HD 397/597 Cultural Competence: Working With Diverse .
HD 397/597 Cultural Competence: Working with Diverse PopulationsSummer 2021 On-line June 1 – July 23, 2021Instructor:Email:Phone:Office:Office Hours:Susan Turgeson, Ed.D., CFCS Assistant Professorsusan.turgeson@uwsp.edu346-2263CPS 236By appointment through Zoom – use this link: My Office Hours – Select a Meeting Day & TimeThis is an opportunity to connect with me, ask clarifying questions, and find supportTexts:Kendi, I.X. (2019). How to be an anti-racist. One World.Course Description: This course will consider multicultural and diversity aspects as they relate to humanservices professions and the individuals, families, and communities they serve.Learning Objectives:Through active engagement and completion of assignments: Students will reflect on the factors (race, culture, social class, gender, etc.) that impact equity, diversity, andinclusion. Students will be able to explain equity, diversity, and inclusion as it relates to social determinants of health(education access and quality, economic stability, health systems and services, neighborhood and buildenvironment, and social and community context). Students will be able to evaluate resources to contribute to inclusive and equitable practices. Students will be able to examine an issue, analyze its implications, and formulate a position.Workload Expectation:The University of Wisconsin System defines the course workload (i.e., reading, watching videos, attendingclass, discussing, studying) for the average student for 3 credit undergraduate class at 9 hours per week duringa 15 week academic semester, not including the final exam period. Note this expectation is for the averagestudent getting an average grade. It is my hope that the way the class is set up will assist you in learning theinformation. Compared to a traditional classroom, an on-line class requires greater self-motivation anddiscipline and may have more reading/writing assignments.Written Work:When responding to assignments within the modules please use proper sentence structure and grammar. BECOMPLETE IN YOUR RESPONSES. Support your statements with evidence from the text and video. Explainhow the topic relates to your experiences and/or current situation. Please proof your assignments prior tosubmitting them checking for common spelling and punctuation errors. When responding you do not need toinclude the questions. Please utilize the reflection rubric.1
Grading Plan:Assignments:ReflectionsOn-line DiscussionAnnotated Resource ListGrade/PercentageA94-100%A90-93B 87-89BBC 83-8680-8277-7945%30%25%C74-76C- 70-73D 67-69DF60-66 60Incomplete Policy:Under emergency/special circumstances, students may petition for an incomplete grade.Canvas:This class uses Canvas, UWSP's Online Learning Management System. Your course Syllabus, grades andadditional activities will be found here. This is also where you will turn in assignments. You will use yourUWSP account to login to the course from the Canvas Login Page. If you have not activated your UWSPaccount, please visit the Manage Your Account page to do so.Expected Instructor Response Times:I will attempt to respond to student e-mails within 24 hours. If you have not received a reply within 24 hours,please resend your e-mail.If the question is not confidential or personal in nature and is a general course question, please post tothe Course Q & A Discussion forum. I will post answers to all general questions there so that allstudents may view.I will attempt to grade written work within 72 hours, however longer written assignments may take me longerto read and assess.Student Expectations:In this course you will be expected to complete the following types of tasks Read documents online View online videos Participate in online discussions (Review Netiquette Guidelines, pg. 7 of syllabus) Communicate via e-mail Download and upload documents to the LMS Keep information confidential - Learning requires risk-taking and sharing ideas. Please keep yourclassmates’ ideas and experiences confidential outside the classroom unless permission has beengranted to share them. I acknowledge that we are all individuals with multiple sociocultural identities that intersect and shapeour worldview through the lens of privilege and marginalization. My commitment to you as yourinstructor is to minimize systemic forces of marginalization in the classroom in efforts to create a safelearning environment for all of us. I ask that you join me in this commitment to foster respect for oneanother, enhance solidarity, and build community.2
Late Work Policy:Students have a duty to themselves and their peers to engage, in a timely manner, in completing individualand small group work, or providing feedback to peers. The expectation for students in the management oftheir learning and “deliverables” of this course is to negotiate in advance, with the instructor, as soon as itbecomes apparent that deadlines are not achievable. Students may negotiate no more than two (2) deadlinesover the term. Deadlines that are not negotiated in advance, or go beyond the 2 nd negotiation will result inreduced credit. Late work will not be accepted after July 23.Understand When You May Drop This Course:It is the student’s responsibility to understand when they need to consider unenrolling from a course. Refer tothe UWSP Academic Calendar for dates and deadlines for registration. After this period, a serious andcompelling reason is required to drop from the course. Serious and compelling reasons includes: (1)documented and significant change in work hours, leaving student unable to attend class, or (2) documentedand severe physical/mental illness/injury to the student or student’s family.Changes in Syllabus: **A tentative course syllabus is provided.I reserve the right to make changes regarding any of the above requirements in order to enhance the qualityof student learning. I also reserve the right to modify the course outline to cover material adequately; shownewly discovered videos, or any other reason which may require such an adjustment.3
June1– 4By Wednesday, June 2, please respond to at least 4 of theprompts below to introduce yourself to the group. You can alsodevelop some different ones if you'd prefer.I am from The sound of .The touch of The smell of The taste of The sight of The idea of The place of.The family of.The identity of.The values of Review – Cultural Competency PPTIntersectionality 101 (3:03)https://www.youtube.com/watch?v w6dnj2IyYjEHow Microaggressions Are LikeMosquito Bites (1:58)https://www.youtube.com/watch?v hDd3bzA7450Systemic Racism Explained(4:24)This is an adaptation of the I Am From project noted /www.facebook.com/watch/?v 2529359743953445Respond to at least three (3) of your peers by Sunday, June 6.As an introduction to the concepts in this course, view the PPT andvideos and complete the reading.By June 6, Write a brief 1-2-page reflection to describe yourreaction to the intro materials. Why is it important to understandthese concepts? How do you hope to address these issues in yourpersonal and professional life?June711By Wednesday, June 9 please respond to the following prompts:Why does Ibram X. Kendi assert that there is no such thing as anonracist or race-neutral policy? Why do we tend to pay moreattention to individual acts of racism rather than examininginstitutional racism and policies that cause racial inequities? How canwe more openly examine our own ideas, thoughts, and actions?Respond to at least three (3) of your peers by Sunday, June 13.Wednesday, June 9 Noon – 2 PMSafe Zone Training conducted by Sylf BustamonteBy June 13, select one of the Learning for Justice lessons (you canfilter by age level and topic) that you could use in future programming.Explain why you selected and explain how you might modify to fit yourparticular audience.4White Supremacy ds/4/3/5/7/43579015/okun - white sup culture 2020.pdfChapters 1-2 (pages 1-34)Explore Classroom oom-resources/lessons
June14 18By Wednesday, June 16, please respond to the following prompts:Why is it important to witness and acknowledge our individual racesrather than ignore them? Why does Kendi no long use the termmicroagression? How can changes in the way we name and definebehavior lead to larger institutional change?Chapters 3-5 (pages 35-68)Respond to at least three (3) of your peers by Sunday, June 20.By July 9, prepare an annotated resource list with suggestions forat least 6 resources (websites, books, videos, TEDtalks, etc.) that couldbe used for programming with a selected audience. Provide feedbackto at least three (3) of your peers.June21 25By Wednesday, June 23, please respond to the followingprompts:What messages about the Black body are taught in the United States?How do these messages show up in the media, in policies, and in ourperceptions about communities? How does the creation of culturalstandards lead to rejection of cultural differences?Chapters 6-7 (pages 69-91)Respond to at least three (3) of your peers by Sunday, June 27.Tuesday, June 22 Guest Presenters, Bryan Nurnberger &Gaby Chavez Hernandez from Simply SmilesWednesday, June 23 Guest Presenter, Lada Xiong-Vang,2021 CPS Hero Award RecipientJune28 –July2By Wednesday, June 30, please respond to the followingprompts:Why do people tend to focus on defining individuals as racist ratherthan focusing on policies that are oppressive? How is colorismreflected in today’s beauty standards? What steps can we take tobuild and support a culture that celebrates natural beauty?Respond to at least three (3) of your peers by Sunday, July 4.Tuesday, June 29 Guest Presenter, Cindy Piotrowski,Aging Disability and Resource CenterWednesday, June 30 ?5Chapters 8-11 (pages 92-150)
July5-9By Wednesday, July 7, please respond to the following prompts:How do racist policies connect and intertwine with capitalist policies?How does space racism shape how we think about neighborhoods,communities, churches, and businesses? Have you ever entered aracialized space where you were not a member of the dominant racialgroup? If yes, how did you feel and why? If not, why do you think youhave not had this experience.Chapters 12-13 (pages 151-180)Respond to at least three (3) of your peers by Sunday, July 11.Tuesday, July 6 Guest Presenter, Nicole Harrison, CAP ServicesWednesday, July 7 Guest Presenter, Greg Wright, CREATEDUE July 9 - annotated resource listProvide feedback to at least three (3) of your peers.July12 16By Wednesday, July 14, please respond to the following prompts:What is intersectionality? What does it mean to use an intersectionalapproach to being antiracist? Why is it important to understandintersections between privileges?Chapter 14-15 (pages 181-200)Respond to at least three (3) of your peers by Sunday, July 18.Tuesday, July 13 ?Wednesday, July 14 Guest Presenter, Idowu Odedosu, StevensPoint Housing AuthorityBy July 16, write a 2-3 page reflection that includes informationfrom at least 3 of our guest presenters. How were you influenced bywhat was shared? What action(s) will you take?July19 23By Wednesday, July 21, please respond to the following prompts:What does it mean to be courageous in the face of racism? Why doesKendi compare the spread of racist ideas to the spread of cancer? Howmight you be able to help others in their own reflection and learning?Respond to at least three (3) of your peers by Friday, July 23.By July 21, write a 3-4 page reflection summarizing how you havemet the course learning objectives and submit to Canvas.Graduate Students ONLY: Prepare a Project Action Plan for aselected audience.6Chapter 16-18 (pages 201-238)
Netiquette GuidelinesNetiquette is a set of rules for behaving properly online. Your instructor and fellow students wish to foster a safe onlinelearning environment. All opinions and experiences, no matter how different or controversial they may be perceived,must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique anidea but you are not to attack an individual. Working as a community of learners, we can build a polite and respectfulcourse community.The following netiquette tips will enhance the learning experience for everyone in the course: Do not dominate any discussion. Give other students the opportunity to join in the discussion. Do not use offensive language. Present ideas appropriately. Be cautious in using Internet language. For example, do not capitalize all letters since thissuggests shouting. Popular emoticons such asor / can be helpful to convey your tone but do not overdo oroveruse them. Avoid using vernacular and/or slang language. This could possibly lead to misinterpretation. Never make fun of someone’s ability to read or write. Share tips with other students. Keep an “open-mind” and be willing to express even your minority opinion. Minority opinionshave to be respected. Think and edit before you push the “Send” button. Do not hesitate to ask for feedback. Using humor is acceptableAdapted from:Mintu-Wimsatt, A., Kernek, C., & Lozada, H. R. (2010). Netiquette: Make it part of your syllabus. Journal of OnlineLearning and Teaching, 6(1). Retrieved from http://jolt.merlot.org/vol6no1/mintu-wimsatt 0310.htmShea, V. (1994). Netiquette. Albion.com. Retrieved from: http://www.albion.com/netiquette/book/.Other Campus Policies:AttendanceAttend all your classes regularly. We do not have a system of permitted "cuts." If you decide to drop a class, please do sousing myPoint or visit the Enrollment Services Center. Changes in class enrollment will impact your tuition and feebalance, financial aid award and veterans’ educational benefit.During the first eight days of the regular 16-week term, your instructor will take attendance. If you are not inattendance, you may be dropped from the class. You are responsible for dropping any of your enrolled classes.* If you must be absent during the term, tell your instructor prior to the class you will miss. If you cannot reach yourinstructor(s) in an emergency, contact the Dean of Students Office at 715-346-2611 or DOS@uwsp.edu.* If you are dropped from a class due to non-attendance, you may only be reinstated to the class section using the classadd process. Reinstatement to the same section or course is not guaranteed. Your instructors will explain their specificattendance policies to be followed at the beginning of each course.* If you take part in an off-campus trip by an authorized university group such as an athletic team, musical or dramaticorganization, or a class, make appropriate arrangements in advance with the instructor of each class you will miss. If youare absent from classes because of emergencies, off-campus trips, illness, or the like, your instructors will give you areasonable amount of help in making up the work you have missed.7
* If you enroll in a course and cannot begin attending until after classes have already started, you must first getpermission from the department offering the course. Otherwise, you may be required to drop the course.* If you do not make satisfactory arrangements with your instructors regarding excessive absences, you may bedismissed. If you are dismissed from a class, you will receive an F in that course. If you are dismissed from the University,you will receive an F in all enrolled courses.Absences due to Military Service - As stated in the UWSP Catalog, you will not be penalized for class absence due tounavoidable or legitimate required military obligations, or medical appointments at a VA facility, not to exceed two (2)weeks unless special permission is granted by the instructor. You are responsible for notifying faculty members of suchcircumstances as far in ad
1 HD 397/597 Cultural Competence: Working with Diverse Populations Summer 2021 On-line June 1 – July 23, 2021 Instructor: Susan Turgeson, Ed.D., CFCS Assistant Professor Email: susan.turgeson@uwsp.edu Phone: 346-2263 Office: CPS 236 Office Hours: By appointment through Zoom – use thi
Cultural competence needs to be seen as a continuum from basic cultural awareness to cultural competence; effort must be made to move beyond knowledge towards cultural sensitivity and competence (Adams, 1995). Developing sensitivity and understanding of another ethnic group Cultural awareness must be
UNI 1 NATURA CIENC LEARN TOGETHER PRIMARY 3 33 LIN Competence in linguistic communication MST Competence in mathematics, science and technology DIG Competence in the use of new technologies LTL Competence in learning to learn SOC Competence in social awareness and citizenship AUT Competence in autonomous learning and personal initiative CUL Competence in artistic and cultural awareness
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A. The need for a cultural competence framework B. Creating a process for change C. Broadening the Concept of Cultural Competence Cultural Competence Issues to Consider Developing Cultural Competence in Disaster Mental Health Programs: Guiding Principles and Recommendations Selected Referen
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assess cross-cultural competence of Soldiers. Findings are presented in four main sections. The first section discusses the importance of cross-cultural competence to mission accomplishment and describes two facets of cross-cultural competence: cultural learning and cult
Promoting Cultural Diversity Self-Assessment (PCDSA) Every year, each contract must respond to the Cultural and Linguistic Competence Policy Assessment (CLCPA) The Importance of Cultural Competence . Cultural Competenceis a set
Susannah G Tringe*‡, Andreas Wagner† and Stephanie W Ruby* Addresses: *Department of Molecular Genetics and Microbiology, University of New Mexico Health Sciences Center, Albuquerque, NM 87131, USA. †Department of Biology, University of New Mexico, Albuquerque, NM 87131, USA. ‡Current address: DOE Joint Genome Institute, 2800
