Multicultural+Children,+Adolescents+and+their+Families

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** COURSE SYLLABUS **

Course Title: **Multicultural Children, Adolescents, and Their Families** Course Number: 1234 School/College: Graduate School of Education Term and Year: Fall 2010 Class location: Crossroads University Class Meeting days and time(s)] Online – Seven Class Modules Instructor Name and Title: Duane Coleman Ed.D. Office location, e-mail, phone: duane.coleman@walden.edu 760-966-1234, cell phone – 760-291-1234 Office Hours: Before Class by appointment. Online by email.

Mission Statement of the Graduate School of Education:

The Graduate School of Education prepares competent, confident, and conscientious educational leaders, who will promote and empower personal growth, academic success, and professional achievement for all in a global society. We accomplish this by offering our candidates exceptional preparation centered on interdisciplinary and holistic approaches to education.

Prevention Intervention Program Proposal

Worth 32 points

Grading: Letter Grades Determined by Class Points Earned: The grade for this proposal will be based on participation and proposal totaling 32 points composed of the following items: The total number of points will be translated into a letter grade. 32-29 = A 28-25 = B 24-21 = C 20-17 = D 16 and below = F

** Prevention Intervention Proposal Description- worth 32 points: ** The objective of this proposal is to provide the Graduate Education student with an overview of the issues related to the topics of multicultural families, at risk low income families, and successful community intervention programs for disadvantaged families that exist in the student’s immediate community. Additionally, this proposal will examine educational issues relating to cultural, linguistic, economic, academic, and social and gender diversity. Students will gain an understanding of children, adolescents and families who are ethnically and economically diverse. The social and psychological considerations for multicultural children, adolescents and their families will be investigated through research by students. Students will be able to apply the theories and information creatively and effectively to situations that could occur in learning and counseling diverse children and families in the school and community setting. ** Instructional Strategy: ** ** Instructor ** The instructor takes into account different type of learners through the many different types of materials, different styles in the presentation of information, and in the readings and processing of the course readings. The adult learner wants and needs interaction with fellow students, desires practical information that can be used in the work place and in research projects; therefore, the course will allow for extensive student input and interaction with fellow students.
 * Student**

Students will be expected to use technology in all their course work including: word processing, e-mail, PowerPoint presentations, Google Docs, Skype, online research and online attachments of all written course work to the instructor. All written papers should be done in MS WORD and follow the APA format (includes references).

** Learning Outcomes: ** ** Upon successful completion of the Prevention Intervention Program Proposal unit, students will be able to: ** Communicate collaboratively to review presentation proposals of each group members utilizing google docs and/or Skype and give respectful and constructive feedback to their group members. Identify an appropriate technology media resource to present their project. Demonstrate self-awareness, sensitivity to others, and skillfulness in relating to ethnically and culturally diverse individuals and families and with this knowledge, effectively communicate information to influence change. Demonstrate knowledge about and respect for family structures and socio-cultural diversity and demographic shifts in California and the effect of these changes have on pupil learning. Discuss and understand the ways in which pupil development, well-being, and learning are enhanced by the family-school collaboration. Learn how schools, diverse families and communities act as partners in guiding pupils’ acquisition of self-esteem, social and personal responsibility.

** Week 1- Group Assignment – 4 points ** **Collaborative Assignment** - Pre-selected groups will communicate via Skype and/or Google Docs in order to present their individual Prevention Intervention Proposals. Group members will respectfully and constructively critique each member’s proposal checking to see how each project will meet the rubric criteria. A copy of the transmission will be sent by one member of the group to the instructor to the Forum Discussion Portal by Day 7 of Week 1. ** Rubric: Week 1 Group Assignment ** 4 3 2 1
 * Group successfully communicate via Skype and or Google Docs and show respect and constructive feedback to everyone’s project and a copy of transmission was successfully sent to instructor within stated timeframes ||  Group successfully communicate via Skype and or Google Docs and show feedback to everyone’s project and a copy of transmission was successfully sent to instructor within stated timeframes  ||  Group successfully communicate via Skype and or Google Docs and show little to no feedback to everyone’s project and a copy of transmission was not sent to instructor within stated timeframes  ||  Group do not communicate via Skype and or Google Docs and no evidence of any type of electronic transmission was sent to instructor  ||   ||

Week 1-2 Individual Assignment- Prevention Intervention Program Proposal- worth 28 points

Based on the students research, readings and course materials, the candidate will be expected to develop a presentation using technology media such a video or podcast, along with a minimum 5 page typed proposal (must follow APA format, with references), for the development of a prevention program that is school and family-centered for the community in which they live or work. Attention needs to be paid to the specific needs of that community and the program should take a systemic perspective to the “at risk” population in the need of cultural informed based services.

** The following items need to be addressed: **

Family life cycle issues. Issues of difference (racial and cultural). Obstacles currently facing the family. What effects the development of self-esteem both in the family and in the child. How the family deals with conflict and the educational issues regarding their children.

** Final copy of the Prevention Intervention Program will be posted in the Forum Discussion portal. Students will be expected to respond to at least two of their peers projects. **

Rubric: Week 1 & 2 Assignment

4 3 2 1
 * Family life cycle issues are thoroughly covered showing exceptional evidence of family history ||  Family life cycle issues are covered showing evidence of family history  ||  Family life cycle issues are mentioned but needing more evidence of family history  ||  Family life cycle issues are not mentioned and there is no evidence of family history  ||   ||
 * Issues of difference (racial and cultural) are thoroughly covered showing exceptional evidence of community research ||  Issues of difference (racial and cultural) are covered showing evidence of community research  ||  Issues of difference (racial and cultural) are mentioned but needing more evidence of community research  ||  Issues of difference (racial and cultural) are not mentioned and there is not evidence of community research  ||   ||
 * Obstacles currently facing the family are thoroughly covered showing exceptional evidence of family history and current social emotional and economic impact ||  Obstacles currently facing the family are covered showing evidence of family history and current social emotional and economic impact  ||  Obstacles currently facing the family are mentioned but needing more evidence of family history and current social emotional and economic impact  ||  Obstacles currently facing the family are not mentioned and there is no evidence of family history and current social emotional and economic impact  ||   ||
 * The effects of the development of self-esteem both in the family and in the child are thoroughly covered showing exceptional evidence of school and family trends and history ||  The effects of the development of self-esteem both in the family and in the child are covered showing evidence of school and family trends and history  ||  The effects of the development of self-esteem both in the family and in the child are sporadically mentioned showing but needing more evidence of school and family trends and history  ||  The effects of the development of self-esteem both in the family and in the child are are not mentioned and shows no evidence of school and family trends and history  ||   ||
 * How the family deals with conflict and the educational issues regarding their children are thoroughly covered showing exceptional evidence of past and current school issues about the children ||  How the family deals with conflict and the educational issues regarding their children are covered showing evidence of past and current school issues about the children  ||  How the family deals with conflict and the educational issues regarding their children are sporadically covered showing but needing more evidence of past and current school issues about the children  ||  How the family deals with conflict and the educational issues regarding their children are not covered and there is no evidence of past and current school issues about the children  ||   ||
 * Technology media such as a video or podcast is used, with good to exceptional quality to present project ||  Technology media such as video or podcast is used but quality of presentation needs improvement  ||  Technology media such as power point is used to present project  ||  Technology media is not used to present project  ||   ||
 * APA format is adhered to within the 5 page minimum paper, including correctly formatted references ||  APA format is adhered to within the 5 page minimum paper, including references that reflect minor errors  ||  APA format is sporadically adhered to and 5 page minimum has not been met. There is little to no evidence of correctly formatted references  ||  APA format is not adhered to within the entire paper, regardless of pages, including references  ||   ||

Behavioral Expectations

Policies Related To Missed Exams or Assignments Crossroads University expects each student to be responsible for all academic work. In the case of an emergency students should contact the instructor immediately. The expectation is that the student learn the material and if contacted in a timely manner instructor will make arrangements depending on the circumstance. Information on Participation/types of participation required by the course All students are expected to participate in the online discussions. Students must read assignments before the class session in order to participate fully.

Instructor Assumptions The instructor has the following assumptions regarding the study of multicultural students and families: a) All ethnicities and cultures have equal value; b) Socio-economic status does not place one group above another; c) We can learn lessons to better our own lives from all different groups of people.

** Responsibility to Keep Copies ** Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps. ** Respectful Speech and Actions ** Crossroads University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Crossroads University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. ** Academic Code of Conduct and Ethics ** The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. Students in violation of the Academic Code of Conduct which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, will appropriately disciplined. Crossroads University reserves the right to use plagiarism detection software. **END OF COURSE SYLLABUS**

**Week 1- Group Assignment – 4 points** Collaborative Assignment - Pre-selected groups will communicate via Skype and/or Google Docs in order to present their individual Prevention Intervention Proposals. Group members will respectfully and constructively critique each member’s proposal checking to see how each project will meet the rubric criteria. A copy of the transmission will be sent by one member of the group to the instructor to the Forum Discussion Portal by Day 7 of Week 1.

4 3 2 1
 * Group successfully communicate via Skype and or Google Docs and show respect and constructive feedback to everyone’s project and a copy of transmission was successfully sent to instructor within stated timeframes ||  Group successfully communicate via Skype and or Google Docs and show feedback to everyone’s project and a copy of transmission was successfully sent to instructor within stated timeframes  ||  Group successfully communicate via Skype and or Google Docs and show little to no feedback to everyone’s project and a copy of transmission was not sent to instructor within stated timeframes  ||  Group do not communicate via Skype and or Google Docs and no evidence of any type of electronic transmission was sent to instructor  ||   ||

** Week 1-2 Individual Assignment- Prevention Intervention Program Proposal- worth 28 points **

Based on the students research, readings and course materials, the candidate will be expected to develop a presentation using technology media such a video or podcast, along with a minimum 5 page typed proposal (must follow APA format, with references), for the development of a prevention program that is school and family-centered for the community in which they live or work. Attention needs to be paid to the specific needs of that community and the program should take a systemic perspective to the “at risk” population in the need of cultural informed based services.

The following items need to be addressed: Family Life Cycles Issues of difference (racial and cultural). Obstacles currently facing the family. What effects the development of self-esteem both in the family and in the child. How the family deals with conflict and the educational issues regarding their children. __** Rubric: Week 1 & 2 Assignment **__

4 3 2 1
 * Family life cycle issues are thoroughly covered showing exceptional evidence of family history || Family life cycle issues are covered showing evidence of family history || Family life cycle issues are mentioned but needing more evidence of family history || Family life cycle issues are not mentioned and there is no evidence of family history ||  ||
 * Issues of difference (racial and cultural) are thoroughly covered showing exceptional evidence of community research || Issues of difference (racial and cultural) are covered showing evidence of community research || Issues of difference (racial and cultural) are mentioned but needing more evidence of community research || Issues of difference (racial and cultural) are not mentioned and there is not evidence of community research ||  ||
 * Obstacles currently facing the family are thoroughly covered showing exceptional evidence of family history and current social emotional and economic impact || Obstacles currently facing the family are covered showing evidence of family history and current social emotional and economic impact || Obstacles currently facing the family are mentioned but needing more evidence of family history and current social emotional and economic impact || Obstacles currently facing the family are not mentioned and there is no evidence of family history and current social emotional and economic impact ||  ||
 * The effects of the development of self-esteem both in the family and in the child are thoroughly covered showing exceptional evidence of school and family trends and history || The effects of the development of self-esteem both in the family and in the child are covered showing evidence of school and family trends and history || The effects of the development of self-esteem both in the family and in the child are sporadically mentioned showing but needing more evidence of school and family trends and history || The effects of the development of self-esteem both in the family and in the child are are not mentioned and shows no evidence of school and family trends and history ||  ||
 * How the family deals with conflict and the educational issues regarding their children are thoroughly covered showing exceptional evidence of past and current school issues about the children || How the family deals with conflict and the educational issues regarding their children are covered showing evidence of past and current school issues about the children || How the family deals with conflict and the educational issues regarding their children are sporadically covered showing but needing more evidence of past and current school issues about the children || How the family deals with conflict and the educational issues regarding their children are not covered and there is no evidence of past and current school issues about the children ||  ||
 * Technology media such as a video or podcast is used, with good to exceptional quality to present project || Technology media such as video or podcast is used but quality of presentation needs improvement || Technology media such as power point is used to present project || Technology media is not used to present project ||  ||
 * APA format is adhered to within the 5 page minimum paper, including correctly formatted references || APA format is adhered to within the 5 page minimum paper, including references that reflect minor errors || APA format is sporadically adhered to and 5 page minimum has not been met. There is little to no evidence of correctly formatted references || APA format is not adhered to within the entire paper, regardless of pages, including references ||  ||
 * DISCUSSIONS:**

Please post your Preventon Intervention Proposal by Day 1 of Week 1. Why did you choose this idea? How is this program/idea important to you in your progress towards improving your community? Respond to two of your classmates by Day 4 of Week 1
 * WEEK 1**

Please go to this website and read Barack Obama's speech on race: []
 * WEEK 2**

Please respond in 200 words the impact of President Obama's speech and how it may impact the need to improve multicultural education in our schools. Due by Day 3 of Week 2 Respond to two of your classmates by Day 7 of Week 2. **____________________________________________________________________________________________________________** **Prevention Intervention Proposal Survey** **Please take the survey below by clicking on the link:** 