FALL 2017 Cohort K Syllabus as of 9117.pdf

FALL 2017 Cohort K Syllabus as of 9117.pdf - FALL 2017...

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Unformatted text preview: ​FALL​ ​2017 Integral​ ​Learning​ ​BIS​ ​1212-01 Modern​ ​Perspectives​ ​BIS​ ​1211-01 Self​ ​&​ ​Society​ ​BIS​ ​1213-01 Cohort​ ​K Class​ ​Location:​ ​ ​Room​ ​311 COHORT​ ​WEEKENDS FRIDAYS​ ​(6:15PM​ ​-​ ​9:15PM) SATURDAYS​ ​(9:00AM​ ​-​ ​9:00PM) September September​ ​2 September​ ​15 September​ ​16 October​ ​27 October​ ​28 October​ ​6 November​ ​17 December​ ​8 October​ ​7 November​ ​18 December​ ​9 Faculty Angela​ ​Anderson,​ ​M.P.P. Adjunct​ ​Assistant​ ​Professor School​ ​of​ ​Undergraduate​ ​Studies​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ [email protected]​​ ​/​ ​415.226.8827​ ​(c) Office​ ​Hours:​ ​By​ ​Appointment Brynn​ ​Saito,​ ​M.A.,​ ​M.F.A. Director,​ ​Center​ ​for​ ​Writing​ ​&​ ​Scholarship​ ​(room​ ​224) Faculty,​ ​School​ ​of​ ​Undergraduate​ ​Studies California​ ​Institute​ ​of​ ​Integral​ ​Studies [email protected]​ ​/​ ​415-575-3495​ ​(w) 1 Welcome​ to​ ​the​ ​Bachelor​ ​of​ ​Arts​ ​Degree​ ​Completion​ ​Program. ​ ​This​ ​syllabus​ ​is​ ​intended to​ ​provide​ ​a​ ​broad​ ​overview​ ​of​ ​what​ ​we​ ​are​ ​proposing​ ​for​ ​our​ ​work​ ​together​ ​this​ ​term.​ ​It is​ ​offered​ ​as​ ​a​ ​starting​ ​point,​ ​rather​ ​than​ ​a​ ​rigid​ ​plan​ ​to​ ​follow.​ ​As​ ​our​ ​work​ ​together develops,​ ​there​ ​may​ ​be​ ​additional​ ​activities,​ ​opportunities​ ​and​ ​expectations.​ ​There​ ​will be​ ​a​ ​number​ ​of​ ​readings​ ​in​ ​addition​ ​to​ ​the​ ​books​ ​you​ ​have​ ​purchased.​ ​As​ ​our explorations​ ​develop​ ​we​ ​will​ ​add​ ​resources​ ​as​ ​appropriate​ ​and​ ​needed.​ ​We​ ​will​ ​be making​ ​decisions​ ​about​ ​them​ ​as​ ​the​ ​semester​ ​progresses.​ ​Please​ ​feel​ ​free​ ​to​ ​make suggestions​ ​for​ ​additional​ ​readings​ ​or​ ​activities.​ ​This​ ​is​ ​your​ ​education,​ ​so​ ​your participation​ ​in​ ​our​ ​work​ ​together​ ​is​ ​not​ ​only​ ​invited,​ ​it​ ​is​ ​crucial​ ​to​ ​its​ ​success​ ​for​ ​both you​ ​and​ ​your​ ​fellow​ ​students. Learning​ ​Community​:​ ​Our​ ​program​ ​uses​ ​an​ ​intensive​ ​cohort​ ​learning​ ​community format. ​ ​By​ ​cohort​ ​learning​ ​community​ ​we​ ​mean​ ​a​ ​group​ ​of​ ​people​ ​who​ ​will​ ​be​ ​sharing, participating​ ​and​ ​engaging​ ​in​ ​an​ ​academic​ ​opportunity​ ​that​ ​is​ ​interdependent. ​ ​It​ ​is important​ ​to​ ​understand​ ​that​ ​how​ ​you​ ​engage​ ​will​ ​impact​ ​and​ ​affect​ ​your​ ​cohort members​ ​and​ ​vice​ ​versa. ​ ​We​ ​will​ ​discuss​ ​this​ ​more​ ​as​ ​the​ ​semester​ ​progresses. Course​ ​Descriptions Integral​ ​Learning:​ We​ ​will​ ​explore​ ​learning​ ​processes​ ​and​ ​the​ ​socio-historical​ ​structure of​ ​education,​ ​and​ ​will​ ​critique​ ​the​ ​assumptions,​ ​goals​ ​and​ ​values​ ​that​ ​underlie​ ​different educational​ ​perspectives. ​ ​Individually,​ ​we​ ​will​ ​explore​ ​our​ ​own​ ​definitions​ ​of​ ​learning and​ ​our​ ​assumptions​ ​about​ ​ourselves​ ​as​ ​learners. ​ ​Collectively,​ ​we​ ​will​ ​experiment​ ​with a​ ​range​ ​of​ ​learning​ ​activities​ ​and​ ​assess​ ​their​ ​strengths​ ​and​ ​weaknesses. ​ ​Our​ ​goal​ ​will be​ ​to​ ​move,​ ​both​ ​collectively​ ​and​ ​individually,​ ​toward​ ​a​ ​liberatory​ ​form​ ​of​ ​learning​ ​with the​ ​potential​ ​to​ ​free​ ​us​ ​to​ ​be​ ​strong​ ​agents​ ​in​ ​our​ ​own​ ​lives​ ​and​ ​in​ ​our​ ​communities. Our​ ​inquiries​ ​in​ ​the​ ​other​ ​two​ ​critical​ ​perspectives​ ​will​ ​provide​ ​additional​ ​illumination​ ​of our​ ​understanding​ ​of​ ​this​ ​theme. Self​ ​and​ ​Society:​ The​ ​concept​ ​of​ ​the​ ​“self”​ ​has​ ​long​ ​been​ ​debated​ ​in​ ​human​ ​society.​ ​It can​ ​be​ ​seen​ ​as​ ​the​ ​central​ ​subject​ ​of​ ​a​ ​wide​ ​range​ ​of​ ​academic​ ​disciplines​ ​ranging​ ​from theology,​ ​philosophy,​ ​psychology​ ​to​ ​biology​ ​and​ ​literature. ​ ​Each​ ​of​ ​us​ ​will​ ​enter​ ​with assumptions​ ​about​ ​the​ ​“nature”​ ​of​ ​the​ ​self.​ ​For​ ​our​ ​purposes,​ ​we​ ​will​ ​consider​ ​the meaning​ ​of​ ​selfhood​ ​to​ ​be​ ​culturally​ ​derived​ ​and​ ​delimited​ ​presuming​ ​that​ ​it​ ​reflects both​ ​an​ ​individual’s​ ​personal​ ​and​ ​cultural​ ​assumptions.​ ​In​ ​this​ ​theme​ ​we​ ​explore​ ​the concept​ ​of​ ​self​ ​both​ ​personally​ ​and​ ​theoretically.​ ​Beginning​ ​from​ ​a​ ​working​ ​hypothesis that​ ​the​ ​Self​ ​is​ ​the​ ​product​ ​of​ ​complex​ ​interactions​ ​between​ ​the​ ​individual​ ​and her/his/their​ ​social,​ ​physical,​ ​cultural,​ ​and​ ​spiritual​ ​environments,​ ​we​ ​will​ ​examine​ ​the ways​ ​that​ ​each​ ​of​ ​us​ ​may​ ​construct​ ​an​ ​“I”​ ​(or​ ​perhaps,​ ​many​ ​“I’s”).​ ​Our​ ​inquiry​ ​will​ ​be situated​ ​in​ ​theory,​ ​autobiographical,​ ​and​ ​critical.​ ​We​ ​will​ ​reflect​ ​on​ ​our​ ​personal experiences​ ​and​ ​how​ ​such​ ​factors​ ​as​ ​race,​ ​class,​ ​sexuality,​ ​and​ ​gender​ ​shape​ ​identity. 2 We​ ​will​ ​also​ ​explore​ ​alternative​ ​constructions​ ​of​ ​self​ ​from​ ​a​ ​variety​ ​cultures​ ​and​ ​time periods​ ​as​ ​well​ ​as​ ​consider​ ​autobiography​ ​and​ ​self-narratives​ ​as​ ​a​ ​genre. ​ ​It​ ​should always​ ​be​ ​noted​ ​that​ ​though​ ​we​ ​focus​ ​on​ ​self,​ ​it​ ​is​ ​with​ ​the​ ​understanding​ ​of​ ​self​ ​in society. Modern​ ​Perspectives:​ Closely​ ​linked​ ​with​ ​the​ ​examination​ ​of​ ​the​ ​Self​ ​and​ ​Society​ ​is​ ​an assessment​ ​of​ ​the​ ​“nature”​ ​of​ ​reality. ​ ​This​ ​particular​ ​inquiry​ ​will​ ​focus​ ​on​ ​how​ ​we understand​ ​the​ ​world​ ​around​ ​us:​ ​Do​ ​we​ ​discover​ ​it?​ ​Do​ ​we​ ​construct​ ​it?​ ​Do​ ​we​ ​narrate it?​ ​As​ ​well​ ​as​ ​examining​ ​our​ ​own​ ​assumptions,​ ​we​ ​will​ ​look​ ​at​ ​Romantic,​ ​Modern,​ ​and Post-Modern​ ​answers​ ​to​ ​these​ ​questions,​ ​with​ ​an​ ​emphasis​ ​on​ ​understanding​ ​the “socially​ ​constructed”​ ​model​ ​of​ ​“truth​ ​and​ ​knowledge.” Interdependence​ ​of​ ​Courses: ​Because​ ​of​ ​the​ ​fluidity​ ​of​ ​the​ ​three​ ​themes,​ ​their interdependence,​ ​and​ ​the​ ​different​ ​approaches​ ​we​ ​want​ ​to​ ​bring​ ​to​ ​each,​ ​we​ ​will​ ​not necessarily​ ​assign​ ​any​ ​reading​ ​or​ ​even​ ​any​ ​particular​ ​part​ ​of​ ​the​ ​weekends​ ​to​ ​one​ ​or another​ ​topic. ​ ​However,​ ​on​ ​each​ ​weekend​ ​there​ ​will​ ​almost​ ​certainly​ ​be​ ​a​ ​major​ ​activity involving​ ​each​ ​theme. 3 Student​ ​Learning​ ​Outcomes All​ ​Semesters 1. Articulate​ a​ ​position​ ​and ​analyze​ assumptions​ ​across​ ​a​ ​variety​ ​of​ ​issues 2. Demonstrate​ a​ ​conscious​ ​awareness​ ​of​ ​learning​ ​process​ ​and​ ​co-create​ ​the​ ​learning environment 3. Critically​ ​reflect​ upon​ ​and​ ​synthesize​ ​what​ ​they​ ​have​ ​learned​ ​in​ ​the​ ​program 4. Take​ ​responsibility ​to​ ​identify​ ​their​ ​interests​ ​and​ ​passions​ ​and ​critically position​ themselves​ ​within​ ​the​ ​context​ ​of​ ​a​ ​particular​ ​community,​ ​practice,​ ​or scholarship Self​ ​in​ ​Society 1. Analyze​ multiple​ ​frameworks​ ​of​ ​self​ ​across​ ​disciplines,​ ​such​ ​as​ ​psychological, spiritual,​ ​and​ ​sociological 2. Integrate ​theories​ ​of​ ​social​ ​construction​ ​of​ ​self​ ​with​ ​the​ ​role​ ​of​ ​personal​ ​history​ ​and social​ ​location Integral​ ​Learning 1. Demonstrate​ a​ ​conscious​ ​awareness​ ​of​ ​learning​ ​process​ ​and​ ​co-create​ ​the​ ​learning environment 2. Articulate​ ​and​ ​differentiate​ ​between ​philosophical​ ​and​ ​political​ ​underpinnings​ ​of learning​ ​systems​ ​(integral,​ ​critical,​ ​transformative) 3. Articulate​ a​ ​position​ ​and ​analyze​ assumptions​ ​across​ ​a​ ​variety​ ​of​ ​issues Modern​ ​Perspectives 1. Analyze​ the​ ​social,​ ​cultural,​ ​political,​ ​global​ ​and​ ​historical​ ​context​ ​which​ ​knowledge is​ ​produced 2. Situate​ themselves​ ​in​ ​relationship​ ​to​ ​the​ ​specific​ ​modern​ ​context​ ​examined 4 Readings You​ ​should​ ​have​ ​the​ ​texts​ ​soon​ ​after​ ​the​ ​first​ ​weekend. ​ ​Additional​ ​reading​ ​materials will​ ​be​ ​provided​ ​either​ ​as​ ​photocopies​ ​or​ ​electronic​ ​files​ ​as​ ​the​ ​semester​ ​progresses. Because​ ​of​ ​the​ ​inter-relationships​ ​among​ ​the​ ​three​ ​themes​ ​for​ ​the​ ​term,​ ​many​ ​of​ ​the readings​ ​will​ ​be​ ​relevant​ ​in​ ​multiple​ ​ways. ​ ​To​ ​keep​ ​things​ ​a​ ​bit​ ​clearer,​ ​we​ ​will​ ​indicate the​ ​primary​ ​area​ ​of​ ​relevance​ ​for​ ​each​ ​of​ ​the​ ​readings. ​ ​The​ ​reading​ ​may​ ​not​ ​seem extensive​ ​for​ ​a​ ​full​ ​term​ ​of​ ​college​ ​credit,​ ​but​ ​as​ you​ ​will​ ​see,​ ​texts​ ​are​ ​only​ ​one​ ​source of​ ​learning​ ​in​ ​our​ ​model. ​ ​Each​ ​of​ ​you,​ ​your​ ​stories,​ ​and​ ​your​ ​experiences​ ​are​ ​also​ ​texts both​ ​for​ ​yourself​ ​and​ ​others.​ ​Also,​ ​each​ ​student​ ​will​ ​engage​ ​in​ ​additional​ ​reading​ ​to​ ​do their​ ​critical​ ​paper. ​ ​And,​ ​as​ ​we​ ​begin​ ​to​ ​engage​ ​the​ ​themes,​ ​we​ ​as​ ​faculty​ ​will​ ​be​ ​alert​ ​to additional​ ​materials​ ​that​ ​might​ ​add​ ​to​ ​the​ ​experience​ ​and​ ​we​ ​encourage​ ​you,​ ​the students,​ ​to​ ​make​ ​recommendations​ ​as​ ​well.​ ​You​ ​must​ ​have​ ​the​ ​following​ ​texts*: ● Daley-Ward,​ ​Yrsa​ ​(2014).​ ​Bone.​ ​CreateSpace​ ​Independent​ ​Publishing​ ​Platform. ● Dines,​ ​Gail​ ​and​ ​Humez,​ ​Jean,​ ​M.​ ​(Eds.)​ ​(2014).​ ​Gender,​ ​race,​ ​and​ ​class​ ​in​ ​the media.​ ​London:​ ​Thousand​ ​Oaks,​ ​CA:​ ​Sage​ ​Publications.​ ​4th​ ​ ​ ​Edition ● Esteva,​ ​Gustavo​ ​and​ ​Prakash,​ ​Madhu​ ​Suri​ ​(2014​ ​).​ ​Grassroots​ ​post-modernism: Remaking​ ​the​ ​soil​ ​of​ ​cultures.​ ​London:​ ​Zed​ ​Books.​ ​ ​3rd​ ​ ​ ​Edition ● hooks,​ ​b.​ ​(1994).​ ​Teaching​ ​to​ ​transgress:​ ​Education​ ​as​ ​the​ ​practice​ ​of​ ​freedom. New​ ​York,​ ​NY:​ ​Routledge. ● Silko,​ ​Leslie​ ​Marmon.​ ​(2010).​ ​The​ ​Turquoise​ ​Ledge:​ ​A​ ​Memoir.​ ​New​ ​York:​ ​Viking. Netflix:​ ​We​ ​will​ ​be​ ​assigning​ ​movies​ ​and​ ​documentaries​ ​as​ ​part​ ​of​ ​your​ ​readings. ​ ​On the​ ​first​ ​day​ ​of​ ​class​ ​we​ ​will​ ​discuss​ ​this​ ​process. APA​ ​Writing​ ​Style​ ​Guide *Additional​ ​readings​ ​will​ ​be​ ​providing​ ​either​ ​in​ ​hardcopy​ ​or​ ​electronic​ ​format. 5 Reading​ ​Strategies: ​Between​ ​weekends​ ​you​ ​will​ ​have​ ​between​ ​250​ ​and​ ​300​ ​pages​ ​of reading,​ ​plus​ ​films.​ ​ We​ ​encourage​ ​you​ ​to​ ​adopt​ ​a​ ​rhythm​ ​that​ ​works​ ​for​ ​you. ​ ​One​ ​of​ ​the approaches​ ​that​ ​students​ ​have​ ​shared​ ​with​ ​us​ ​that​ ​has​ ​proven​ ​successful​ ​is​ ​using​ ​a “graduate​ ​student”​ ​style. ​ ​The​ ​idea​ ​with​ ​this​ ​approach​ ​is​ ​to​ ​always​ ​carry​ ​one​ ​of​ ​your books​ ​with​ ​you​ ​and​ ​ have​ ​at​ ​least​ ​a​ ​couple​ ​of​ ​articles​ ​with​ ​you​ ​at​ ​all​ ​times,​ ​finding​ ​small chunks​ ​of​ ​time​ ​to​ ​read​ ​a​ ​few​ ​pages​ ​here​ ​and​ ​there. ​ ​We​ ​encourage​ ​you​ ​to​ ​also​ ​schedule your​ ​out​ ​of​ ​class​ ​study​ ​time​ ​as​ ​you​ ​would​ ​any​ ​other​ ​appointment,​ ​and​ ​to​ ​see​ ​it​ ​as​ ​your time​ ​that​ ​is​ ​not​ ​negotiable. Sample​ ​Schedule Friday​ ​Evening: 6:00 ​ ​- ​ ​6:15 Arrive: This​ ​is​ ​a​ ​good​ ​time​ ​to​ ​arrive​ ​and​ ​settle​ ​in. ​ ​This​ ​is​ ​also​ ​the time​ ​we​ ​co-create​ ​our​ ​community​ ​altar​ ​where​ ​we​ ​can​ ​set​ ​intentions for​ ​the​ ​weekend 6:15​ ​ ​ ​–​ ​ ​ ​7:00 Check-in.​ ​This​ ​activity​ ​of​ ​“forming”​ ​our​ ​group​ ​each​ ​weekend will​ ​give​ ​individuals​ ​a​ ​chance​ ​to​ ​help​ ​us​ ​set​ ​priorities​ ​for​ ​our time​ ​together. 7:00​ ​ ​ ​–​ ​ ​ ​7:15 ​ ​ Housekeeping. During​ ​this​ ​block​ ​we​ ​address​ ​any​ ​scheduling issues,​ ​announcement,​ ​reminders,​ ​etc.​ ​and​ ​set​ ​out​ ​the​ ​specifics​ ​of the​ ​weekend’s​ ​agenda. 7:30​ ​ ​ ​– ​ ​9:15 ​ ​ Integral​ ​Learning. ​ ​Exercises,​ ​discussions,​ ​lectures,​ ​etc.​ ​that​ ​deal with​ ​the​ ​theme​ ​of​ ​Integral​ ​Learning Saturday: 9:00​ ​ ​ ​– ​ ​11:30 Modern​ ​Perspectives:​ ​Exercises,​ ​discussions,​ ​lectures,​ ​etc.​ ​on​ ​the theme​ ​of​ ​Modernity​ ​and​ ​Post-Modernity. 11:30 ​ ​–​ ​ ​ ​1:00 ​ ​ Lunch 1:15​ ​ ​ ​–​ ​ ​ ​3:30 Self​ ​and​ ​Society: Exercises,​ ​discussions,​ ​lectures​ ​and​ ​so​ ​forth on​ ​the​ ​theme​ ​of​ ​Self​ ​and​ ​Identity.​ ​(one​ ​break) 6 3:30​ ​ ​ ​– ​ ​4:30 Experiential​ ​Sessions: These​ ​time​ ​blocks​ ​are​ ​set​ ​aside​ ​for presentations,​ ​performances,​ ​reflective​ ​processes,​ ​etc. ​ ​Particular foci will​ ​vary​ ​from​ ​weekend​ ​to​ ​weekend,​ ​depending​ ​upon preparation​ ​and goals. 4:30​ ​ ​ ​–​ ​ ​ ​5:30 ​ ​ Integrative​ ​Seminar:​ ​This​ ​part​ ​of​ ​the​ ​weekend​ ​provides and opportunity​ ​for​ ​us​ ​to​ ​reflect​ ​on​ ​the​ ​larger​ ​purposes​ ​of​ ​the curriculum,​ ​looking​ ​for​ ​ways​ ​in​ ​which​ ​the​ ​themes​ ​integrate,​ ​or​ ​don’t integrate. We​ ​may​ ​at​ ​time​ ​focus​ ​on​ ​specific​ ​skill​ ​development​ ​such​ ​as​ ​critical thinking,​ ​writing​ ​or​ ​research. ​ ​It​ ​is​ ​also​ ​a​ ​time​ ​to​ ​reflect​ ​on​ ​learning outcomes,​ ​group​ ​process,​ ​plan​ ​for​ ​future​ ​weekends,​ ​clarify preparation​ ​for​ ​the​ ​next​ ​cohort​ ​weekend,​ ​discuss​ ​program requirements,​ ​and,​ ​so​ ​on. 5:30​ ​ ​ ​–​ ​ ​ ​7:00 ​ ​ Dinner: While​ ​there​ ​are​ ​no​ ​specific​ ​program​ ​expectations​ ​for​ ​this part​ ​of​ ​the​ ​day,​ ​we​ ​encourage​ ​the​ ​cohort​ ​to​ ​consider​ ​making collaborative​ ​plans​ ​for​ ​dinner,​ ​either​ ​in​ ​the​ ​form​ ​of​ ​pot-lucks​ ​or dining​ ​out​ ​together. ​ ​It​ ​may​ ​be​ ​equally​ ​important​ ​for​ ​individuals​ ​to get​ ​time​ ​to​ ​themselves. 7:00​ ​ ​ ​–​ ​ ​ ​9:00 ​ ​ Experience,​ ​Integration​ ​and​ ​Reflection:​ ​As​ ​with​ ​the​ ​experiential seminar,​ ​this​ ​period​ ​will​ ​be​ ​fluid. ​ ​It​ ​may​ ​be​ ​a​ ​time​ ​for​ ​us​ ​to​ ​view films​ ​relevant​ ​to​ ​the​ ​curriculum,​ ​give​ ​presentations,​ ​or​ ​be​ ​led​ ​in​ ​an exercise. ​ ​We​ ​also​ ​feel​ ​that​ ​is​ ​important​ ​to​ ​end​ ​the​ ​weekend​ ​with some​ ​small​ ​process​ ​of​ ​closure. And,​ ​as​ ​you​ ​will​ ​soon​ ​discover,​ ​timing,​ ​and​ ​priorities​ ​can​ ​be,​ ​and​ ​often​ ​need​ ​to​ ​be,​ ​open to​ ​reconsideration​ ​and​ ​reconstruction. 7 Opportunities​ ​and​ ​Expectations At​ ​the​ ​end​ ​of​ ​each​ ​weekend​ ​you​ ​will​ ​receive​ ​a​ ​detailed​ ​description​ ​of​ ​the ​opportunities and​ ​expectations​ for​ ​the​ ​following​ ​cohort​ ​weekend,​ ​including​ ​what​ ​readings​ ​you​ ​are expected​ ​to​ ​have​ ​completed​ ​and​ ​what​ ​projects​ ​are​ ​to​ ​be​ ​submitted​ ​or​ ​shared​ ​between the​ ​end​ ​of​ ​one​ ​cohort​ ​weekend​ ​and​ ​the​ ​start​ ​of​ ​the​ ​next. ​ ​What​ ​follows​ ​are​ ​the descriptions​ ​of​ ​our​ ​formal​ ​activities​ ​for​ ​the​ ​semester. ​ ​These​ ​descriptions​ ​may​ ​be supplemented​ ​or​ ​modified​ ​as​ ​we​ ​move​ ​forward. Critical​ ​Reflections: ​Are​ ​due ​electronically​ on​ ​CANVAS​ ​the​ ​second​ ​Sunday​ ​after​ ​cohort weekend​ ​by​ ​9pm​ ​for​ ​the​ ​expository​ ​reflections,​ ​and​ ​in​ ​class​ ​for​ ​the​ ​non-expository reflections.​ ​ There​ ​will​ ​be​ ​two​ ​expository​ ​and​ ​two​ ​non-expository​ ​critical​ ​reflections.​ ​ The​ ​process​ ​of​ ​action​ ​and​ ​reflection—doing​ ​something​ ​and​ ​then​ ​thinking​ ​about​ ​it—is​ ​at the​ ​core​ ​of​ ​our​ ​BA​ ​degree​ ​completion​ ​program. ​ ​Critical​ ​Reflection​ ​is​ ​an​ ​important aspect​ ​of​ ​this​ ​practice.​ ​The​ ​reflections​ ​provide​ ​you​ ​with​ ​an​ ​opportunity​ ​to​ ​bring​ ​meaning to​ ​your​ ​studies​ ​on​ ​an​ ​ongoing​ ​basis​ ​and​ ​to​ ​integrate​ ​the​ ​ideas​ ​of​ ​our​ ​curriculum​ ​with your​ ​experiences,​ ​whether​ ​from​ ​the​ ​weekend,​ ​the​ ​readings,​ ​the​ ​larger​ ​curriculum,​ ​or​ ​your life​ ​in​ ​general.​ ​The​ ​readings​ ​for​ ​and​ ​the​ ​events​ ​of​ ​the​ ​weekend​ ​and​ ​your​ ​feelings​ ​about them​ ​may​ ​form​ ​the​ ​foundation​ ​of​ ​your​ ​reflection.​ ​Think​ ​of​ ​the​ ​reflections​ ​primarily​ ​as opportunities​ ​to​ ​explore​ ​questions,​ ​concerns,​ ​reading​ ​and/or​ ​perspectives​ ​related​ ​to​ ​our curriculum.​ ​Reflections​ ​can​ ​be​ ​opportunities​ ​to​ ​explore​ ​relationships​ ​among​ ​themes​ ​or between​ ​the​ ​themes​ ​and​ ​outside​ ​reading​ ​or​ ​life​ ​experience. ​The​ ​expectation​ ​is​ ​that​ ​you will​ ​use​ ​the​ ​reflections​ ​to​ ​engage​ ​the​ ​readings,​ ​concepts,​ ​themes,​ ​questions​ ​of​ ​the curriculum​ ​and​ ​connect​ ​with​ ​life​ ​experiences. The​ ​guideline​ ​for​ ​critical​ ​reflections​ ​is​ ​4-6​ ​pages​ ​double-spaced​ ​for​ ​the​ ​expository reflections. The​ ​two​ ​non-expository​ ​Creative​ ​Critical​ ​Reflections​ ​will​ ​consist​ ​of​ ​Nicho​ ​and​ ​a​ ​Media Project. ​ ​See​ ​more​ ​detailed​ ​information​ ​below. Creative​ ​Reflection-Nicho​ ​Project:​ ​Due​ ​Weekend​ ​4 For​ ​the​ ​past​ ​five​ ​years,​ ​students​ ​enrolled​ ​in​ ​Sandra​ ​Pacheco’s​ ​section​ ​have​ ​participated in​ ​creating​ ​the​ ​Day​ ​of​ ​the​ ​Dead​ ​celebration​ ​at​ ​CIIS. ​ ​However,​ ​this​ ​year​ ​we​ ​will​ ​not​ ​be having​ ​the​ ​usual​ ​celebration. ​ ​Instead​ ​we​ ​will​ ​be​ ​creating​ ​a​ ​smaller​ ​experience. ​ ​We​ ​are envisioning​ ​a​ ​project​ ​that​ ​will​ ​be​ ​an​ ​opportunity​ ​to​ ​explore​ ​self​ ​and/or​ ​identity​ ​that​ ​has been​ ​influenced​ ​by​ ​inspirational​ ​figures​ ​that​ ​have​ ​passed​ ​or​ ​ancestral​ ​heritage. ​ ​It​ ​will be​ ​an​ ​opportunity​ ​to​ ​engage​ ​heart,​ ​hands​ ​and​ ​spirit​ ​rather​ ​than​ ​just​ ​head. ​ ​More​ ​to come! 8 Creative​ ​Reflection-Media​ ​Project:​ ​Due​ ​Weekend​ ​5 As​ ​part​ ​of​ ​exploring​ ​the​ ​impacts​ ​of​ ​modernity​ ​on​ ​self​ ​you​ ​will​ ​be​ ​critically​ ​viewing​ ​your media​ ​consumption​ ​and​ ​how​ ​you​ ​relate​ ​to​ ​various​ ​forms​ ​of​ ​media. ​ ​In​ ​addition​ ​to​ ​this, you​ ​will​ ​be​ ​creating​ ​a​ ​project​ ​of​ ​your​ ​choice​ ​that​ ​further​ ​highlights​ ​some​ ​of​ ​the​ ​themes we​ ​have​ ​been​ ​exploring​ ​in​ ​the​ ​readings. ​ ​We​ ​will​ ​provide​ ​you​ ​with​ ​a​ ​separate​ ​handout and​ ​discuss​ ​this​ ​more​ ​in​ ​class. Program​ ​Planning​ ​Essay: Due​ ​Weekend​ ​3 The​ ​Program​ ​Planning​ ​Essay​ ​may​ ​grow​ ​out​ ​of​ ​the​ ​personal​ ​statements​ ​that​ ​you​ ​wrote for​ ​your​ ​application​ ​to​ ​the​ ​program​ ​and​ ​or​ ​our​ ​experiences​ ​on​ ​our​ ​second​ ​Saturday.​ ​This essay​ ​serves​ ​several​ ​purposes.​ ​Primarily​ ​it​ ​is​ ​to​ ​assist​ ​you​ ​in​ ​setting​ ​your​ ​focus​ ​for​ ​the term​ ​and​ ​the​ ​year.​ ​It​ ​is​ ​also​ ​a​ ​way​ ​to​ ​help​ ​you​ ​focus​ ​your​ ​activities​ ​so​ ​that​ ​as​ ​you​ ​do your​ ​work,​ ​you​ ​can​ ​ensure​ ​that​ ​it​ ​is​ ​moving​ ​you​ ​towards​ ​your​ ​goals.​ ​By​ ​referring​ ​to​ ​it​ ​as you​ ​progress​ ​through​ ​the​ ​program​ ​you​ ​can​ ​get​ ​a​ ​sense​ ​both​ ​of​ ​your​ ​movement​ ​in relation​ ​to​ ​your​ ​goals​ ​and​ ​of​ ​the​ ​ways​ ​in​ ​which​ ​your​ ​goals ​change.​ ​It​ ​also​ ​gives​ ​your faculty​ ​members​ ​a​ ​way​ ​of​ ​understanding​ ​your​ ​purposes​ ​as​ ​a​ ​student,​ ​so​ ​that​ ​we​ ​can respond​ ​to​ ​your​ ​work​ ​and​ ​participation​ ​in​ ​the​ ​ways​ ​that​ ​will​ ​best​ ​serve​ ​you. As​ ​with​ ​most​ ​aspects​ ​of​ ​the​ ​program,​ ​there​ ​is​ ​no​ ​prescribed​ ​form. ​ ​Find​ ​the​ ​approach that​ ​suits​ ​you. ​ ​One​ ​recommendation​ ​is​ ​that​ ​you​ ​make​ ​this​ ​a​ ​kind​ ​of​ ​contract​ ​with yourself,​ ​perhaps​ ​in​ ​the​ ​form​ ​of,​ ​“At​ ​the​ ​end​ ​of​ ​my​ ​completion​ ​program​ ​I​ ​am...” ​ ​Note that​ ​the​ ​suggestion​ ​is​ ​that​ ​you​ ​frame​ ​the​ ​outcomes​ ​in​ ​the​ ​present​ ​rather​ ​than​ ​the​ ​future tense. ​ ​If​ ​the​ ​idea​ ​of​ ​writing​ ​an​ ​essay​ ​seems​ ​too​ ​formal,​ ​try​ ​writing​ ​a​ ​letter​ ​to​ ​Sandra​ ​and Angela​ ​telling​ ​us​ ​what​ ​your​ ​main​ ​goals​ ​are​ ​for​ ​the​ ​year.​ ​Consider​ ​a​ ​wide​ ​range​ ​of​ ​issues. Include​ ​such​ ​concerns​ ​as​ ​preparation​ ​for​ ​further​ ​education​ ​or​ ​professional development,​ ​skill​ ​building,​ ​capacity​ ​development,​ ​time​ ​management,​ ​study​ ​skills​ ​and integration​ ​with​ ​other​ ​facets​ ​of​ ​your​ ​life.​ ​We​ ​will​ ​go​ ​into​ ​more​ ​detail​ ​about​ ​some​ ​of​ ​the options​ ​you​ ​might​ ​think​ ​about​ ​in​ ​composing​ ​this​ ​essay​ ​during​ ​Weekend​ ​2. While​ ​we​ ​will​ ​review​...
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    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

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    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

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    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

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    Dana University of Pennsylvania ‘17, Course Hero Intern

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    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

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    Jill Tulane University ‘16, Course Hero Intern