 1. Quizzes Unit 7 TF & MC – Chapter 7. / 1. Quiz TF Unit 7 - Due Oct. 5th
2. Quiz MC Unit 7 - Due Oct. 6th
Unit 8:Chapter 8 Counseling American Indian Clients / 1. Quizzes Unit 8 TF & MC – Chapter 8.
2. Graded Exam# 2, Units 5-8, Chapters 5-8. /
  1. Quiz TF Unit 8 – Due Oct. 11th.
  2. Quiz MC Unit 8 – Due Oct. 12th
3. Graded Exam # 2 (Units 5-8) - Available Oct. 13th to Oct. 15th
Unit 9:Chapter 9 Understanding Asian American Clients / 1. Quizzes TF & MC Unit 9 –Chapter 9.
2. Discussion Board # 6 – Chapter 9. / 1.Quiz TF Unit 9 – Due Oct. 18th
2. Quiz MC Unit 9 – Due Oct. 19th
3. Discussion Board #6 – Chapter 9, Post due Oct. 20th; Reply due Oct. 21st
Unit 10: Chapter 10 – Counseling Asian American Clients / 1. Quizzes TF & MC Unit 10 –Chapter 10. / 1. Quiz TF Unit 10 - Due Oct. 25th
2. Quiz MC Unit 10 - Due Oct. 26th
Unit 11: Chapter 11 Understanding European American Clients /
  1. Quizzes TF & MC Unit 11 –Chapter 11.
2. Discussion Board #7 /
  1. Quiz TF Unit 11 – Due Nov. 1st
  2. Quiz MC Unit 11 – Due Nov. 2nd
  3. Discussion Board # 7 – Post due Nov. 3rd; Reply due Nov. 4th.

Unit 12:Chapter 12 Counseling European American Clients / 1. Quizzes TF & MC Unit 12 –Chapter 12.
2. Graded Exam # 3, Units 9-12, Chapters 9-12. / 1. Quiz TF Unit 12 – Due Nov. 8th
2. Quiz MC Unit 12 – Due Nov. 9th
3. Graded Exam # 3, Units 9-12, Ch(s) 9-12, Available – Nov. 10th to Nov. 12th.
Unit 13:Chapter 13 Understanding Hispanic American Clients / 1. Quizzes TF & MC Unit 13 –Chapter 13. / 1. Quiz TF Unit 13 - Due Nov. 15th.
2. Quiz MC Unit 13 - Due Nov. 16th.
Unit 14: Chapter 14 Counseling Hispanic American Clients / 1. Quizzes TF & MC Unit 14 –Chapter 14.
2. Discussion Board #8. /
  1. Quiz TF Unit 14 - Due Nov. 21st.
  2. Quiz MC Unit 14 - Due Nov. 24th.
  3. Discussion Board # 8 – Post due Nov. 25th; Reply due Nov. 26th.

Unit 15: Chapter 15 Understanding Lesbian, Gay, and Bisexual Clients / Assignment: Multicultural Interview and Paper. Past, Present, and future: Native Daughters. Due Dec. 3th.
1. Quizzes TF & MC Unit 15 –Chapter 15. / Assignment: Multicultural Interview and Paper. Past, Present, and future: Native Daughters. Due Dec. 3th.
1. Quiz TF Unit 15 due Dec. 6th.
2. Quiz MC Unit 15 due Dec. 7th.
Unit 16: Chapter 15 Counseling Lesbian, Gay, and Bisexual Clients / 1. Quizzes TF & MC Unit 16 - Chapter 16. / 1. Quiz TF Unit 16 - Due Dec. 10th.
2. Quiz MC Unit 16 - Due Dec. 11th.
Assignment: Multicultural Interview and Paper.Past, Present, and future: Native Daughters.
Graded Exam # 4, Units 13-16, Chapters 13-16. / Graded Exam # 4 - Available – Dec. 11th to Dec. 13th.

Final Grading Weights

Tests = 25%

Quizzes = 25%

Discussions (Post & Reply) = 25%

Multicultural Interview and Paper = 25%

I. Discussions (Posts & Replies) – Grading Rubric (25%, Assignment completed one time; NOT for mastery)

100 % = Full discussion on Post (Post min.wd. count = 300 words) & Reply (Post & Reply complete) (Reply min.wd. count = 150 words). Min. number of words.

* Thorough discussion of theory/situation/issue/case and question(s).

* Post & Reply by required due dates.

90% = Post complete/Reply incomplete (completed by due date) Min. # of words.OR

Post incomplete/Reply complete (completed by due date) Min. # of words.

Discussion is not thorough (theory/situation/issue/case & question); discussion does not address all questions or issues.

(Post or reply late – see below)

80%= Post & Reply.

·discussion Post OR Reply (< min. wd. count)

Post or Reply is not thorough (theory/situation/issue/case & question); discussion does not address all questions or issues. Post OR Reply is incomplete.

Post OR Reply late (< less than 1 week).

70% = Post & Reply.

·Discussion/Post & Reply of theory/situation/issue/questions (< min. wd. count).

·Post AND Reply is not thorough (theory/situation/issue/case & question); AND discussion does not address all questions or issues. Post AND Reply is incomplete. (Work < 1 week late)

0%= No Post OR No Reply (16 week session: Late workmore than 1 week; 4-week term: late 3 or more days). Work will not be accepted for a grade.Writing mechanics are unacceptable (poor grammar and punctuation, problems with sentence completion, and/or problems with expression of thought and ideas).

Plagiarism Policy

Note: Any attempt to copy or represent someone else’s work as your own will result in automatic failure of the discussion (0%).Plagiarism is cheating and will automatically result in a 0% for the second case of plagiarism will result in automatic failure of the class.

According to Plagiarism occurs when one steals or uses the ideas or writings of another and presents these writings or ideas as his or her own.

Stephen Wilhoit’s article titled "Helping Students Avoid Plagiarism" in College Teaching (Fall 1994, pages161-164) lists the following types of plagiarism:

  • "Buying a paper for a research service or term paper mill.
  • Turning in another student's work without that student's knowledge.
  • Turning in a paper a peer has written for the student.
  • Copying a paper from a source text without proper acknowledgment.
  • Copying materials from a source text, supplying proper documentation, but leaving out quotation marks.
  • Paraphrasing materials from a source text without appropriate documentation."
  • Turning in a paper from a "free term paper" website.

II. Quizzes – Grading Rubric (25%, Assignment completed one time; NOT for mastery)

10/10 = 100%; 9/10 = 90%; 8/10 = 80%; 7/10 = 70% etc.

Late Work – Quizzes:

For 16 week semester: 1 week late = reduction in 1 point (i.e., 4/5 would equal 3/5 points). 9/10 = 8/10. Work that is more than 1 week late will receive no credit (i.e., 0/5 points).

For Summer Sessions: work that is 1-2 days late will have 1 grade reduction; work that is 3 or more days late will not be accepted.

III. Graded Exams (50% of final grade;completed one time; NOT for mastery)

  1. All tests will cover 1-3 chapters or 1-4 chapters.
  2. The final test grade for the course (50% of the final overall grade), will be determined by adding all tests scores and dividing by the total number of tests.
  3. Request for make-up tests: 16 week session: Make-up tests taken after the required exam dates = Reduction of -10% (i.e., 1 week = -10%; more than 1 week = make-up test cannot be taken). 4 week term: Reduction of -10% for work 1-2 days late; work 3 or more days late cannot be made up.
  4. Make up tests (Graded Exams taken outside of the required testing period), without penalty, may only be taken if students notify the instructor before the test due date.

* Students who do not contact the instructor during the test availability dates, for test modification, will be penalized according to the grading rubric.

Note: Any attempt to cheat or copy someone else’s work on a weekly exam or graded exam will result in automatic failure of the exam (0%). A second case of cheating on a weekly or graded exam will automatically result in automatic failure of the class.

IMPORTANT INFORMATION (CSC Institutional Notice)

Academic Honesty - Students are expected to conduct themselves in conformity with the highest standards with regard to academic honesty. Violation of college, state, or federal standards with regard to plagiarism, cheating, or falsification of official records will not be tolerated. Students violating such standards will be subject to discipline, as per campus policies articulated in the Student Handbook. Please request a copy of the student handbook from the Dean of Students (Crites, 6280). It is not ethical to submit a paper or sections of a paper already submitted to another professor, class or written by another person.

Attendance Policy – The College assumes that students will seek to profit from the instructional program and will recognize the importance of attending every class meeting of courses for which credit is expected. Responsibility for notifying faculty of absences, and for arranging potential make-up, rests with the students. (Students are expected to attend all scheduled class meetings. Students with excused absences must contact the instructor during her office hours within ONE WEEK after the absence to make up all assigned work. See the specific information on attendance in Grading Procedures.

Civility – Civil behavior enhances the academic setting, and is expected at all times. The academic environment welcomes a difference of opinion, discourse, and debate within a civil environment. Please remember e-civility is important and must be maintained at all times!

Chadron State College is committed to an affirmative action program to encourage admission of minority and female students and to provide procedures which will assure equal treatment of all students.

The College is committed to creating an environment for all students that is consistent with nondiscriminatory policy. To that end, it is the policy of Chadron State College to administer its academic employment programs and related supporting services in a manner which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital status.