Connecting Learning, Identity, and Culture

Beginnings:

Connecting Learning, Identity, and Culture

A Multidisciplinary Coordinated Studies

Evening, Fall, 2006

http://northonline.sccd.ctc.edu/beginnings

FACULTY Office Phone E-Mail

Margot Boyer, English Lib 0228G 526-0061

Jane Lister Reis, Communication Lib/media ctr 526-0175

Elinor Appel, Information Research Library 527-3615

Office Hours: Instructors have office hours by appointment.

Class Hours: Tues. & Thurs., 5:30-9:30 p.m., CC2153

PROGRAM THEME

This 10-12 credit Coordinated Studies course, combining credit in English Composition, Literature, Communication, and Research (an optional 2-credit) is designed for all students, and especially for students who are new or returning to college. We will approach the theme of "Beginnings" by asking what and how you need to develop at the "beginning" of your college experience, especially focusing on the academic skills of reading, writing, speaking, and thinking that will help you succeed.

We’ll also explore the theme of “Beginnings” by looking at the origins of our own identities and values, especially how they have been shaped by our social and family backgrounds. We’ll investigate how structures of social power and privilege, such as class, gender, and ethnicity, shape our cultures and influence our own ideas and behaviors. Through our reading and writing of narratives, essays, and historical and theoretical works, we’ll come to a deeper understanding of how our own values affect the way we see the world and how those values may be perceived by others.

As teachers, we believe that engaged reading and writing, and discussion of significant texts, can help us understand the past and develop deeper skills to use in the future. We anticipate that this encounter with challenging ideas will stimulate all of us to question our beliefs, and enable us to refine and affirm our core values. We hope that all of us will strengthen our critical thinking skills, practice communication with a diverse learning community, and clarify our own ideas, values, and commitments.

CORE QUESTIONS: We’ll use these questions to help frame our work together :

·  What would be your ideal learning environment?

·  What makes its safe to be fully present?

·  What academic skills and attitudes do you need to develop to be successful in college?

·  What is the connection between what we learn here and our lives outside of school?

·  What beliefs and values do we hold?

·  How do our beliefs and values affect the way we see the world?

·  How do others perceive the beliefs and values we hold?

·  How have our identities and values been shaped by our family backgrounds?

·  How have our identities and values been shaped by our cultures?

·  How do institutions of social power and privilege, such as class, gender, and ethnicity shape our cultures?

·  How do these social institutions shape our own ideas and behaviors?

·  How does communication act as an interface between people?

·  How does diversity affect communication and identity development?

·  How does becoming a more competent communicator affect the communication outcome?

PROGRAM FORMAT

A coordinated studies program is different from stand-alone courses. In this program we emphasize a sense of community where students and faculty learn together. Students are encouraged to cooperate with each other and be more responsible for their own and others' learning. You will learn how to critically read, write about, and discuss important works

In seminars we will discuss a variety of texts, ask questions, identify central themes, and relate these works to the world we live in. We’ll work in small groups to talk through knotty issues, and strengthen writing and critical thinking skills. We’ll work as individuals to read, write, and think, and as a community to share the fruits of our work with each other. The faculty team will share lectures and learning strategies, facilitate the development of your academic skills, and participate as co-learners in a democratic community of scholars. On-line discussion will allow us to stay connected and share ideas in between classes, and facilitate dialogue beyond the walls of the classroom.

Note: Former students (involved in a national research project) report that when they include studying together in small informal groups they are much more successful.

REQUIRED READINGS (in order of reading)

Use Throughout Quarter

Rosenwasser & Stephen, Writing Analytically (generally one chapter per week)

Mark Brady, Wisdom of Listening (reprinted selections, not ordering text)

Lao Tzu/Ursula le Guin; Tao te Ching (we’ll use this throughout the quarter)

Part 1: Learning and Education (weeks 1-4) Listening

bell hooks, Teaching to Transgress, 1994 (Selections)

Mike Rose , Lives on the Boundary, 1989

Paulo Freire, Pedagogy of the Oppressed , 1970 (front matter and chapters 1 – 2)

Part 2: Identity (weeks 5 – 8) Speaking

David Mura Where the Body Meets Memory, 1996

Allan Johnson, Privilege, Power, and Difference, 1997

Feature film Crash (2004) (Watch this on your own; we’ll discuss in class in early November)

Sherman Alexie, Ten Little Indians, 2003 (selected stories)

Part 3: Wholeness in a Global Community (weeks 9-12) Dialogue

Gloria Naylor, Mama Day, 1988

Ursula le Guin, Four Ways to Forgiveness, 1995 (“A Woman’s Liberation”)

Mark Brady, The Wisdom of Listening , 2003 (reprinted selections, not ordering text)

FILMS/VIDEOS (some or all of these)

Conversation with Mike Rose

Alan Johnson at North

The Color of Fear

Crash

COURSE OUTCOMES

The primary objective of this course is to help you develop a solid foundation in academic knowledge, skills, and attitudes which will aid you throughout your college experience. NSCC has identified some general education goals and specific AA-degree requirements to emphasize.

Credit in Integrated Studies is important because it will help you to:

1.Discover the interdisciplinary nature of knowledge

2. Integrate sources from multiple fields and viewpoints

3. Work in a collaborative teaching and learning environment

4. Synthesize and evaluate new understandings and knowledge

Other General Education (or Liberal Arts) goals will also be emphasized including:

5. In the knowledge area, by the end of the quarter you should be able to...

Understand some of the major ideas, values, and beliefs that have shaped identities and culture.

Understand gender, race, and class as factors and forces in human communities.

Understand the nature of the individual and the relationship between the self and the community.

6. In the area of attitudes, we want you to be able to...

Recognize the value of intellectual inquiry, personal responsibility and ethical behavior.

Develop confidence in your own ability to judge, analyze, and come to your own conclusions.

Demonstrate a willingness to learn from many cultures, persons, methods, and viewpoints.

7. In the skill area, you will learn how to

Develop the ability to think critically and clearly communicate ideas orally and in writing.

Improve your speaking, listening, and problem-solving skills.

Deal constructively with information, ideas, and emotions associated with such issues of diversity and conflict as culture identity, ethnicity, race, gender, sexuality, age, and religion.

Communication Learning Outcomes: Jane would like you to be able to...

Engage critically and constructively in the exchange of ideas , being open to learning new perspectives and ideas;

Recognize nonverbal and verbal communication reflecting diverse perspectives on culture, ethnicity, age, gender, and/or sexual orientation;

Identify and practice different norms and roles that facilitate human interaction; and,

Become more mindful of yourself as a communicator.

English Learning Outcomes: Margot would like you to be able to...

Crack the code to writing a coherent paper of academic quality;

Read complex texts and think, speak, and write about them critically and dispassionately; and

Understand theories, constructs, and models and be able to apply them to texts and to real-life situations.

Cultural Diversity Outcome:

Understand the models offered by Allan Johnson and the “Beyond Inclusion” material and be able to apply them to texts and to real-life situations.

GENERAL REQUIREMENTS AND EVALUATION

A. Book Seminars (assessment of critical thinking, writing, communicating skills)

Active participation in book seminars is an essential part of this program. You will be taught the necessary seminar skills and expected to demonstrate development in this area. You will need to complete all reading assignments on time and attend all seminars. You must prepare for each seminar with a typewritten response to the assigned readings. Specific directions and expectations will be provided. The seminar papers you turn in will be responded to and recorded. Because seminar papers are intended for preparation and participation in seminar, no late papers will be accepted.

B. Essays (assessment of critical thinking and writing skills)

In addition to the seminar papers, you will write three more formal essays, with the help of peer and faculty feedback, in a process that includes multiple drafts. Full participation in the process of writing and peer feedback is key to developing your own writing skills and helping co-learners with theirs. All rough, revised, and final drafts must be ready at the beginning of the class period when they are due for work during class time. Details about essay expectations will be provided when these are assigned.

C. Case Studies (assessment of understanding and application of communication theory)

You will write two case studies about a communication experience. You will use these case studies as a way of analyzing your communication experience based on your increasing knowledge, awareness, and skill basis in communication competency.

D. Self-Evaluations (opportunity for reflection of yourself as a learner)

We will ask you to complete two self-assessments of your progress during the quarter. These assessments will ask you to reflect on your participation, attendance, completion of assignments, and overall progress in meeting the course outcomes, objectives, and requirements. Because students in coordinated studies courses are expected to be responsible for their own learning, we take students’ evaluations of their progress very seriously in our final evaluations.

E. Online Activities : http://fc.northseattle.edu

Our “Beginnings” class has an electronic site where we can share online discussion. You will be expected to check the web site at least once a week, between the Thursday and Tuesday meeting, for information and to participate in class dialogue. Questions and brief assignments will be assigned for answering on the web site. The site will allow us to stay in touch and continue our conversation between classes. It will also be the place to share critical and timely information. Detailed information on accessing the web site will be provided in class.

F. Attendance and Full Participation (assessment of level of engagement)

Participation in this program is a commitment to a sense of responsibility for the life of this learning community. Your cooperative spirit will enhance the personal and academic experience for all of us. Your contributions are unique and, therefore, significant and irreplaceable. You are expected to attend all classes, lectures, films, writing workshops, and seminars. This is your responsibility as part of the commitment to your learning community. You need to inform your seminar group if you are unable to attend by calling or e-mailing the faculty. Please don’t just disappear.

EXPECTATIONS

As a participant in this Learning Community, we expect you to:

·  Attend each class session for the full four hours.

·  Be on time—lateness is disruptive and disrespectful (But don’t miss a class because you are late—come in as quietly as you can).

·  Turn assignments in on time on the DUE date.

·  Call us if you are absent and take responsibility for what you have missed and for obtaining copies of notes, handouts, assignments, and changes.

·  Talk with us if you miss more than one class.

·  Respect the need for a productive learning environment by turning off cell phones and pagers during class. If you need to make calls, wait for a break.

·  Refrain from using artificial or heavy fragrances, including perfume, cologne and other scented products. Sensitivity to chemicals can dramatically affect some people, and a fragrance-free environment is part of the college code.

·  Contact us about problems so that they can be resolved.

·  Tolerate and work through dissention in class discussions.

·  Become comfortable with ambiguity and complexity as you study course content and practice course skills.

·  Take responsibility for your own progress: ask questions as they arise and seek help when the work feels too challenging or confusing.

·  Devote two hours of study outside of class per week for every credit hour earned. This includes reading, preparing for seminar, writing and revising essays, and participating in study and project groups.

EVALUATION: You will receive the same grade for all 10 credits based on:

Seminars (attendance, seminar papers and participation, final fishbowl seminar) 40%

Other writing (formal writing, including revision process , case studies and portfolio) 40%

Participation and Self Evaluations 10%

Project Groups 10%

Total 100%

Completion of all assignments is required for a passing grade. We see learning as a developmental process, so for your evaluation we will be looking for ongoing development in your writing, seminar participation, critical thinking, and in what you contribute to the learning community.

Please register for two (2) of the following 5-credit classes:

1222 ENG 101.C3 Composition (5 cr) OR

1223 ENG 102. C3 Composition (5 cr)

1224ENG 228.C3 Literature of American Culture (5 cr)

1100 CMN125.C3 Interpersonal Communication (5 cr)

Optional 2-credit class:

9590 LIB 150.C3 Research in the Electronic Environment

(5 weeks starting 10/11, 6-8 pm)

FACULTY COMMITMENT

We want to help each of you to succeed.We are available to meet with you by appointment to discuss any problems or issues that may arise, before they overwhelm you – or us. We can usually help you work out a solution. We are aware of and have services available to accommodate those with special needs including learning and physical disabilities. The faculty is open to suggestions for improvement in all aspects of the program. We will be asking for your feedback throughout the quarter.

NUTS AND BOLTS

Organizing Material

Use a 3-ring binder with loose leaf paper and divider tabs, or an accordion folder with dividers or folders inside, to organize the material for this course. You should have a place for in-class writing, prewriting and drafts, essays, seminar papers, case studies, class handouts, and other material. Keep every handout and every piece of work you do until the class is over. At the end of the class you will hand in a portfolio with copies of all your class work, which will be a major component of your final grade.