Cultural Diversity and Supporting Immigrant Integration (5 cr)

Evaluation scale

H-5

Content scheduling

January 16, 9.30 AM - 2.30 PM
Start of the module and assignments. Basic concepts of immigration. (LN)

January 23, 9.30 AM - 2.30 PM
Guidelines for immigration policy, asylum process, and support services for integration. (LN)

January 30, 9.30 AM - 1.30 PM
Cultural competence and multicultural guidance skills. (EB)

February 6, 9.30 AM - 1.30 PM
Gender diversity and gender-sensitive approach. (EB)


To successfully complete the course module, 100% attendance in classes is required, of which 50% must be attended in person and 50% can be compensated with an alternative assignment. For any absence from classes, the student must write a reflective essay on the topic of the missed class in essay form.

Pre-assignments and assignments to compensate for absences must be submitted two weeks after the last in-person class of the module. After this deadline, compensatory assignments will not be accepted. Absences can be compensated by attending the corresponding classes in the autumn 2025 implementation.

Objective

• you are able to identify societal, ecological and cultural factors behind international migration and refugeeship
• you are able to reflect on your own values, attitudes and prejudices
• you are able to collaborate with people from different cultures
• you know how to promote the equal treatment of people and act against racism and discrimination
• you know how to support the integration and agency of immigrants and immigrant families and groups
• you understand gender diversity and the importance of gender sensitivity in your work

Content

• the concept of culture, its levels and dimensions
• cultural competence and multicultural counselling competence
• global responsibility and human rights
• Finnish immigration policies, the asylum process and the service system that supports integration
• legislation concerning immigration, discrimination and equality

Failed (0)

• The student has not returned the tasks of the independent work section or the learning diary in an acceptable manner by the end of the course.
Assessment criteria for the learning diary:
- The student does not identify/does not highlight or reflect on his/her own values, attitudes and prejudices. Subjective and theoretical knowledge are not connected to each other.
- The student identifies/does not highlight situations requiring equal treatment of people and actions that can reduce racism and discrimination.
• The student does not identify/weakly identifies the principles that support the integration and agency of individuals, families and groups who have immigrated to the country.
• The student does not identify/weakly identifies the importance of gender diversity and a gender-sensitive approach to work
• The student covers the topics he/she has chosen for the learning diary in a narrow way. and too few topics have been chosen.
- The writing instructions given have not been followed in the learning diary.

Assessment criteria, satisfactory (1-2)

The student has returned the tasks of the independent work section and the learning diary with approval by the end of the course.
Assessment criteria for the learning diary:
- The student identifies his/her own values, attitudes and prejudices, but their reflection is weak, and subjective and theoretical knowledge are not connected to each other.
- The student identifies situations requiring equal treatment of people and actions that can reduce racism and discrimination.
• The student identifies principles that can support the integration and agency of individuals, families and groups who have immigrated to the country.
• The student identifies the importance of gender diversity and a gender-sensitive approach to work
• The student covers the topics he/she has chosen for the learning diary in a concise manner.
- The learning diary has poorly followed the given writing instructions.

Assessment criteria, good (3-4)

The student has returned the tasks of the independent work section and the learning diary with approval by the end of the course.
Assessment criteria for the learning diary:
- The student identifies his/her own values, attitudes and prejudices and their reflection is good. The student's subjective and theoretical knowledge are well integrated.
- The student knows situations requiring equal treatment of people and actions that can reduce racism and discrimination.
• The student knows the principles that support the integration and agency of individuals, families and groups who have immigrated to the country.
• The student knows the importance of gender diversity and a gender-sensitive approach to work
• The student covers the topics he/she has chosen for the learning diary well.
- The learning diary has followed the given writing instructions mainly well.
• The student has mastered the contents of the section and has become familiar with the instructed material well.

Assessment criteria, excellent (5)

The student has returned the tasks of the independent work section and the learning diary with approval by the end of the course.
Assessment criteria for the learning diary:
- The student identifies his/her own values, attitudes and prejudices and his/her reflection on them is commendable. The student's subjective and theoretical knowledge are combined commendably.
- The student highlights situations requiring equal treatment of people and presents examples that can reduce racism and discrimination.
• The student mentions principles, knows how to apply them in practice, and takes actions to support the integration and agency of individuals, families and groups who have immigrated to the country.
• The student knows how to apply gender diversity and a gender-sensitive approach to work in his/her learning diary.
• The student covers the topics he/she has chosen for the learning diary in a broad manner.
- The writing instructions given have been followed in the learning diary.
• The student has mastered the course content and has become familiar with the instructed material to a commendable degree.