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INCLUDEPICTURE "cid:image001.jpg@01C52174.75BBEBE0" \* MERGEFORMATINET COURSE SYLLABUS
COURSE NUMBER: CED603: Multicultural Counseling
Harvey Hoyo, Ed.D.
714.429.5143 Office 714.429.5176 Fax
Office Hours: M T: 1:00 5:00 P.M. Email: hhoyo@nu.edu
Website: HYPERLINK "http://teacherweb.com/ca/nu/drhoyo" \o "http://teacherweb.com/ca/nu/drhoyo" http://teacherweb.com/ca/nu/drhoyo
CATALOG COURSE DESCRIPTION
Multicultural counseling is the third course in the counseling skill development sequence. Multicultural counseling will build on the skills developed in the individual and group counseling courses including culture conflict and personal identity, managing gender and racial issues as well as lifestyle concerns; coping vs. personal empowerment; effective intervention models when working with ethnic and linguistic minorities including building effective parent involvement programs. Principles of effective cross-cultural counseling including applicable theories, goals, skills and techniques will be reviewed.
PREREQUISITES: CED610
REQUIRED TEXTS: Pedersen, Multicultural Counseling in Schools (2003)
The text can be ordered from the National University website at HYPERLINK "http://www.nutextdirect.com" www.nutextdirect.com
Have Access to: APA Manual and Lindsey, R.B, Robins, Kikanza, N.R. & Terrell, R.D. (2002) Cultural proficiency, 2nd Ed. Thousand Oaks, Ca. Corwin Press, Inc.
LIBRARY RESERVED ARTICLES: See National Universitys Library Website- Reserve List CED603 Read prior to designated class see class assignment schedule
Video Selections: 1. The College Track: Americas Sorting Machine, Films for the Humanities & Sciences.
My Brown Eyes, Director/Producer: Jay Koh, National Asian American Telecommunications Association
Web Site: HYPERLINK "http://www.ed-data.k12.ca.us/profile.asp?tab" www.ed-data.k12.ca.us/profile.asp?tab (California Department of Education School Profile Data Resources)
HYPERLINK "http://www.tolerance.org" www.tolerance.org (Teaching Tolerance)
HYPERLINK "http://www.radiobilingue.org/" http://www.radiobilingue.org/ (Radio Bilingue- a community based web site in Fresno)
Essential Equipment and Facilities: Classroom set up to promote small group discussions.
COURSE GOALS AND OBJECTIVES
1. To provide awareness in multicultural counseling.
2. To provide students with knowledge of current theories of
multicultural counseling and the cultural context of relationships.
3. To provide students with skills in cross-cultural communication.
4. To apply these skills in a multicultural and diverse contexts.
5. To assist student in understanding their own multicultural and diverse context.
6. To evaluate the role of the counselor in increasing parent participation in schools.
7. To analyze systems to support academic achievement of diverse student populations.
EXPECTED LEARNING OUTCOMES
Study Units (STATE Standards and CACREP Standards met by this course are noted in parentheses)
Upon completion of this course, candidates will be able to:
1. Demonstrate the knowledge necessary to work in multicultural school settings :(STATE Generic # 3, 5, 7, 14; STATE SC Specific #18,29; CACREP: A8, 9, B1, 4, #2)
1.a Possess the abilities to work with a diverse group of people on various levels, such as pupils, parents, teachers, administrators, and other staff members, in support of achieving educational success across cultures;
1.b Use a variety of methods to work with different cultural groups;
1.c Ability to address the needs and concerns of multicultural audiences;
1.d Ability to resolve the needs and concerns of the multicultural audiences.
2. Develop self-awareness and an ability to discuss sensitive issues related to race ethnicity, gender, and lifestyle issues (STATE Generic #3, 5, 9; STATE SC Specific #18, #2);
3. Demonstrate knowledge in cross-cultural counseling (STATE Generic #3, 14; STATE SC Specific #25, 26; CACREP C2, #2);
4. Demonstrate knowledge and skills to advocate for cultural differences (STATE Generic #3, 5, 7; STATE SC Specific #29, CACREP: A8, 9, B1, 4, C3, #2);
5. Evaluate school systems support programs promoting academic achievement of diverse student populations (CACREP: 2, 3A & C) STATE Standards Addressed:
Primary Coverage: 3, 7, 21, 25
Generic Standards: 3, 5, 7, 9, 14
School Counseling Specialization Standards: 18, 19, 23, 25, 26, 28, 29, and 31 CACREP Standards Addressed:
Standards: A8, 9; B1, 4; C2, 3 Core experience: K2
INSTRUCTIONAL STRATEGIES:
Students will meet with the university instructor for a minimum of 36
hours. A significant amount of class time will be spent in a discussion format where students have the opportunity to share information and discuss their learning. Students will also practice the skills associated with the course. Students are observed and are expected to demonstrate competence on the Checklist of Counseling Competencies. Instructional strategies may include but are not limited to: lecture, videos, open discussion and debate, role-playing, practice, reflective essays, and experiential events.
Course Connection to Program Portfolio:
Students in CED603 should choose one or more of their assignments as artifacts for their program portfolios. The focus of CED603 should be on the portfolio domain of school counseling foundations, contextual dimensions, knowledge and skills for school counselors and clinical instruction. Refer to the Internship Handbook: Pupil Personnel Services Credential Program- School Counseling. Artifacts can take many forms but should help students in supporting their competence in the domain.
ATTENDANCE:
Students are expected to attend all class sessions. An instructor may withdraw a student from class prior to the . . .sixth session in graduate courses if the student has more than two absences. (National University Catalog) With instructors approval, students may be allowed to make up examinations or class assignments missed due to absence or tardies; however, absences impact your grade. Students who have more than three absences, and who are not withdrawn from the course, will be issued a letter grade of F. Students will loose participation points for each absence. Make up assignments must be arranged in advance.
METHODS OF EVALUATION:
1. Class attendance, chapter highlight, and participation
2. Completeness and quality of written and presentation assignments
3. A midterm and a final examination
Field Work & Reflection
Students are expected to complete 8 1 2 h o u r s o f f i e l d e x p e r i e n c e a s p a r t o f t h i s c o u r s e . T h e f i e l d w o r k e x p e r i e n c e s h o u l d b e n o t e d o n t h e t r a d i t i o n a l l o g o f h o u r s a n d a t h r e e t o f o u r p a g e r e f l e c t i o n u s i n g t h e f o l l o w i n g f o r m a t :
% A s u m m a r y o f E x p e r i e n c e s ( l i m i t e d d e t a i l s o f t h e e v e n t , s i t e , c l i e n t - b a s e d o r g a n i z a t i o n , t h e w h a t )
% P a t t e r n s o r d y n a m i c s I N o t i c e d A b o u t M y R e a c t i o n s ( w h a t h a p p e n t o m e d u r i n g m y e x p e r i e n c e )
% W h a t I l e a r n e d a b o u t M y P o t e n t i a l E f f e c t i v e n e s s W o r k i n g w i t h a D i v e r s e P o p u l a t i o n ( h o w w a s I t r i g g e r e d , w h a t d i d I h a v e t o l e a r n o r u n l e a r n , t h e s o w h a t )
% A p p l i c a t i o n s ( H o w c a n I a p p l y m y l e a r n i n g n o w a n d i n t h e f u t u r e a s a c o u n s e l o r / s c h o o l p s y c h o l o g i s t , t h e n o w w h a t . I n y o u r c o m m e n t s b e s u r e t o i n c l u d e l i n k a g e s t o t h e o r y a n d i s s u e s d i s c u s s e d i n c l a s s .
F o r t h i s course, appropriate field experience may include many types of experiences in pre-school through grade 12 public schools or public social service settings working with children and adolescents (e.g. YMCA, Jewish Center, community clinics, etc.). The fieldwork experience should have a multicultural aspect to the experience and be connected in some way to raising the academic achievement in the local school. Possible activities may include observations, interviews or volunteering at the following:
%C o m m u n i t y A g e n c i e s %M e e t i n g s o f a d v o c a c y a n d c o m m u n i t y a c t i v i s t
%H o m e l e s s S h e l t e r s %M e e t i n g s o n r a c e , e t h n i c i t y , c u l t u r a l , g e n d e r ,
g a y & l e s b i a n i s s u e s , p r e g n a n c y , r e c o v e r y ,
g a n g s , m u l t i c u l t u r a l p a r e n t i n g , e t c .
%S c h o o l w o r k s h o p s o n D i v e r s i t y %C e n t e r s s e r v i n g i n d i v i d u a l s w i t h d i s a b i l i t i e s
L e a r n i n g D i s a b i l i t i e s R e f l e c t i o n
M i l l i o n s o f c h i l d r e n s u f f e r f r o m a l e a r n i n g d i s a b i l i t y . W i t h t o d a y s h i g h s t a k e s t e s t i n g p r o g r a m s , c h i l d r e n , t h e i r f a m i l i e s , a n d t h e i r s c h o o l s a r e u n d e r e x t r a p r essure to perform in the academic arena. This assignment provides an opportunity for school counselor and school psychologist candidates to directly experience learning difficulties. The website also provides strategies to help.
Read the website introduction. Each of the four sections (attention, reading, writing, & mathematics) contains a set of activities. Try each activity. Then compose a reflective essay of 3 5 pages with your insights. How do you see this information impacting upon your role as a professional school counselor?
Visit the following website: HYPERLINK "http://www.pbs.org/wabh/misundertoodminds/" www.pbs.org/wabh/misundertoodminds/
GROUP DISCUSSIONS AND CONTENT HIGHLIGHT
Each student must contribute to group activities/exercises during each class meeting as well as formally present a highlight of a chapter with a graphic representation. The presentation should last four minutes and will highlight one key point in the assigned chapter. See instructor for specific content. This assignment should not be interpreted as a chapter summary. Also your participation grade will involve visiting the following website:
HYPERLINK "http://www.edchange.org/multicultural/quizzes.html" http://www.edchange.org/multicultural/quizzes.html and taking the 3 assessments (quizzes) and writing a two page analysis regarding how your results may impact your role as a successful school counselor.
Multicultural Project: Presentation, and Paper
As a dyad or triad prepare a 10 minute presentation (15 points) and 5 to 8 page paper (15 points) based on a school program designed to improve academic achievement for at risk students at a k- 12 public school. Discuss the theoretical constructs of the program, its success & failure rates, issues or problems that are outcomes of this program. Your presentation must include a graphic representation depicting the goals of the program, its outcomes, and its evaluation system. Conclude with your brief evaluation of the program including programmatic impact on targeted at-risk students. The paper should document the above areas and amplify (1) the theoretical perspectives that surround the identified program as well as the (2) data used to evaluate the program. The paper should conclude with a personal evaluation regarding its influence on increasing social opportunities in the school setting and outcomes for at risk students. APA format is to be utilized. Student Candidates, who wish to have their final papers returned, need to provide a self-a d d r e s s e d , s t a m p e d e n v e l o p e t o t h e i n s t r u c t o r .
G r a d e S c a l e :
% A t t e n d a n c e , c l a s s r e a d i n g , c h a p t e r h i g h l i g h t s
W e b s i t e a s s e s s m e n t s u m m a r y 1 0 p o i n t s
% M i d T e r m Q u i z ( 2 0 p t s . ) & F i n a l E x a m ( 2 0 p t s . ) 4 0 p o i n t s
% F i e l d w o r k & R e f l e c t i o n 5 p o i n t s
% L e a r n i n g D i s a b i l i t i e s R e f l e c t i o n 5 p o i n t s
% M u l t i c u l t u r a l P r o j e c t P r e s e n t a t i o n 1 5 p o i n t s
% M u l t i c u l t u r a l P a p e r 2 5 p o i n t s
A = 1 0 0 9 5 A - = 9 4 9 0 B + = 8 9 8 7 B = 8 6 8 4 B - = 8 3 8 0
C + = 7 9 7 7 C = 7 6 7 4 C - = 7 3 7 0 D + = 6 9 6 7 D = 6 6 64
D- = 63 60 F = 59 and below
For graduate work at National University, the grade of A is awarded only in cases of clearly exceptional performance. Students working toward a masters degree are expected to maintain a 3.0 (B) average. More than one absence may result in a lowered grade.
Class Assignment Schedule:
ClassStandardsText: 1In -1NCATE 1, 2 % I n t r o d u c t i o n A c t i v i t y : F a m o u s A m e r i c a n B r a i n s t o r m
% S y l l a b u s R e v i e w
% H i s t o r i c a l O v e r v i e w o f E d u c a t i o n a l S y s t e m
% M u l t i c u l t u r a l C o u n s e l i n g O v e r v i e w
% V i d e o : M y B r o w n E y e s
% V i s i t w e b s i t e o n h i g h s c h o o l d r o p o u t s
H Y P E R L I N K " h t t p : / / v i d e o . m s n . com/v/us/v.htm?g=ca6ccdbc-d9c6-4436-af92-99a7f9624f7a&f=06/64&fg=email" http://video.msn.com/v/us/v.htm?g=ca6ccdbc-d9c6-4436-af92-99a7f9624f7a&f=06/64&fg=email
2NCATE 1, 2
CACREP: 2, 3A & C
STATE Standards Addressed:
Primary Coverage: 3, 7, 21, 25;GenericStandards: 3, 5, 7, 9, 14; School Counseling Specialization Standards: 18, 19, 23, 25, 26, 28, 29, and 31 CACREP Standards Addressed: Standards: A8, 9; B1, 4; C2, 3 Core experience: K2
Ch. 1
Ch. 2 % M u l t i c u l t u r a l E d u c a t i o n / E q u i t y A c t i v i t y
% N i n e I n d i c a t o r s o f a C u l t u r e o f C o l l e g e - l e c t u r e
% S c h o o l p r o g r a m s t o r a i s e a c a d e m i c a c h i e v e m e n t
% C h a p t e r 1 & 2 H i g h l i g h t s
% V i d e o : T h e C o l l e g e T r a c k : A m e r i c a s S o r t i n g M a c h i n e 3 N C A T E 1 , 2
S T A T E G e n e r i c # 3 , 5 , 9 ; S T A T E S C S p e c i f i c # 1 8 , # 2 C h . 3
C h . 4
C h . 5 % F i e l d W o r k S e l e c t i o n s D u e
% C h a p t e r 1 , 4 , 5 H i g h l i g h t s
% H e l m s : R a c i a l T h e o r i e s A p p l i e d t o S c h o o l s ( a r t i c l e )
% B r a i n s t o r m : R o l e s & A c t i o n s C o u n s e l o r C a n T a k e F o r C u l t u r e C e n t e r e d R e f o r m t h a t I m p r o v e s A c a d e m i c A c h i e v e m e n t
% V i s i t : H Y P E R L I N K " h t t p : / / w w w . y o u t u b e . c o m / w a t c h ? v = 0 _ V l l - t 0 H 6 A & f e a t u r e = r e l a t e d " h t t p : / / w w w . y o u t u b e . c o m / w a t c h ? v = 0 _ V l l - t 0 H 6 A & f e a t u r e = r e l a t e d R o b e r t K e n n e d y o n v i o l e n c e 4 N C A T E 1 , 2
S T A T E G e n e r i c # 3 , 5 , 9 ;
S T A T E S C S p e c i f i c # 1 8 , # 2
C h . 6
C h . 7 % C h a p t e r 4 , & 5 H i g h l i g h t s
% P r e s e n t a t i o n S i g n u p s
% A c t i v i t y : T r i a d s b r a i n s t o r m i n d i c a t o r s t h a t s h o w e v i d e n c e o f s c h o o l b a r r i e r s t o a c a d e m i c a c h i e v e m e n t
% R e a d A r o u n d A c t i v i t y : S a d o w s k i : C l o s i n g t h e g a p o n e s c h o o l a t a t i m e
& M a c I n t o s h : W h i t e p r i v i l e g e : U n p a c k i n g t h e i n v i s i b l e k n a p s a c k
M I D T E R M : C h a p t e r 1 - 5 5 N C A T E 1 , 2
S T A T E G e n e r i c # 3 , 5 , 9 ;
S T A T E S C S p e c i f i c # 1 8 , # 2
C h . 8
C h . 9
% R e v i e w M i d t e r m ( C h a p t e r s 1 7 )
% C a s e S t u d i e s
% R e a d A r o u n d A c t i v i t y : A u e r b a c h : W h y d o t h e y g i v e g o o d c l a s s e s t o s o m e a n d n o t t o o t h e r s ? & W a l p o l e : T h i s t e s t i s u n f a i r .
% C u l t u r a l P r o f i c i e n c y 6 N C A T E 1 , 2
S T A T E G e n e r i c # 3 , 5 , 7 ; S T A T E S C S p e c i f i c # 2 9 , C A C R E P : A 8 , 9 , B 1 , 4 , C 3 , # 2 C h . 1 0
C h 1 1
C h 1 2 % I n t e r v e n t i o n S t r a t e g i e s / C o u n s e l o r s L e a d e r s h i p C a p a c i t y
% S c h o o l V i o l e n c e P r e v e n t i o n S t r a t e g i e s
% W o r k i n g w i t h s t u d e n t s w i t h d i s a b i l i t i e s
% R e a d i n g / D i s c u s s i o n : C o r w i n : H o w a p p r o p r i a t e g u i d a n c e a f f e c t s e d u c a t i o n a l e q u i t y
% L e a r n i n g D i s a b i l i t i e s R e f l e c t i o n D u e 7 N C A T E 1 , 2
S T A T E G e n e r i c # 3 , 1 4 ; S T A T E S C S p e c i f i c # 2 5 , 2 6 ; C A C R E P C 2 , # 2 C h . 1 3
C h . 1 4
C h . 1 5 % D i s c u s s i o n : S c h o o l V i o l e n c e & G a n g s
% I s s u e s w i t h s t a t e a c c o u n t a b i l i t y , h i g h s t a k e m e a s u r e s a n d a t r i s k s t u d e n t s .
% M u l t i c u l t u r a l P r e s e n t a t i o n s & p a p e r
% V i s i t : H Y P E R L I N K " h t t p : / / w w w . y o u t u b e . c o m / w a t c h ? v = g K 8 p X 5 Z u E q o " h t t p : / / w w w . y o u t u b e . c o m / w a t c h ? v = g K 8 p X 5 Z u E q o
P o e t M i c h a e l E r i c D y s o n - I n t e l l e c t u a l M C ' s
8 N C A T E 1 , 2
S T A T E G e n e r i c # 3 , 1 4 ; S T A T E S C S p e c i f i c # 2 5 , 2 6 ; C A C R E P C 2 , # 2 C h . 1 4 % C o n t e n t R e v i e w
% F i e l d w o r k J o u r n a l s D u e
% M u l t i c u l t u r a l P r e s e n t a t i o n s & p a p e r ( c o n t )
% V i s i t : H Y P E R L I N K " h t t p : / / w w w . e d c h a n g e . o r g / m u l t i c u l t u r a l / q u i z z e s . h t m l " h t t p : / / w w w . e d c h a n g e . o r g / m u l t i c u l t u r a l / q u i z z e s . h t m l
C o m p l e t e t h e t h r e e a s s e s s m e n t s , s c o r e y o u r s e l f , a n d w r i t e a t w o p a g e s e l f a n a l y s i s 9 N C A T E 1 , 2
S T A T E G e n e r i c # 3 5 , 7 ,
1 4 ; S T A T E S C S p e c i f i c
# 1 8 , 2 9 ; C A C R E P : A 8 , 9 ,
B 1 , 4 , # 2
% F i n a l E x a m ( C h . 6 1 5 )
% M u l t i c u l t u r a l P r e s e n t a t i o n s & p a p e r ( c o n t )
% C o u r s e E v a l u a t i o n s
U N I V E R S I T Y W R I T I N G S T A N D A R D S :
A n y m a terial not original to the student must be cited in APA (American Psychological Association) format.
ACADEMIC INTEGRITY:
Violations of academic integrity include, but are not limited to: cheating, plagiarism, or misrepresentation of information in oral or written form.
Use of information or material from outside sources without proper citation is considered plagiarism and can be grounds for disciplinary action including a failure on the specific assignment. Plagiarism means presenting someone elses idea or writing as if it were your own.
AMERICANS WITH DISABILITIES ACT:
Any personal learning accommodations that may be needed by a student covered by the Americans with Disabilities Act must be made known to the instructor as soon as possible. This is the students
Responsibility.
BIBLIOGRAPHY
Arredondo, P. et al. (1996). Operationalization of the Multicultural Counseling Competencies. Association for Multicultural Counseling and Development (AMCD).
Atkison, D.R., Morten, G., & Sue, D.W. (1998). Counseling American minorities: A Cross Cultural Perspective. (5th ed.). New York: McGraw-Hill.
Atkison, D.R. & Hackett, G. (1998). Counseling diverse populations (2nd ed.). New York: McGraw-Hill.
Beck, L., & Murphy, J (1996). The four imperatives of a successful school. Thousand Oaks, CA: Corwin Press.
Bennett, C. (1995). Comprehensive multicultural education. Boston: Allyn and Bacon.
Brislin, R. W. & Yoshida, T. (1994). Improving intercultural intereactions: modules for cross-cultural training programs.Thousand Oaks: Sage Publications.
Callahan, C.M., & Rivera, F.P. (1992). Urban high school youth and handguns: A school-based survey. Journal of the American Medical Association, 267, 3038-3042
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Fields, T.H., & Hines, P.L. (2002). School counselors role in raising student achievement. In G. Duhon & T. Manson (Eds.), Preparation, collaboration, and emphasis on the family in school counseling for the new millennium (pp. 135-162). Lewiston, NY: Edwin Mellen Press.
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Garcia, E. (1994). Understanding and meeting their challenge of student cultural diversity. Boston: Houghton Mifflin Company.
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Pedersen P. & Carey, J. C. (1994) Multicultural counseling in schools: A practical handbook. Boston: Allyn & Bacon.
Ponterotto, J.G. (1988) Racial consciousness development among white counselor trainees: a stage model. Journal of Multicultural Counseling, 16, 146-156
Pritchett, P. & Pound, R. (1995) A survival guide to the stress of organizational change. Dallas, TX: Pritchett & Associates
Sleeter, C. E. & Grant, C. A. (1994). Making choices for multicultural education. New York: Merrill.
Spindler, G. D. (1994). Pathways to cultural awareness: Cultural therapy with teachers and students. Thousand Oaks, Ca.: Corwin Press.
St. Clair, K.L. (1989). Middle school counseling research: A resource for school counselors. Elementary School Guidance and Counseling, 23, 219-226
Thomason, T. C. (1995). Counseling Native American students. In C. C. Lee (Ed.), Counseling for diversity: A guide for school counelors and related professionals (pp. 109-126). Boston: Allyn & Bacon.
Tyack, D.B. (1974) The one best system: a history of American urban education. Cambridge, Massachusetts: Harvard University Press.
Wehrly, B. (1995). Pathways to multicultural counseling competence: a developmental journey. Pacific Groove: Brooks/Cole Pub. Co.
Yagi, D. T., & Oh, M. Y. (1995). Counseling Asian American students. In C. C. Lee (Ed.), Counseling for diversity: A guide for school counselors and related professionals (pp. 85-108). Boston, MA: Allyn & Bacon.
Zambrana,R.E. (Ed.). (1995) Understanding Latino families: scholarship, policy and practice. Thousand Oaks, CA: Sage Publications
Zapata, J. T. (1995). Counseling Hispanic children and youth. In C. C. Lee (Ed.), Counseling for diversity: A guide for school counselors and related professionals (pp. 85-108). Boston, MA: Allyn & Bacon.
Internet Sites:
Center for Applied Linguistics
HYPERLINK "https://www.cal.org" https://www.cal.org
Understanding Prejudice/Mc Graw-Hill High Ed.
HYPERLINK "https://understandingprejudice.org/about/" https://understandingprejudice.org/about/
Teaching Tolerance: HYPERLINK "http://www.tolerance.org" www.tolerance.org
Center for Multicultural Resources
http://utexas.edu/coc/csdlmulticultural/index.html
Materials for culturally and linguistically appropriate services
http://ericps.crc.uiuc.edu/clas/clashome.html
National Clearinghouse for Bilingual Education
http://www.ncbe.gwu.edu
Partnership for Learning
http://www.partnershipforlearning.org/article.asp?ArticleID=1999
Center for School Counseling Outcome Research HYPERLINK "http://umass.edu/schoolcounseling" http://umass.edu/schoolcounseling
Multicultural Teachers corner
HYPERLINK "http://www.edchange.org/multicultural/teachers.html" http://www.edchange.org/multicultural/teachers.html
Course Custodian: Dr. Harvey Hoyo, January 18, 2007
Presentation Rubric
1
Unsatisfactory Achievement2.5
Marginal Achievement4
Commendable5
Outstanding AchievementCoherence and OrganizationPresentation is choppy and disjointed. Does not flow. Development of theory is vague. No apparent logical order of presentation.Concept and ideas are loosely connected. Lacks clear transitions. Flow and organization are choppy.Most information presented in logical sequence. Generally very well organized but Id like a better understanding of the themes. Themes are clearly discussed with linkage to past learning. Specific examples are appropriate and clearly developed. Conclusion is clear. Presentation is organized and has effective transitions. Succinct yet thorough. All presenters had a clearly identified role.Creativity M P S b c e z { * 1 4 5 9 F R [ ʺuddUd h KC h{
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l a $If gd Repetitive with little or no variety. Insufficient use of multimedia.Little or no variation. Materials presented with little originality or interpretation.Some originality apparent. Good variety and blending of materials, media.Very organized presentation of material including a graphic organizer. Uses the unexpected to full advantage. Captures the audiences attention.Speaking SkillsMissing four or more of the requirements to earn a 4.Missing three or four of the requirements to earn a 4.Missing one or two of the requirements to earn a score of 4.Articulation: clear, proper volume, steady rate.
Good posture.
Eye contact to all sides of room.
Enthusiastic and confident.Group ParticipationNo participation from one or more members.All members participated to some extent. Dominance by 1 or 2 members. Most members participated equally in presentation. All members participated equally in presentation.Audience ResponseIncoherent. Audience lost interest and was not involved at all.Went off topic and missing one or two of the requirements to earn a score of 4. Missing one of the requirements to earn a score of 4.Involved the audience in the presentation.
Held audiences attention throughout.
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Writing Rubric
Exceeds StandardsMeet StandardsApproaches StandardsBelow StandardsContent 50%Knowledge acquisition, analysis, and application are thoroughly addressed and integrated through the use of underlying themes that connect concepts and ideas. The writing demonstrates original and/or creative ways of summarizing, analyzing, and applying the knowledge.
The paper demonstrates knowledge acquisition, know-ledge analysis, and knowledge application. Acquisition includes identifying and summarizing general and specific concepts that are important to the topic of the paper. Analysis includes breaking down ideas in to specific components, making connections, comparing and contrasting, classifying and categorizing, synthesizing and integrating information, and/or evaluating. In the analysis process, it is important to support arguments with examples, anecdotes, and analogies. Application requires that the writing explain how the knowledge might be used in practice and how it might benefit the field. General and specific concepts are identified and summarized. There is some analysis and application of concepts, but most concepts are merely summarized.
General and specific concepts are identified and summarized. There is no knowledge analysis or application.
Organization 20%The paper moves toward a clear conclusion with a marked sense of logical progression and symmetry. Transitions are creative and/or original and lead the reader though complex ideas.
The paper contains the necessary steps toward a conclusion. Paragraphs and sentences are structured appropriately and transitions are provided to assist the reader to follow the train of thought.
The papers direction is mostly clear, but is confusing at times. Few to no transitions are provided.
The paper lacks a clear sense of order and direction. Paragraphs are jumbled or underdeveloped, and there are no transitions.
Style 10%The writing style is particularly forceful, using unique and precise language. The voice of the writing is distinct and clever.The writing style is consistently appropriate to the intent and topic of the paper (e.g., a reflective paper is written in a subjective style, an academic paper is written in an objective style, etc.). The voice of the writing is evident and consistent.
The writing style is inconsistent and erratic. The voice is somewhat ordinary and uninteresting.
The writing style is completely inappropriate to the intent and topic of the paper. Voice is absent.
Format
10%The format of the paper is flawless and strictly adheres to APA.
The paper has no serious deviations from APA format. References are cited and listed appropriately with few minor errors. The paper attempts to adhere to APA, but has numerous formatting errors.
The paper pays little or no attention to APA formatting.
Grammar / Usage
10%The paper always uses proper grammar and standard usage.
The paper contains no serious deviations from, or few minor errors in, proper grammar and standard usage. The paper contains some serious or several minor errors.
The paper has several serious problems with usage and grammar.
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