The panelists are diverse individuals, each with various identities related to their race, ethnicity, immigration status, nationalist, spirituality, religion, social class, abilit

 Week 4 includes the Module 2 Assignment: Multicultural Panel (Part One). The panelists are diverse individuals, each with various identities related to their race, ethnicity, immigration status, nationalist, spirituality, religion, social class, ability status, age, assigned sex at birth, gender identity, and affectional orientation. For Week 4, panelists will introduce themselves and will share their experiences based on their racial, ethnic, immigration, and national identity.Directions for Assignment: First, watch the Multicultural Panel: Part One video, from the Learning Resources, for this week. Consider your initial reactions to each panelist. What stereotypes and biases come to your mind? Be sure to take note of your initial reactions, perhaps writing notes to help you with the assignment later. Next, listen to each panelist’s story of their racial, ethnic, immigration, and national identity. Choose one panelist to focus on. Choose a panelist whose racial, ethnic, immigration, or national identity is different from your own. What did you learn in particular about this individual? What aspects of their identity were most significant to you?The “Multicultural Panel” assignment is a cumulative assignment including:

  • Week 4: "Multicultural Panel (Part One)” 
  • Week 5: “Multicultural Panel (Part Two)” 
  • Week 7: “Multicultural Panel (Part Four)” 

*** Each section will be approximately 2 pages, resulting in a 6-page assignment using APA formatting.  *** 

Week 4 includes the Module 2 Assignment: Multicultural Panel (Part One). The panelists are diverse individuals, each with various identities related to their race, ethnicity, immigration status, nationalist, spirituality, religion, social class, ability status, age, assigned sex at birth, gender identity, and affectional orientation. For Week 4, panelists will introduce themselves and will share their experiences based on their racial, ethnic, immigration, and national identity.

Directions for Assignment: 

First, watch the Multicultural Panel: Part One video, from the Learning Resources, for this week. Consider your initial reactions to each panelist. What stereotypes and biases come to your mind? Be sure to take note of your initial reactions, perhaps writing notes to help you with the assignment later. Next, listen to each panelist’s story of their racial, ethnic, immigration, and national identity. Choose one panelist to focus on. Choose a panelist whose racial, ethnic, immigration, or national identity is different from your own. What did you learn in particular about this individual? What aspects of their identity were most significant to you?

The “Multicultural Panel” assignment is a cumulative assignment including:

· Week 4: "Multicultural Panel (Part One)” 

· Week 5: “Multicultural Panel (Part Two)” 

· Week 7: “Multicultural Panel (Part Four)” 

*** Each section will be approximately 2 pages, resulting in a 6-page assignment using APA formatting. ***

For the Multicultural Panel (Part One), include the following for the first 2-page part of the assignment:

· Select one panelist with a different racial, ethnic, immigration, or national identity from your own to focus on for Part One.

· Summarize the panelist’s racial, ethnic, immigration, or national identity, based on how the client self-identifies.

· Next, reflect on the panelist’s experiences with or without microaggressions related to their racial, ethnic, immigration, or national identity. Define microaggressions according to the required readings. Then identify key concepts from the required readings, and describe how these key concepts relate to the panelist’s experience. For example, Christine reflects on experiences of being passed over while in line at the grocery store. This could be considered a form of microaggression, specifically connected the second dilemma referred to in the Sue et al. (2007) article, “The invisibility of unintentional expressions of bias” (p. 277).

· Finally, reflect on how your experience is similar and/or different compared to the panelist’s experiences with or without oppression. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether or not you can identify with the panelist's experience.

For the Multicultural Panel (Part Two), include the following for the next 2-page part of the assignment:

· Select a different panelist to focus on for Part Two. Summarize how they currently or have previously identified religiously or spiritually.

· Select another panelist you have not chosen before and summarize their experiences with social class.

· Next, define privilege according to a definition from one of the Learning Resources or from another scholarly resource.

· Finally, reflect on how your experience is similar and/or different compared to the two panelist’s experiences related to religion, spirituality, and social class. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether you can identify or not with the panelist’s experience.

Module 2 Week 7 includes the Multicultural Panel (Part Four) Assignment. At this point, you have been introduced to the diverse panel of counselors, counselor education doctoral students, and counselor educators. For Week 7, panelists will continue sharing their stories, specifically focusing on gender and affectional orientation. Panelists will identify how their identities intersect and how this impacts their cultural identity, development, and worldview. Panelists will share their experiences with racism, discrimination, sexism, power, privilege, and oppression.

Directions for Assignment:

Consider how watching the entire four-part series of the  Multicultural Panel has impacted your stereotypes, perceptions, and beliefs of the panelists. Reflect on your initial reactions when you first met each panelist. We each have our own worldview, and this impacts how we see others. As counselors, it is our ethical duty to be aware of our worldview in order to be culturally aware and encompass cultural humility.

For the Multicultural Panel (Part Four) for  Week 7, include the following for the final 2-page part of the assignment:

· Select a panelist who has experienced oppression or discrimination based on their affectional orientation and/or gender identity.

· Describe how they identify, using their own language  and a scholarly article from the Walden Library, providing further understanding of their identity.

· Next, define intersectionality according to a definition from one of the Learning Resources, and identify how intersectionality pertains to the panelist.

· Finally, reflect on being an ally for the LGBTQ+ community. Consider what being an ally entails.

The “Multicultural Panel” assignment is a cumulative assignment including:

· “Multicultural Panel (Part One)” from Week 4

· “Multicultural Panel (Part Two)” from Week 5

· “Multicultural Panel (Part Four)” from Week 7

Note: The Week 6 is a Discussion Board post and is not included in the cumulative assignment due at the end of Module 2. Each section will be approximately 2 pages, resulting in a 6-page assignment using APA formatting. The final Multicultural Panel Module 2 activity is due at the end of Module 2 in Week 7.  

Complete the final 6-page APA Multicultural Panel assignment, due at the end of Module 2. Please be sure to include the following:

· Part 1 (2 pages):

· Summarize a panelist’s racial, ethnic, immigration, or national identity.

· Reflect on the panelist’s experiences with or without microaggressions related to their racial, ethnic, immigration, or national identity. Define microaggressions, according to the Required Readings. Then, identify key concepts from the Required Readings, and describe how these key concepts relate to the panelist’s experience.

· Reflect on how your experience is similar and/or different compared to the panelist’s experiences with or without oppression. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether or not you can identify with the panelist's experience.

· Part 2 (2 pages):

· Select a  different panelist to focus on for Part Two.

· Summarize how they currently or have previously identified religiously or spiritually.

· Select  another panelist you have not chosen before, and summarize their experiences with social class.

· Next, define privilege according to a definition from one of the Learning Resources or from another scholarly resource.

· Finally, reflect on how your experience is similar and/or different compared to the two panelist’s experiences related to religion, spirituality, and social class. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether or not you can identify with the panelist's experience.

· Part 3 is  not included because it was the Discussion Board.

· Part 4 (2 pages)

· COUN_6723_Week7_Assignment_Rubric

COUN_6723_Week7_Assignment_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome1a. Responsiveness Part 1 (two pages): – Summarize a panelist’s racial, ethnic, immigration, or national identity. – Reflect on the panelist’s experiences with or without microaggressions related to their racial, ethnic, immigration, or national identity. Define microaggressions according to the required readings then identify key concepts from the required readings and describe how these key concepts relate to the panelist’s experience. – Reflect on how your experience is similar and/or different compared to the panelist’s experiences with or without oppression. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether you can identify or not with the panelist’s experience.

2 to >1.79 pts

A

Paper is responsive to and exceeds the requirements given in the instructions. It:… 1. ) Responds to assigned or selected topic;… 2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)

1.79 to >1.59 pts

B

Paper is responsive to and meets the requirements given in the instructions. It:… 1.) Responds to the assigned or selected topic;… 2.) Addresses each point of the assignment.

1.59 to >1.39 pts

C

Paper is somewhat responsive to the requirements given in the instructions. It:… 1.) Somewhat misses the point of the assigned or selected topic; and/or… 2.) Addresses less than all of the points of the assignment but more than half.

1.39 to >0 pts

F

Paper is unresponsive to the requirements given in the instructions. It:… 1.) Misses the point of the assigned or selected topic; and/or… 2.) Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or… 3.) Addresses less than half of the aspects of the assignment.

2 pts

This criterion is linked to a Learning Outcome1b. Responsiveness Part 2 (two pages): – Select a different panelist to focus on for Part Two. Summarize how they currently or have previously identified religiously or spiritually. – Select another panelist you have not chosen before and summarize their experiences with social class. – Next, define privilege according to a definition from one of the “Learning Resources” or from another scholarly resource. – Finally, reflect on how your experience is similar and/or different compared to the two panelist’s experiences related to religion, spirituality, and social class. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether you can identify or not with the panelist’s experience.

2 to >1.79 pts

A

Paper is responsive to and exceeds the requirements given in the instructions. It:… 1. ) Responds to assigned or selected topic;… 2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)

1.79 to >1.59 pts

B

Paper is responsive to and meets the requirements given in the instructions. It:… 1.) Responds to the assigned or selected topic;… 2.) Addresses each point of the assignment.

1.59 to >1.39 pts

C

Paper is somewhat responsive to the requirements given in the instructions. It:… 1.) Somewhat misses the point of the assigned or selected topic; and/or… 2.) Addresses less than all of the points of the assignment but more than half.

1.39 to >0 pts

F

Paper is unresponsive to the requirements given in the instructions. It:… 1.) Misses the point of the assigned or selected topic; and/or… 2.) Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or… 3.) Addresses less than half of the aspects of the assignment.

2 pts

This criterion is linked to a Learning Outcome1c. Responsiveness Part 4 (two pages) Select a panelist who has experienced oppression or discrimination based on their affectional orientation and/or gender identity. Describe how they identify using their own language AND a scholarly article from the Walden Library providing further understanding of their identity. Next, define intersectionality according to a definition from one of the “Learning Resources” and identify how intersectionality pertains to the panelist. Finally, reflect on being an ally for the LGBTQ+ community. Consider what being an ally entails.

2 to >1.79 pts

A

Paper is responsive to and exceeds the requirements given in the instructions. It:… 1. ) Responds to assigned or selected topic;… 2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)

1.79 to >1.59 pts

B

Paper is responsive to and meets the requirements given in the instructions. It:… 1.) Responds to the assigned or selected topic;… 2.) Addresses each point of the assignment.

1.59 to >1.39 pts

C

Paper is somewhat responsive to the requirements given in the instructions. It:… 1.) Somewhat misses the point of the assigned or selected topic; and/or… 2.) Addresses less than all of the points of the assignment but more than half.

1.39 to >0 pts

F

Paper is unresponsive to the requirements given in the instructions. It:… 1.) Misses the point of the assigned or selected topic; and/or… 2.) Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or… 3.) Addresses less than half of the aspects of the assignment.

2 pts

This criterion is linked to a Learning OutcomeContent Knowledge: The extent to which the content in the paper or writing assignment demonstrates an understanding of the important knowledge the paper/assignment is intended to demonstrate?

2 to >1.79 pts

A

The paper demonstrates/provides:… 1.) In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects to them to other ideas;… 2.) Rich and relevant examples;… 3.) Thought-provoking ideas and interpretations, original thinking, new perspectives;… 4.) Original and critical thinking; and… 5.) Mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.

1.79 to >1.59 pts

B

The paper demonstrates/provides:… 1.) Understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented;… 2.) Relevant examples;… 3.) Thought-provoking ideas and interpretations, some original thinking; and… 4.) Critical thinking; and… 5.) Mastery and application of knowledge and skills or strategies presented in the course.

1.59 to >1.39 pts

C

The paper demonstrates/provide:… 1.)Minimal understanding of concepts and issues presented in the course, and, although generally accurate, displays some omissions and/or errors; and/or… 2.) Few and/or irrelevant examples; and/or… 3.)Few if any thought-provoking ideas, little original thinking; and/or… 4.) “Regurgitated” knowledge rather than critical thinking;… 5.) Little mastery of skills and/or numerous errors when using the knowledge, skills or strategies presented in the course.

1.39 to >0 pts

F

The paper demonstrates/provides:… 1.) A lack of understanding of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors; and/or… 2.) No examples or irrelevant examples; and/or… 3.) No thought-provoking ideas or original thinking; and/or… 4.) No critical thinking; and/or… 5.) Many critical errors when applying knowledge, skills, or strategies presented in the course.

2 pts

This criterion is linked to a Learning OutcomeQuality of Writing: The extent to which the student communicated in a way that meets graduate level writing or communication expectations?

2 to >1.79 pts

A

Writing exceeds graduate-level expectations. The paper:… 1.) Includes language that is clear, concise, and appropriate;… 2.) Has few, if any, errors in spelling, grammar, and syntax;… 3.) Is extremely well organized, logical, clear, and never confuses the reader;… 4.) Uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate;… 5.)Provides information about a source when citing or paraphrasing it.

1.79 to >1.59 pts

B

Writing meets graduate-level expectations. The paper:… 1.) Includes language that is clear;… 2.) Has a few errors in spelling, grammar, and syntax;… 3.) Is well organized, logical, and clear;… 4.) Uses original language and uses direct quotes when necessary and/or appropriate;… 5.) Provides information about a source when citing or paraphrasing it.

1.59 to >1.39 pts

C

Writing is somewhat below graduate-level expectations: The paper:… 1.) Includes language that is unclear and/or inappropriate; and/or… 2.) Has more than occasional errors in spelling, grammar, and syntax; and/or… 3.) Is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or… 4.) Reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or… 5.) Sometimes lacks information about a source when citing or paraphrasing it.

1.39 to >0 pts

F

Writing is well below graduate-level expectations: The paper:… 1.) Includes unclear and inappropriate language; and/or… 2.) Has many errors in spelling, grammar, and syntax; and/or… 3.) Lacks organization in a way that creates confusion for the reader; and/or… 4.) Contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or… 5.) Lacks information about a source when citing or paraphrasing it.

· Select a panelist who has experienced oppression or discrimination based on their affectional orientation and/or gender identity. Describe how they identify using their own language AND a scholarly article from the Walden Library providing further understanding of their identity.

· Next, define intersectionality according to a definition from one of the “Learning Resources” and identify how intersectionality pertains to the panelist.

· Finally, reflect on being an ally for the LGBTQ+ community. Consider what being an ally entails.

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