This is a subject related to all areas of the information profession (i.e., preservation, collections, technology, communication, archives, programming, marketing, etc.). It is important regardless of which type of information organization (private, public, academic) students concentrate on and what type of position (information broker, archivist, librarian, records manager, data analyst, information architect, etc.). This course will complement the information conveyed in other courses. It is designed to introduce students to the theoretical and practical application of cultural competence when working with and serving diverse populations through all aspects of the information profession, and allow for students to develop their own cultural competence. The iSchool utilizes a content management system called Canvas for class communications, submitting assignments, and grade records. This course will be available on Canvas. Weekly class sessions run from Wednesday through Tuesday of each week. Weekly material and assignments will be visible in Canvas from the beginning of the semester for students' semester planning. Assignments are generally due TUESDAYS at 11:59 pm Pacific Time. NOTE: Set your calendars up to consider Pacific Time for due dates. Late assignments will not be accepted. Fall Session (August 19 - December 7, 2020). Canvas site usually remains open 30 days after the close of class so remember to make copies of your work, discussion comments, etc. for your portfolios.
This course considers issues of human diversity broadly defined to include race, ethnicity, culture, nationality, religion, sexual orientation, gender identity, and ability. Through an interdisciplinary social science lens, we will examine the following questions: How do we experience and understand diversity and difference? How do diversity and differences shape systems that affect individuals, families, communities, and society? Students will explore the contours of difference and the dynamics of diversity, privilege, and oppression in domestic and global contexts. Building on standard models of multicultural competence that emphasize knowledge, awareness, and skills, students will be introduced to cultural humility, culturally specific approaches to practice, and frameworks for equity and empowerment.
Given the increasing diversity in our communities, information professionals need to develop the competencies required to work for, and with, diverse groups. This course is designed to prepare future information professionals to develop their cultural competence in order to be able to provide inclusive services to diverse populations. It explores cultural knowledge, skills, abilities, and attributes of cultural competence/intelligence in general.
To introduce students to the concept of cultural competence [the ability to interact effectively with people of different cultures], diversity [race, ethnicity, gender, sexual orientation, socioeconomic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies]
Course Readings: There is no textbook for this course. The professor will provide readings via Blackboard or via Library Course Reserve. Students will also use additional books, journal articles, magazines, and approved online sources for completion of assigned work.
in an assessment to learn about their own implicit biases. Students will reflect upon their results and write a paper addressing their reactions to the IAT assessment, agreement/disagreement with the results and why, and how being aware of your own biases is important in the workplace. (Course Learning Outcomes: #1) Reflection Paper #2 Students will participate in an activity with a cultural group or underserved population with which they do not identify and then reflect on their own experience afterward. Students will write a paper defining their cultural group, discussing the venue, and summarize their feelings and thoughts during participation [A list of potential populations is provided in the course] (Course Learning Outcomes: #1, #2) Research Paper
and culture [the set of shared attitudes, values, goals, and practices that characterizes a group] from historical, political and sociological perspectives. The United States is an excellent system for such an endeavor as it has a high degree of variation in cultures [based upon regional, ethnic, racial, and historical differences]. The definition of diversity is itself based upon the different groups that exist within the US. Thus the United States will serve as our laboratory for teaching the skill set needed for cultural competence.
This course is also an introduction to the topic of intercultural communication. Intercultural communication is communication that occurs between individuals and entities that are culturally unalike, and is grounded within key historical, political, organizational, and interpersonal contexts that shape our individual interaction with people from different cultures. Americans are challenged to practice intercultural communication every day. We communicate one way within our homes and neighborhoods, another at school or work, still others in our places of worship, while taking public transportation, while at play. Understanding that we do this and how to do it well are valuable skills that will support students in being culturally Thiscompetent.courseprovides an interdisciplinary focus on the values, patterns, history, and attitudes that create and sustain cultures. Accomplishing this will include an analysis of many of the subcultures that exist in the United States and other countries, and an evaluation of the existence of an overall American culture, and what the existence of an American culture means.
Course StudentsReflectionAssignmentsRequirementsPaper#1willparticipate
StudentsAssessmentswill be required to agree that they will take several assessments (i.e., Implicit Association Test, Cultural Intelligence Scale), and may submit results with their assignments to their instructor. Results will not be used beyond the class without a student's permission. The Cultural Intelligence Scale is a $25 cost per student which students will directly pay through the CQC portal. (Course Learning Outcomes: #1) Discussion Posts
Students will research and explore various topics related to cultural competence and reflect on them in discussion posts. Students will author ten (10) discussion posts of 300 words each minimum including introductory and final reflective posts. The majority of posts (8) have a guided topic for students to explore (see Discussion Topics below). (Course Learning Outcomes: #1, #2, Discussion#3) Topics
CulturalValues Competence Continuum Interaction with a cultural group Improving cultural knowledge Value Applyingorientationsstrategyto a cultural challenge Cultural action
Students will research the guidelines/standards for a particular information organization type and write a paper related to their findings (see the list of suggestions within the course). Are there any specific to cultural competence? If so, review and report what else you would add. If not, draft a brief guideline/standards for your type of information organization. Review week 12 again for ideas on terminology and history within the profession. (Course Learning Outcomes: #2, StudentsPresentation#3)will delve deeper into an area of cultural competence/intelligence covered in class or another that is discovered on their own and focus specifically on how they feel it relates to an area(s) of the information profession. Students will need to clear their own topic with the instructor before you begin. Students will deliver a 5-minute lightning talk - this requires PowerPoint or other media presentation. The goals are to 1) create a presentation that clearly and accurately describes the topic and makes a compelling argument as to how said topic is/should be incorporated into practice, 2) clear and appropriate use of presentation/media, 3) evidence the presentation has been informed by the literature and class resources, and 4) adheres to time limit. (Course Learning Outcomes: #1, #2, #3)
Leading across cultures
6. Describe principles of cultural humility and identify skills and practices to advance cultural humility in work with diverse clients and communities. (C2b)
4. Demonstrate understanding of how global forces shape the context for contemporary social work practice and identify skills and perspectives to enhance effective practice in cross-cultural and crossnational social work practice (KAKI)
texts: Adams, M., et al. (2013). Readings for Diversity and Social Justice, 3nd edition. Routledge. Listed as RDSJ in the syllabus. Numbers before readings indicate Chapters in the 3rd edition. Fadiman, Anne. The spirit catches you and you fall down. Farrar, Straus, & Giroux. Additional required readings will be posted on Moodle.
COURSE ASSIGNMENTS AND REQUIREMENTS:
7. Demonstrate professional demeanor, including oral, written, and electronic communication Required(C1c).
Final StudentsPaperwill complete their personal development plan within their feedback report. Students will write a final paper based on their reading in the scholarly and professional literature and the personal development plan they develop. The final papers should include goals in light of your role and/or desired outcomes. Taking time to fill out the plan will help you gain the most benefit from the CQ assessment and is a crucial part of improving cultural competence. The scholarly and professional literature should support their development plan. The paper should be a minimum of 3000 words in length; the reference list should have at least 10 sources; and the formatting should follow the APA Publication Manual Style (7th ed.). (Course Learning Outcomes: #1, #2, #3) Course Objectives: By the conclusion of this course, students will understand/be able to:
2. Understand dynamics of power, privilege, and oppression, and identify practices that advance economic,social,andenvironmental justice (C3b).
3. Drawing on examples from domestic and global contexts, apply knowledge of the historical contemporaryand dynamics of privilege and oppression in society, (C2d).
1. Apply and communicate understanding of the importance of diversity and difference in shaping experienceslife in practice at micro, mezzo, and macro levels (C2a).
5. Engage with others around identity and difference, and apply self-awareness to identify and manage influencetheof personal biases and values in working with diverse clients and communities (C2c).
7. If you need to leave class early, notify me at the beginning of class.
3. Students are expected to attend class regularly and be on time. If you miss class more than three times, you will fail the class. Class will begin on time. Tardiness to class is not accepted and will affect your grade.
5. We expect you to have assignments complete at the beginning of class on the day they are due. Homework is to be turned in on time. If it is late, there will be a reduction in grade.
Course Expectations:
1. Be able to define cultural competence, and recognize why it is important to be culturally competent.
1. More than anything, we want you to be thoughtful individuals. This is not a class that involves memorizing and there are few “right” answers in here. That means, however, that you must engage in critical thinking, you must dig deeper than your opinion, and you must be able to justify the positions you take.
2. Every student must come prepared to class. This includes completing reading and written assignments prior to beginning of class. All assignments will be provided a week before they are due
4. We expect that everyone will participate. We will call on students, whether or not you raise your hand. We know it may be difficult for some people to speak in class, but you must make an effort at it. We will help you in any way we can. For those who are not shy, please understand that participating also means active listening, and encouraging everyone in class to have a voice.
3. Demonstrate knowledge of America's diverse groups, their cultures, and American
6. Cell phones and pagers must remain off during class. If you expect an important call, you may request permission to answer the call before the start of class.
Course Readings: There is no textbook for this course. The professor will provide readings via Blackboard or via Library Course Reserve. Students will also use additional books, journal articles, magazines, and approved online sources for completion of assigned work.
2. Be able to examine one's ethnic identity and how it influences identity development.
8. If you need help, come to office hours or contact me via e-mail. I am always willing to help a student who is genuinely trying. Course Outcomes:
1. Class participation (75 points) Please engage only in respectful discussion. We represent a multitude of different personalities, and diverse backgrounds, beliefs, and opinions. Please do not attack your fellow students for voicing their opinions. It is crucial that students come to class having read all assignments and prepared to participate meaningfully in class discussions. Class discussions are meant to encourage us to think critically about both the content of this course and the world around us. Together, we will be producing knowledge rather than merely consuming it. The inclusion of multiple, and even contrasting, viewpoints will help us with this, and participation is required from everyone. This classroom is a community of individuals from diverse backgrounds and experiences coming together to learn. Please see the last page of the syllabus for details In order for this course to be a productive learning environment, it is imperative that we all treat one another with respect and courtesy. As members of this community, you all are responsible for informing me if at any point if a classmate’s behavior is impairing your ability to concentrate and learn in this class. This is not asking you to police one another, but to take responsibility for defending your right to a safe and productive learning environment. Bottom line: let’s all treat each other with the same respect and courtesy we would like to receive. Please arrive on time for class, having completed the reading for the day.
If you miss more than three classes you will automatically fail the course.
5. Compare and contrast their own culture to other cultures in America.
culture.
7. Recognize the impact of language use and behavior in diverse settings.
Course Requirements:
4. Define social, political, economic and historical issues and how they impact race and ethnic relations in the United States.
6. Predict how cultures conflict and how these conflicts might be resolved.
Please make sure you read the following requirements prior to the second week of classes as all course expectations as well as assignment instructions are listed in the pages that follow.
3. Group Projects (110 points) Students will be required to utilize the Pecha Kucha method (http://www.pechakucha.org/) for each presentation (3a and 3b). Utilizing twenty slides that run for twenty seconds each (6:40 minutes), students will be required to create a short and concise presentation. I recommend utilizing PowerPoint and set the slides to run for twenty seconds. As a short presentation method, PechaKucha requires students to practice their oratory skills. It also allows students to focus on content rather than “I must make this presentation last for the thirty minutes I’ve been assigned.” If your group feels strongly that they need more than twenty slides, please obtain Professor McKee’s approval in advance
.
1. Define a Subculture (55 points) You will work in a group (3-4 people) to define an assigned subculture. You will complete a short group paper (2-3 pages), individual paper, and a presentation to the class. A full description of this assignment is on Blackboard.
4. Midterm Exam (50 points): This take-home exam consists of short answer questions concerning concepts/definitions from the first half of
2. Explore a Religion (55 points) You will work in a group (3-4 people) to explore how a religion affects a culture. You will complete a short group paper (2-3 pages), individual paper, and a presentation to the class. A full description of this assignment is on Canvas.
2. Reflective Journal Writing (75 points) You will receive 10 prompts from the professor for your personal writing on various topics related to the course. This journal will be done via Canvas, and the only other person who will see your journal is the professor. The rationale for the reflective journal is that putting your thoughts, reactions, memories and ideas into writing at the appropriate time is a way of thinking. This thinking-while-writing can lead you to new conclusions or understandings, much like a focused conversation or discussion can. The journals may also help you with the writing assignments for the course (see below), since you may adapt some of your journal entries for those writing assignments, or even use the entries as a way to “draft” some passages that may find their way into your written assignments.
The journals are meant to help you think but we will not be grading or evaluating your thinking. We’re really looking for volume here, to see that you are taking the prompts seriously and putting some effort into processing the readings and discussions of the course and comparing the experiences of others with your own experiences.
1. Paper 1: Personal Narrative on Cultural Identity (25 points)
Grading Assignment Point Value Due Dates Reflection Paper #1-3 Research Paper 25 points each (75 total) 75 points See Course Calendar & Weekly Module Schedule below and Canvas Assignments Page Presentation 25 points 2 Assessments 10 points each (20 total) 10 Discussion Posts 10 points each (100 total) Final Paper 80 points NOTE: Set your calendars up to consider Pacific Time for due dates as Canvas will consider your assignment late if you submit after time/day set.
2. Paper 2: How Society Describes Your Cultural Identity (25 points)
2.
upon ideas initially
entries.
Total points possible:
the course. In many ways, you will be required to expand discussed in class in your reflection journal
5. Other Writing Assignments (50 points) Detailed information regarding each assignment is available on Blackboard. The professor will also review the assignment in detail during class on the dates listed below under “Course Schedule.”
6. Final Exam: Research Paper and Annotated Bibliography (100 points) This assignment involves two components. The professor will review the assignment in detail during class on the dates listed below under “Course Schedule.” Annotated Bibliography (25 points) Final Research Paper (75 points) 510
1.
or
All work will be of graduate standard. This means: No assignments submitted after the due date and time Spelling, grammatical, and syntactical errors will not be allowed All work cited should be in full accordance with the style format selected. Late assignments will not be accepted. If you have an illness (medical certificate supplied) or a family tragedy, please contact the instructor. Grading Scale: If the professor provides students a rubric for the assignment, she highly suggests students review the rubric to ensure they are meeting all of the assignment benchmarks. In other words, make sure you are fulfilling all of the necessary components of the assignment. A 474-510 A- 459-473 B+ 444-458 B 423-443 B- 408-422 C+ 393-407 A Contractual Obligation: C 372-392 C- 357-371 D+ 342-356 D 337-341 F 336 or less If you feel that you cannot fulfill the requirements of this syllabus for any reason, please contact me in advance. Accommodations for disability, religious observance, and emergent needs will be negotiated in a spirit of fairness and mutual respect (please see Resources below for additional information). Whenever accommodations must be made it will be the student’s responsibility to present a plan for timely and successful completion of the course objectives, including engagement with the class community. All course deadlines are provided to you in this syllabus. You should ensure that you read all content as part of your full participation in the course. Resources: I strive to create a fully inclusive classroom, thus I welcome individual students to approach me about distinctive learning needs. I encourage students with disabilities to have a conversation
assistance, please visit the The Fred Meijer Center for Writing (http://www.gvsu.edu/wc/; 616-331-2922).
Written Assignment Guidelines Standard grammar and essay guidelines should be followed. All written assignments must be completed in 12 point Times New Roman font, doublespaced with one-inch margins. The professor reserves the right to not accept assignments that fail to adhere to these guidelines. All citations must be standardized (i.e. please be consistent with your use of MLA, Chicago, or APA). For questions about citations, please visit sites such as EasyBib.com or Purdue OWL. All written assignments, group project papers, and the final paper will be graded using the rubric at the end of the syllabus. Your Work Cited should be on a separate page than the rest of your essay. In Microsoft Word, go to Insert > Page Break. This will allow you to create a subsequent page for your Work Cited. If the professor provides you with comments/edits on paper drafts, you are responsible for integrating the feedback to enhance your paper. Failure to do so will result in grade deductions at the discretion of the professor and you must revise and resubmit your paper.
with me and disclose how our classroom or course activities could impact the disability and what accommodations would be essential to you. You will also need to have a conversation about and provide documentation of your disability to Disability Support Resources (https://www.gvsu.edu/dsr/; If616-331-2490).yourequirewriting
Attendance Policy: If you miss more than three classes you will automatically fail the course. Late Assignment Policy (for written assignments only): Assignments will not be accepted after forty-eight hours of the deadline. Late assignments must be emailed as PDF documents. No other format will be accepted. Fifteen points will be deducted from assignments submitted within twenty-four hours of the deadline. Thirty points will be deducted from assignments submitted between twenty-four and forty-eight hours of the deadline.
Academic Misconduct: All students are responsible for doing their own work and plagiarism will NOT be tolerated. Plagiarism, or the use of another’s words without proper citation, or any form of cheating during the midterm, will result in an F for the assignment and possibly the course. A report will be made to the student’s dean and the Center for Academic Integrity so that they may also take appropriate disciplinary action. You may refer to GVSU Student Code Section 223.01 for GVSU’s policy. All of the following would constitute plagiarism: Using someone else’s idea without citing the source where you found that idea. Using someone else’s structure or organizing strategy without citing it. This often occurs when a writer takes a paragraph out of a source and simply paraphrases each sentence while leaving the original author’s structure intact.
[Student Name] ITC 100.01 [Date] [Assignment Title]
The professor will not grant extensions unless prior arrangements have been made in consultation with her. Proper documentation is required for extensions. What should my paper headings look like? The information listed below should appear on the upper left hand side of your paper and NOT in your header or footer.
Email Policy: Please remember email is a professional mode of communication. In your life after GVSU, you will be required to communicate via email in a professional format (i.e., salutation, properly formatted sentences, and signature). Please make sure you’re following standard grammar
You avoid plagiarism by properly citing your sources. You should use a citation when you directly quote another source or paraphrase someone else's ideas. Remember, the purpose of citations is to give credit to another's work. When you use direct quotes or paraphrases, you are not using your original thoughts.
A verbatim (copied directly) phrase or passage that is not quoted
guidelines. I will respond to your email within 24-hours on weekdays, and by Sunday evening at the latest on weekends (beginning Friday evening). Please follow the following email guidelines: Students must check their emails every 48 hours to ensure they are aware of communications sent by Professor McKee.
Incomplete Policy: An "I" can be given only under extenuating circumstances such as serious illness. Incomplete grades must be made up by the deadline assigned by the university. If this doesn't happen, the "I" will be changed to an "F". If the student is not earning at least a "C" in the class, an incomplete grade is not appropriate. Also, an incomplete isn't appropriate unless they have completed most of the course.
Subject: [Be as specific as possible (i.e. Cultural Identity Paper)] Dear Professor [TheMcKee,body of the email should be written in standard sentence format. This also means standard written rules apply, including utilizing appropriate capitalization when [Salutation],needed.]Your Name Students who do not withdraw before the deadline must accept a grade other than W depending on the instructor’s judgment of their performance in the course(s) and any mitigating circumstances.
Withdrawal Policy: A student may withdraw from a course and receive a grade of W when the completed “Registration and Drop-Add Form” is presented to the Registrar by October 26, 2012, 5:00 p.m. After the first week of the current semester, students may not use the online system to withdraw.
Frequently Asked Questions: 1. What if I arrive late or miss a class? It is your responsibility to come to class on time. Assignments, changes to the syllabus or assignment deadlines, will also be announced at the beginning of class. I will also not repeat for latecomers any announcements I
have made at the start of class about deadlines, assignments, or anything else. Everyone should exchange contact information with another student upon whom you can rely for information about classes you miss. I consider it your responsibility to come to class after an absence having been brought up to speed about assignments, handouts, and so on. I will not reply to email asking me to summarize what you missed when you have been absent.
All reading assignments are to be completed by the date noted on the syllabus. Based on the assigned readings, you should prepare 2-3 questions that can be used to launch our discussion and begin your thinking about future papers. While you do not necessarily need to formulate an answer to the question posed, you should be able to convey some broad thoughts. In order to facilitate participation in class discussion, I highly recommend taking notes on the reading. Careful, thoughtful reading and written synthesis will contribute to developing your analytical skills and improving your writing.
2. How do I prepare for class?
! CONNECTIONS: How are some of these "buzzwords" related to what we've studied throughout the course? For example, how does a reading from the beginning of the course relate to something we're discussing towards the end of the course? Remember all of the texts build off one another.
3. How may I improve my reading comprehension? ! ARGUMENT: What is the author's central point? Does the author clearly articulate his/her central points at the beginning of the chapter/article? ! CONCEPTS: What key concepts/theories does the author engage with? ! METHOD: What tools aid the author's development of his/her argument? Does the author utilize surveys, textual analysis, statistics?
! CONCLUSIONS: What conclusions does the author make? How do these conclusions relate to broader themes discussed in the class?
4. How do I improve my writing? Each writing assignment requires critical thinking. To critique is not merely criticizing an author’s perspective. Rather, you must be “specific about what it means to argue for a position” (Bowen, Teaching Naked 163). As you write,
The professor reserves the right to make changes to the syllabus at any Thistime.document is a contract between professor and student concerning course expectations. Course Schedule: 1. Critical Analysis papers (Course objectives 1, 2, 3, 4, 5, 6, 7) Students will write brief response papers on readings prior to class in response to specific prompts. Reflections are due before class on the day they are assigned and should be turned in on Moodle. Students will incur late penalties (10% for each 24-hour period after deadline). Note that these are listed as CA #1, etc. in the schedule.
3. Integrative project (Course objectives 1, 3, 5, 6, 7) Students will conduct independent research and present recommendations to advance the goals of equity and empowerment with respect to a specific population, community, or issue in a given organizational context. The project will be assessed based on four student products: a. Project proposal b. Literature analysis** c. Written report with recommendations d. Oral presentation in class
2.1 Book analysis (Course objectives 1, 3, 4, 6, 7) Students will respond to questions in essay format—Parts I and II—analyzing content in The Spirit Catches You and You Fall Down by Anne Fadiman.
review the rubrics for each assignment. Consider how the text may be interpreted. Differentiate between opinions (yours, mine, ours) and the intention of the text’s author.
5. What happens during office hours?
I encourage you to come to office hours to discuss your writing on an individual basis. I would like to meet with you at least once this semester for a scheduled individual conference to evaluate your progress in the course. Think of this meeting as getting the most of your college education. I especially encourage you to see me before papers are handed in to focus your ideas and then after papers are handed back so that we can talk about your writing and ideas in further detail. In my experience, students who see me in office hours write better papers, and thus, office hours have numerous benefits: (1) You explain your ideas to me, and I better understand what I eventually read in your paper; (2) In talking through your ideas, you further clarify your own; and (3) You can anticipate possible objections and modifications your potential reader (me) would have to your thesis.
Students may complete this project individually or in small groups. Groups will submit a single proposal (a), written report (c), and group presentation (d) and receive the same grade. **Each student in a group will submit their own individual literature analysis (b) for a grade, and this assignment should represent unique work by the student. 4. Participation (Course objectives 1, 5, 7) Participation includes meaningful contributions to class discussion, in-class exercises, and functions outside the classroom. Occasionally ungraded assignments completed in class will be required and will count toward your participation grade for that day. More than 2 unexcused absences or repeated tardiness will affect your final grade. Students have the responsibility to provide documentation for excused absences; if no documentation is provided, absences are automatically counted as unexcused. Please read carefully the Professional Behavior statement (below), which contains specific guidelines about behaviors that constitute meaningful Pointsparticipation.Assignment(%)Criticalanalysis papers (25 points each x 8) 200 points (40%) Book analysis in two parts Integrative project: Equity & Empowerment Proposal (10) Literature analysis (50) Report (70) Presentation (20) 150 points 94-100%GradingTOTALParticipation(30%)scale=A90-93% = A100 points (20%) 50 points (10%) 50087-89%Points= B+ 84-86% = B 80-83% = B77-79% = C+ 74-76% = C 70-73% = C67-69% = D+ 64-66% = D 60-63% = D- 0-59% = F Student2 Learning Outcomes (instructional objectives, intellectual skills): Upon successful completion of this course, students are able to do the following. • Engage in, and practice on-going self-reflection and self-correction to facilitate personal and professional development in general and with respect to cultural competency in particular. • Gain self-awareness to eliminate, or limit the influence of personal biases and values in working with diverse groups. • Analyze the various forms and mechanisms of oppression and discrimination.
• Cultural Competency Paper
• Analyze the effect of difference in shaping life experiences.
• Demonstrate effective interpersonal skills in guided classroom activities, including roleSuggested General Guidelines for Evaluation:
• Describe the beliefs and values of a dominant culture that may marginalize, oppress, or inequitiesalienate-creatinginpower and privilege.
• Apply principles of empathy training and other interpersonal skills.
• Utilize social work and human services worker competencies to guide the processes of intervention,assessment, and evaluation.
• Class Participation, Role-play, and Discussion
• Reflection Essays
• Class Writings
• Diversity and Social Justice Capstone Project COURSE AND DEPARTMENTAL POLICIES
Professional behavior: Throughout the semester, we will have discussions on course content, exercises, and readings, which include the book discussion. Participation allows students to develop their critical thinking skills and articulate, through using communication skills, how theory and employment of knowledge is utilized in generalist practice to conceptualize and intervene with individual and social problems. Since you are all preparing to become professionals in social work and other disciplines, it is expected that your behavior in the classroom will be as professional as it is in the workplace. And, every student is unique and brings contributions that no one else can make. Without each person’s participation, the class as a whole loses opportunities to learn from one another. As such, it is expected that each one of us will be prepared for class; be present in class both in mind and body; act respectfully toward colleagues and the instructor; turn off and put away all phones, computers, iPads, etc. (unless you’re doing something using technology that will contribute to class); and contribute to the learning process and environment by actively participating in class discussions. Should you need to use a computer in class, please ask for permission from the instructor. Showing up prepared is part of professional behavior; therefore, students who have more than one week’s worth of unexcused absences and/or who act unprofessionally can expect a lower participation grade. Also, as part of the continuation policy for the SW major, students are expected to maintain good attendance/participation habits (SW majors refer to the Student Handbook).
• Make ethical decisions by applying standards of the National Association of Social Work (NASW) Code of Ethics and the Human Services Board Certified Practitioner (HS-BCP) Code of Ethics in a way that professionalallows values to guide practice.
University of Portland’s Code of Academic Integrity
Academic integrity is openness and honesty in all scholarly endeavors. The University of Portland is a scholarly community dedicated to the discovery, investigation, and dissemination of truth, and to the development of the whole person. Membership in this community is a privilege, requiring each person to practice academic integrity at its highest level, while expecting and promoting the same in others. Breaches of academic integrity will not be tolerated and will be addressed by the community with all due gravity. Please see the University Bulletin for policy:
and format: Please check your email regularly. This is the way that faculty communicate with students, and these communications may include changes to readings and assignments that affect you. Please consult the course syllabus and/or Moodle prior to emailing me with questions about readings and assignments.
Emailarrangements.etiquette
UNIVERSITY POLICIES AND RESOURCES
ShepardmustextendedinAESasthereforesufficienttoaccommodationscallclass,StudentsAccessibleassuranceStudentAssessmentAcademic-Regulations/I-Code-of-http://up.smartcatalogiq.com/en/2016-2017/bulletin/University-Academic-IntegrityDisclosureStatementworkproductsforthiscoursemaybeusedbytheUniversityforeducationalqualitypurposes.EducationServices(AES)whoexperienceadisabilityandrequireanaccommodationtofullyparticipateinthiscontacttheAccessibleEducationServicesoffice,locatedinBuckleyCenter,Rm.163or503-943-8985.IfyouhaveanAESAccommodationPlanthatincludesacademicthatapplytothiscourse,makeanappointmenttomeetwithyourprofessordiscusshowyouraccommodationwillbeimplemented.Youareresponsibleforgivingnoticetoyourprofessorfortimelyimplantationofyouraccommodation;3itisrecommendedyouspeakwithyourprofessorinthefirstweekofthesemesterorsoonasyouraccommodationplanisactivated.Also,meetwiththeprofessorifyouhaveanSafetyPlanand/orwishtodiscussemergencymedicalinformationorspecialarrangementscasethebuildingmustbeevacuated.Requestsforalternatelocationforexamsand/orexamtimeshould,whenpossible,bemadetwoweeksinadvanceofanexam,andbemadeatleastoneweekinadvanceofanexam.AcademicResourceCenter(SARC)
Mutual respect and creating an anti-oppressive learning environment: In this course, each voice in the classroom has something of value to contribute. Please take care to respect the different experiences, beliefs and values expressed by others. Clear and timely communication with the instructor: If you have concerns about something that happens in the classroom, please set up a time to meet with me as soon as possible. When I know about your concerns I am better able to respond. Late work: Students will not be allowed to make up work unless arrangements are made ahead of time or a documented emergency has occurred which prevents students from completing work. In most cases, late work will be penalized or not accepted at all. In cases of documented emergencies, students must contact the instructor as soon as possible to make appropriate
SCHEDULE
Subject to revision. Please consult syllabus posted on Moodle for most up-to-date version. Conceptual foundations 8/29 Course overview
As a college student, you may sometimes experience problems with your mental health that interfere with academic experiences and negatively impact daily life. If you or someone you know experiences mental health challenges at UP, please contact the University of Portland Health and Counseling Center in Orrico Hall (down the hill from Franz Hall and Mehling Hall) at http://www.up.edu/healthcenter/ or at 503-943-7134. Their services are free and confidential, and if necessary they can provide same day appointments. Also know that the University of Portland Public Safety Department (503-943-4444) has personnel trained to respond sensitively to mental health emergencies at all hours. Remember that getting help is a smart and courageous thing to do – for yourself, for those you care about, and for those who care about Non-Violentyou. Community Statement University of Portland Faculty, Staff, and Students are committed to creating a community free of interpersonal violence, in which all members feel safe and respected. Each of us has a personal responsibility to reject violence or intimidation of any kind. Resources for those experiencing or wishing to report violence can be found on our community against violence website: TENTATIVEhttp://www.up.edu/cav/COURSEOUTLINEAND
The Learning Resource Center, located on the first floor of Buckley Center within SARC (BC 163), provides peer assistance tutoring for writing, math, speech and presentations, languages, business and economics, sciences and nursing. For Writing. Go to www.up.edu/learningcommons/writing-center. You will need to register as a user the first time you go to the website. If you cannot make any of the posted office hours, you can arrange an appointment by emailing writing@up.edu. For Math. Math assistants are available on a walk-in basis. Pleas go to www.up.edu/learningcommons/math-resource-center for a current schedule of hours math assistants are available. For Speech and Presentations. Speech assistants from the Communication Studies Department are available by appointment only. Just send a request to: speech@up.edu. For International Languages. Language assistance is available by appointment; go to www.up.edu/learningcommons/language-assistance and send an email to the target language. For Biology and Chemistry. The Chemistry Department offers peer mentoring on a walk-in and appointment basis. The Biology Department offers peer mentoring on a walk-in and appointment basis. For Business and Economics. In collaboration with the Pamplin School of Business, the Learning Commons now offers peer learning support in Economic and Business Law by appointment only. Go www.up.edu/learningcommons/Economics-and-Businessto for appointment information. Learning Assistance Counselor. Learning assistance counseling is also available in BC 163. The counselor teaches learning strategies and skills that enable students to become more successful in their studies and future professions. The counselor provides strategies to assist students with reading and comprehension, note-taking and study, time management, test-taking, and learning and remembering. Appointments can be made in the on-line scheduler available to all students in Moodle or during posted drop-in hours.
Mental Health Statement
2. Kirk, G. and Okazawa-Rey, M. Identities and social locations: Who am I? Who are my people?
1.RDSJTatum,
6. Harro, B. The cycle of socialization & 131. Harro, B. The cycle of liberation Critical Analysis (CA) #1 Social Identities (CO 1, 5, 7) Race and racism 9/7 RDSJ Tatum, B. D. Defining racism: ‘Can we talk?’ Takaki, R. A different mirror Roppolo, K. The real problem with Indian mascots 13. Anzaldúa, G. La conciencia de la H. Patrolling racial borders Fim: Selections from Race: The Power of an Illusion 9/12 RDSJ Chung, O. Finding my eye-dentity Gansworth, E. Identification Pleas Fayad, M. The Arab Woman and I Aviles, Q. My Tongue is Divided into Two 20. Williams, P. The emperor’s new clothes 21. Arminio, J. Waking up white CA #2 Racial identities/Racism (CO 1, 2, 3, 7) 9/14 Sue, D.W. et al. (2007). “Racial microaggressions in everyday life: Implications for clinical practice” Film: When the Bough Breaks (from Unnatural Causes: Is inequality making us sick?) Wise, T. “Resistance” in White Like Me (e-reserves) Fair, C. D. “An open letter to white ‘allies’ from a white friend” in Kimmel, M. & Ferber, A. (Eds.), Privilege: A reader, 4th edition, pp. 288-294. Boulder, CO: Westview Press. A. & Tatum, B. Women, race, and racism 24. Smith, R. The personal is political CA #3 (CO 1, 2, 3, 5, 7) 9/21 Film: White Like Me Im/migration5 and global perspectives
3. Johnson, A. The Social Construction of Difference [review from SW 205]
8.
10.
14.mestizaDalmage,
18.
4. Bell, L. Theoretical foundations Hardiman, R., Jackson, B. W., & Griffin, P. Conceptual foundations
9.
9/19
8/31 Johnson, A. “The forest, the trees, and the one thing.” In Johnson, A., The forest and the Sociologytrees: as life, practice, and promise, pp. 7-36. Philadelphia: Temple University Press. Gay, R. “Peculiar benefits” in Bad Feminist: Essays, pp. 15-19. Harper Perennial Press. 4 9/5 Marsiglia, F. & Kulis, S. “Cultural diversity, oppression, and action: A culturally grounded paradigm” in Marsiglia, F. & Kulis, S., Diversity, oppression, and change, 2nd edition, pp. 32-44.
22.RDSJAyvazian
Crenshaw, K. Why intersectionality can’t wait. Washington Post. B. D. The complexity of identity: Who am I?
19.
16.
17.
98. Wendell, S. The social construction of disability
DeanRecommended:Spade’swebsite includes more of their readings, articles, videos on critical trans W. J. How homophobia hurts everyone Carbado, D. Privilege Evans, N. & Washington, J. Becoming an ally: A new examination
10/3 Castañeda,RDSJ C., Hopkins, L., & Peters, M. Ableism: Introduction (pp. 461ff) 95. Bryan, W. Struggle for freedom: Disability rights movements
9/26 Healy, L. “Values and Ethics for International Professional Action” in International Social Work. (pp. 239-259) Pease, B. (2016). “Globalizing privilege” in Kimmel, M. & Ferber, A., (Eds.), Privilege: A reader, 4th edition. Westview Press. Other readings TBA CA #4 Im/migration (CO 1, 2, 3, 4) 9/28 Film: Farmingville Disbility and ableism
101. Grossman, D. Mass psychiatric casualties American Association of People with Disabilities (AAPD), Racism & Ableism (blogpost) Gay, R. (2017). Excerpts from Hunger: A memoir. CA #5 Disbility/Ableism (CO 1, 2, 3, 5, 7) 10/5 Film: Lives worth Living Patriarchy, gender and sexuality 10/10 RDSJ
99. Davis, L. Go to the margins of the class: Disability and hate crimes
79.
62. Johnson, A. Patriarchy, the system: An it, not a he, them, or us
92.
96. Cerney, J. Historical and cultural influences in deaf education
61. Kimmel, M. Masculinity as homophobia: Fear, shame, and silence...
93. Taylor, E. Cisgender privilege
• In class we will read and discuss: Miner, Horace. (1956) “Body Ritual among the Nacirema.” American Anthropologist 58(3): 503-507. Professor McKee will provide the reading. Lecture 2 (8/28/2014): Culture and Subcultures: An Overview Attendance Policy Begins
84.
77.10/12resistanceRDSJBlumenfeld,
CA #6 Gender and sexuality (CO 1, 2, 3, 5, 7) 6 WEEK Lecture1 1 (8/26/2014): Introductions/Welcome
69. Kirk, G. & Okazawa-Rey, M. He works, she works, but what different impressions they make Section 7, Catalano C. & Shlasko, D. Transgender oppression: Introduction (pp.425ff) 88. Spade, D. Mutilating gender Green, J. Look! No, Don’t! The invisibility dilemma for Trans(sexual) men
Douglas Kellner, “Cultural Studies, Multiculturalism, and Media Culture” in Dines, Gail and Jean M. Humez (Eds.) (2011) Gender, Race, and Class in Media: A Critical Reader. Thousand Oaks, CA: Sage Publications. Third Edition. (Available via Blackboard)
OFFICE
3
WEEK
Shaw, Susan M. and Janet Lee. (2015) “Chapter 3: Learning Gender” in Susan M. Shaw and Janet Lee (Eds.) Women’s Voices, Feminist Visions: Classic and Contemporary Readings. New York: McGraw Hill Education, pp. 116-135. Sixth Edition. (Available on Blackboard)
Announcement
OPTIONAL READING: Chapter 1, Questions of Cultural Identity (Available via Library Course Reserve) Please view PBS’s Merchants of Cool (58 minutes) online http://www.pbs.org/wgbh/pages/frontline/shows/cool/view/.at: review the guiding questions provided by Professor McKee on Blackboard (Course Documents > Lecture 2). Lecture2 (9/2/2014): No Class: Labor Day Recess HOURS CANCELLED Lecture 4 (9/4/2014): Subcultures: A Closer Look Journal Reflection #1 Due by 7am Define a Subculture Guidelines Provided Hebdige, Dick. (2005) “Subculture: The Meaning of Style [1979]” in Ken Gelder (Ed.) The Subcultures Reader. New York: Routledge, pp. 121-131. Second Edition. Clarke, John, Stuart Hall, Tony Jefferson, and Brian Roberts. (2005) “Subcultures, Cultures and Class [1975]” in Ken Gelder (Ed.) The Subcultures Reader. New York: Routledge, pp. 94-104. Second Edition.
WEEK Lecture3 5 (9/9/2014): Introduction to Intercultural Competence Paper #1 Guidelines Provided In Class Milton J. Bennett, “A Developmental Model of Intercultural Sensitivity” (Available via Blackboard) Watch Harvard Business Review’s “Reaching Across Cultures without Losing Yourself”: http://blogs.hbr.org/2013/03/reaching-across-cultures-witho/ (5 minutes) OPTIONAL: Molinsky, Andy. (2013, March 12) “When Crossing Cultures, Use Global Dexterity.” Harvard Business Review http://blogs.hbr.org/2013/03/when-crossingcultures-use-glo/ OPTIONAL: Review 20 Item Four Factor Cultural Intelligence Scale (available via Blackboard) OPTIONAL: Review individual cultural value http://www.culturalq.com/indivvalues.htmlorientations: 9/10/2014: Office Hours Time Change: 12pm – 2pm Lecture 6 (9/11/2014): Masculinity/Femininity: Gender Socialization Journal Reflection #2 Due by 7am from Emily West, ChangeU and LGBT Resource Center
Lorber, Judith. (2015) “The Social Construction of Gender” in Susan M. Shaw and Janet Lee (Eds.) Women’s Voices, Feminist Visions: Classic and Contemporary Readings. New York: McGraw Hill Education, pp. 141-44. Sixth Edition. (Available on Blackboard)
Please
Lois Gould, “The Story of X” (Available on Blackboard)
WEEK Lecture4 7 (9/16/2014): Subculture Presentations, Groups 1 – 5
Journal
Lecture9/17/20148(9/18/2014): 5 Lecture 9 (9/23/2014): Paper #1 Due @ NOON EST via Blackboard Groups 6 –THIS WEEK OFFICE HOURS CANCELLED Online Reflection #3 Due by 7am
Gender Performance
1. What is media bias? Discuss at least one example of this bias. How does this impact the depiction of women in the media?
8 ASYNCHRONOUS CLASSES
WEEK
2. How does a lack of diversity in decision-making roles impact what we see in mainstream media and advertising? What impact does this have on us as consumers?
5. Why is it important to see women in leadership roles?
9
6. How does Hollywood constrain representations of women? In other words, what stereotypes are promoted by Hollywood?
Please review the Miss Representation viewing guide. Utilize the questions presented in the guide to aid your screening of the documentary.
Nesbitt Golden, Jamie. (2014, April 4) “WHY I'M MASQUERADING AS A WHITE BEARDED HIPSTER GUY ON TWITTER (DESPITE BEING A BLACK WOMAN).” XO Jane http://www.xojane.com/issues/why-im-masquerading-as-a-bearded-white- hipster-guyon-twitter (Available via Blackboard) Lecture 10 (9/25/2014): Miss Representation
7. What type of scrutiny are female news anchors/television personality and politicians under in comparison to their male peers? What role does
o You must respond to three of the seven questions listed below. Each response should be 300-500 words (minimum).
Subculture Presentations,
Students are required to create avatars via BitStrips (http://bitstrips.com/create/avatar/) and Voki (http://www.voki.com/). Students then must complete a 800 – 1,000 word reflection on the experience of creating an avatar and respond to two posts (300-500 words) by their peers. Your response must reference the Nesbitt Golden reading and one of the readings from Lectures 6. As part of your post, you must include your two avatar photos. Your posts and responses must be completed by 6pm on September 23.
3. What is the ideal image of beauty? How does this impact women and girls? What is this impact on men? How has digital media impact the constructions of beauty?
4. What are the effects of self-objectification in women? How is this linked to sexual objectification?
Students must view Miss Representation and engage in an online discussion of the documentary. Your posts and responses must be completed by 6pm on September 25.
Week Lecture7 13 (10/7/2014): White Like Me (Part 1) Journal Reflection #5 Due by 7am • Lipsitz, George. (2013) “The Possessive Investment in Whiteness” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 77-86. Third Edition. (Available via Library Course Reserve)
misogyny10 and sexism play in how these women are treated? o You must respond to two posts by your peers. Each response post must be 200-300 words. Week Lecture6 11 (9/30/2014): Race as a Social Construct Midterm Questions Provided via Blackboard Please watch “Understanding Race” and the clips from Ed Bok Lee, Jae Ran Kim, and Shannon Gibney Omi and Winant, Introduction from Racial Formation in the US (Available via Library Course Reserve) Lecture 12 (10/2/2014): Reflecting on Whiteness: What is Privilege?
Journal Reflection #4 Due by 7am McIntosh, Peggy. (2015) “White Privilege and Male Privilege” in Susan M. Shaw and Janet Lee (Eds.) Women’s Voices, Feminist Visions: Classic and Contemporary Readings New York: McGraw Hill Education, pp. 86-93. Sixth Edition. Gina Crosley-Corcoran, “Explaining Privilege to a Broke White to-(http://thoughtcatalog.com/gina-crosley-corcoran/2014/01/explaining-white-privilege-Person...”a-broke-white-person/);AvailableviaBlackboard
Lecture 14 (10/9/2014): Week Lecture8 15 (10/14/2014): White Like Me (Part 2) Midterm Due at the Beginning of Class Paper #2 Guidelines Provided In Class Implicit Bias ELS Center Student Visit (8:30 – 9:10am) Demby, Gene (2014, May 15). “Young People Want Equality but Struggle to Discuss Bias.” NPR Available equality-but-struggle-to-discuss-biashttp://www.npr.org/blogs/codeswitch/2014/05/15/312532393/young-people-want-at: Demby, Gene (2014, April 8). “How Stereotypes Explain Everything and Nothing at All.” NPR Available at:
everything-and-nothing-at-allhttp://www.npr.org/blogs/codeswitch/2014/04/08/300279224/how-stereotypes-explain-11 Shankar, Vedantam (2013, July 19). “How to Fight Racial Bias When It’s Silent and Subtle.” NPR Available Bias-http://www.npr.org/blogs/codeswitch/2013/07/19/203306999/How-To-Fight-Racial-at:When-Its-Silent-And-Subtle OPTIONAL: The Kirwin Institute’s work on implicit http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/bias: Lecture 16 (10/16/2014): Intercultural Communication: Verbal and Non-Verbal Communication Styles Journal Reflection #6 Due by 7am Complete “Communications Style Inventory” (Available via Blackboard) Read and reflect on the “GlobeSmart Assessment Profile Dimensions” (Available via
Week
reflection to share in class on what adjectives listed on the handout best describe your personality. As you reviewed the various descriptors, what was your initial reaction? For example, were you like, “Oh I’m definitely direct, but I appreciate interdependence?” Lecture9
17 (10/21/2014): Socioeconomic Status, Privilege, and Race
Lecture 18 (10/23/2014): Cisgender Privileges Journal Reflection #7 Due by 7am
hooks, bell. (2013) “White Poverty: The Politics of Invisibility” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 199-202. Third Edition. (Available via Library Course Reserve)
OPTIONAL: Demby, Gene (2013, December 2). “A Battle for Fair Housing Still Raging, But Mostly Forgotten.” National Public Radio. Available housing-http://www.npr.org/blogs/codeswitch/2013/12/01/248039354/a-battle-for-fair-at:still-raging-but-mostly-forgotten
• Carbado, Devon W. (2013) “Privilege” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 391-397. Third Edition. (Available via Library Course Reserve)
oBlackboard)Writea1-page
OPTIONAL: Fergus, Devin (2014, July 21). “Are auto insurance companies red-lining poor, urban drivers?” The Guardian. Available poor-http://www.theguardian.com/commentisfree/2014/jul/21/auto-insurance-red-lining-at:urban-drivers
Pittelman, Karen and Resource Generation. (2013) “Deep Thoughts about Class Privilege” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 221-225. Third Edition. (Available via Library Course Reserve)
Paper 2 Due @ NOON EST via Blackboard
Women’s Voices, Feminist Visions: Classic and Contemporary Readings. New York: McGraw Hill Education, pp. 93-95.
Lecture 19 (10/28/2014): Sexual Identities Marra, Andy (2012, November 16) “The Beautiful Daughter: How My Korean Mother Gave Me the Courage to Transition.” The Huffington Post.
Week 10/27/201410
12 Taylor, Evin. (2015) “Cisgender Privilege” in Susan M. Shaw and Janet Lee (Eds.)
Evans, Nancy J. and Jamie Washington (2013) “Becoming an Ally: A New Examination” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 411-420. Third Edition. (Available via Library Course Reserve)
Please note that the LGBT Resource Center offers Queer & Trans 101 Training for allies: http://www.gvsu.edu/lgbtrc/ally-training-98.htm
Deconstructing Terminology:
Serano, Julia. (2013) “Trans Woman Manifesto” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 443-446. Third Edition. (Available Andy Marra’s website, “I am Love Worthy” (http://www.iamloveworthy.com/) campus: http://www.gvsu.edu/lgbtrc/ Lecture 20 (10/30/2014): Tracing the Etymology #8 by 7am Class
mother-gave-me-the-courage-to-transition_b_2139956.htmlhttp://www.huffingtonpost.com/andy-marra/the-beautiful-daughter-how-my-korean-
Please note that we have a LGBT Resource Center on
Due
Challa, Janaki (2013, December 13). “Why Being ‘Gypped’ Hurts the Roma More than it Hurts You.” National Public Radio. hurts-http://www.npr.org/blogs/codeswitch/2013/12/30/242429836/why-being-gypped-Available:the-roma-more-than-it-hurts-you
Final Paper Guidelines Provided In
via Library Course Reserve) OPTIONAL: Explore
Gandhi, Lakshmi (2013, November 6). “Where do ‘Hoodlums’ Come From? San Francisco.” National Public Radio. come-http://www.npr.org/blogs/codeswitch/2013/11/06/243262138/where-do-hoodlums-Available:from-san-francisco
Domonoske, Camila (2014, April 27). “Segregated from its History, How ‘Ghetto’ Lost its Meaning.” NPR history-how-ghetto-lost-its-meaninghttp://www.npr.org/blogs/codeswitch/2014/04/27/306829915/segregated-from-its-Available: Week Lecture1121 (11/4/2014): Religion, Culture, and the United States
of Words Journal Reflection
Schlosser, Lewis Z. (2013) “Christian Privilege: Breaking a Sacred Taboo” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 243. Third Edition. (Available via Library Course Reserve)
McKee, Gazillion Voices article: the-multidimensional-nature-of-transnational-adoption/#.U3_T2cdirWghttp://gazillionvoices.com/guest-post-he-put-me-hereWeek Lecture1223 (11/11/2014): Religion: Putting Yourself in Someone Else’s Shoes
11/5/2014: Submit Final Paper Research Question @ NOON EST Lecture 22 (11/6/2014): Religion and 21st Century Adoption Practices
13 Explore a Religion Guidelines Provided
Kathryn Joyce, (2013, April 15) “Orphan Fever: The Evangelical Movement’s Adoption Obsession.” Mother Jones. http://www.motherjones.com/print/220086 (Available via Blackboard) Laura Barcella, (2013, May 4) “How the Christian right perverts adoption.” Salon (Availablehttp://www.salon.com/2013/05/04/how_the_christian_right_perverts_adoption/viaBlackboard)
Adams, Maurianne and Khyati Y. Joshi. (2013) “Religious Oppression: Introduction” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 229-237. Third Edition. (Available via Library Course Reserve)
• Students must view the 30 Days episode, “Christian in a Muslim World.” This episode is available on Blackboard > Course Content Lecture 24 (11/13/2014): Research Day
Joshi, Khyati Y. (2013) “Religious Oppression of Indian Americans in the Contemporary United States” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 250-254. Third Edition. (Available via Library Course Reserve)
Students must meet with their Religion Presentation groups to finalize their project. Prof. McKee suggests that you utilize class time to practice your presentations. Students must email Professor McKee a group summary of their meeting. This will serve as your attendance for the day. Please make sure you copy your group members on the email. Students should also utilize this time to review Professor McKee’s feedback on your research topic and narrow down the sources you will be analyzing in your annotated bibliography. Week Lecture1325 (11/18/2014): Religion Presentations, Groups 1 – 4 Journal Reflection #9 Due by 7am
14 Lecture11/19/201426(11/20/2014): Week 14 Lecture 27 Annotated(11/25/2014):Bibliographies Due @ NOON EST Office Hours Time Change: 11am – 1pm Religion Presentations, Groups 5 – 8 Office Hours Cancelled This Week Intercultural Communication: Microaggressions Sue, Derald Wing and David Rivera. (2010, October 5) “Racial Microaggressions in Everyday Life: Is Subtle Bias Harmless?” Psychology Today racial-http://www.psychologytoday.com/blog/microaggressions-in-everyday-life/201010/microaggressions-in-everyday-life
OPTIONAL: Vega, Tanzina. (2014, March 21) “Students See Many Slights as Racial ‘Microaggressions’.” The New York Times. diversity-increases-slights-get-subtler-but-still-sting.htmlhttp://www.nytimes.com/2014/03/22/us/as
Wendell, Susan (2013) “The Social Construction of Disability” in Maurianne Adams, et. al. (Eds.) Readings for Diversity and Social Justice. New York: Routledge, pp. 481-489. Third Edition. (Available via Library Course Reserve)
Grigsby Bates, Karen (2013, October 4). “Actors with Disabilities in Big Roles? ‘We Don’t Have a Chance’.” National Public Radio. Available question-http://www.npr.org/blogs/codeswitch/2013/10/02/228543383/disabled-actors-at:restricted-casting Please note that we have Disability Support Resources available on campus: http://gvsu.edu/dsr/ Lecture 30 (12/4/2014): Ability/Disability (Part 2) • Simon, Cecilia Capuzzi. (2013, November 1) “Disability Studies – A New Normal.” The New York Times. Available at: http://www.nytimes.com/2013/11/03/education/edlife/disabilitystudies-a-new- normal.html?pagewanted=all&_r=0
OPTIONAL: Chow, Kat (2013, July 11) “Dueling Stereotypes: Bad Asian Drivers, Good at Everything.” NPR bad-http://www.npr.org/blogs/codeswitch/2013/07/09/200500744/dueling-stereotypes-asian-drivers-good-at-everything-asiana Lecture 28 (11/27/2014): Thanksgiving Break – No Class Week Lecture1529 (12/2/2014): Ability/Disability (Part 1) Journal Reflection #10 Due by 7am The Ability Privilege Checklist (http://rioiriri.blogspot.com/2009/04/invisiblecrutch.html; Available via Blackboard)
OPTIONAL:
•15Piepmeier, Alison. (2013, November 19) “My Place in This Conversation.” The Feminist Wire. Available at: http://thefeministwire.com/2013/11/my-place-in-this-conversation/ Week Lecture1631 (12/8/2014): Fall 2014 Academic Calendar OFFICE HOURS CANCELLED Semester Reflection and Discussion Our final exam time is from 10:00am – 11:50am. ELS Center Student Visit 10:20am – 11:10am. Please arrive by 10:15am. Final Paper Due December 8 at 5:00pm EST via Blackboard
Classes Begin August 25 Last day to Add, Register or Pay August 29 at 5:00pm 100% Tuition Refund Deadline August 29 Labor Day Recess August 31-September 2 75% Tuition Refund Deadline September 19 Mid-term Evaluations October 6-11 Drop Deadline - grade W October 24 Thanksgiving Recess November 26-30 Classes end December 6
3. An understanding of how academic study connects to issues in the world. Skills Goals:
3. Ethical reasoning is a decision-making process based on defining systems of value.
2. An understanding of one’s own culture and the culture of others.
6. Oral communication is the practice of effectively communicating verbally with a public audience across a variety of contexts.
7. Problem solving is the process of designing and evaluating strategies to answer open-ended questions or achieve desired goals.
2. Critical and creative thinking uses systematic reasoning to examine and evaluate ideas, leading to new ways of thinking or doing.
4. Information literacy is the process of locating, evaluating, and using multiple forms of 5.information.Integration is the process of synthesizing and applying existing knowledge, past experiences, and other perspectives to new, complex situations.
8. Quantitative literacy is a competency and comfort in working with numbers.
9. Written communication is the practice of creating and refining messages that educated readers will value. Ensuring that undergraduate students receive a broad general education has been a primary goal of colleges and universities since their inception. In this era of increasing specialization and growing demand for professional expertise, it is vital that we continue to emphasize the value of general learning. GVSU maintains that a complete education involves more than preparation for a particular career. A career occurs in the context of a life, and a sound general education helps one “make a life” as well as “make a living.” The university is committed to assuring that all undergraduate students, regardless of academic major, receive a broad education rooted in the arts and sciences. Teaching in the liberal tradition is at the heart of Grand Valley's identity, and this focus is critical in our General Education Program. Liberal education transcends the acquisition of information; it goes beyond the factual to ask important evaluative and philosophical questions. Liberal
This16 course is part of GVSU’s General Education Program. The goal of the program is to prepare you for intelligent participation in public dialogues that consider the issues of humane living and responsible action in local, national, and global communities. The program is designed to increase your knowledge and skills in the following areas: Knowledge Goals:
1. The major areas of human investigation and accomplishment — the arts, the humanities, the mathematical sciences, the natural sciences, and the social sciences.
Examinations December 8 -13
1. Collaboration is the process of working together and sharing the workload equitably to progress toward shared objectives, learned through structured activities that occur over a significant period of time.
" Contribute questions/comments that demonstrate that you’re making broader connections to other lectures, readings, and society-at-large Based on your assessment, if you were to grade your participation level, what grade would you give yourself? (Circle one.) ExplainABCDF your choice (continue on back if you need to):
o Summarize the arguments of the text and paraphrase the author’s main points
" Be ready to discuss readings.
" Be prepared with the textbook and/or PioneerWeb material in class.
Grand Valley State University educates students to shape their lives, their professions, and their societies.
o Identify essential issues or questions of the text o Point to the author’s thesis
" Make substantive comments/points that clearly demonstrate you have thoughtfully read the text
" Willingly offer ideas in class, making sure your contributions are topical and thoughtful. To earn a A-range participation grade, you must consistently fulfill requirements for B-range participation and: " Show leadership in class discussion (break uncomfortable silences; respond to openended questions; challenge received opinion; ask difficult questions).
learning holds the fundamental principles and suppositions of a body of knowledge up to inquiry, question, and discussion. It helps a person recognize the assumptions under which he or she operates and encourages the examination and questioning of those assumptions. Liberal learning begins in the General Education Program and continues through the more specialized studies comprising each student's major and minor areas of study.
" Maintain a respectful demeanor, whether talking or listening. " Engage actively and productively in group work, class discussion, and other in-class Toactivities.earna B-range participation grade, you must consistently fulfill requirements for C-range participation and: " Volunteer questions or points of interest from readings to generate discussion.
" Deepen the level of class discussion o Ask clarifying questions
o Challenge an idea or present an alternative interpretation " Respond to other students’ ideas (not just mine) by asking questions or building on their points.
17 Class Participation (15%) Grade Description: To earn a C-range participation grade, you must fulfill five basic requirements: " Arrive on time and remain in class for the entire period.
11/2 Equity and empowerment lens, Multnomah County
*Book analysis, Part 2 due at the beginning of class
11/9 Tervalon, M. & Murray-Garcia, J. (1998). Cultural humility vs. cultural competence: A critical distinction in defining physican training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125.
Exploring a case: The Spirit Catches You and You Fall Down 10/24 10/26 Chs.10/311-9 (pp. 1-118) Chs. 10-13 (pp. 119-180)
Begin reading Anne Fadiman, The Spirit Catches You and You Fall Down
*Book analysis, Part 1 due at the beginning of class Chs. 14-17 (pp. 181-261)
18 Fall Break
11/14 Ortega & Faller, 2011. “Training child welfare workers from an intersectional cultural humility perspective,” Child welfare, 90(5), 27-49. Gray, M., Yellow Bird, M., & Coates, J. Toward an Understanding of Indigenous Social Work. In Indigenous Social Work around the World, Ashgate (e-book available through library) CA #8: Cultural humility in practice (CO 1, 2, 5, 6, 7) 11/16 *Project: Research analysis due at 12:55 PM Small group brainstorming/planning session
Integrative project: Small group work developing your ideas and identifying sources
CA #7: Cultural norms and cultural competence in practice (CO 1, 2, 3, 5, 6, 7)
*Project proposals due on Friday, 11/3 at 5:00 PM 11/7 Cross, T. et al. (1989). Toward a culturally competent system of care, pp. 7-11. Marsiglia, F. & Kulis, S. “Cultural norms and social work practice,” in Marsiglia, F. & Kulis, S., Diversity, oppression, and social change, 2nd edition, pp. 253-277. Chicago: Lyceum Books.
Cultural competence, equity, and empowerment: Frameworks for practice
11/21 Gutiérrez, L. & Lewis, E. (1999). Empowerment techniques: Engagement and assessment Empoweringin women of color. 11/23 Thanksgiving 11/28 TBA 11/307 TBA 12/5 Student presentations 12/7 Student presentations 12/14& 10:30 AM—12:30 PM Student presentations *Project reports due at 10:30 AM on Dec. 14. Exam week: Note that we will meet during the designated final exam time for our class (12/14 —see above) per the registrar’s final exam schedule. This class meeting is part of our instructional time and your absence will count against your final grade per the course policy on absences. Please plan your holiday travel accordingly and share with anyone who will be making your travel arrangements. Due Criticaldates*analysis papers Book Projectanalysisproposal Research analysis Presentations Reports due 9/5 (all due at beginning of class, 12:55 PM) 9/12 10/39/269/19 10/12 11/7 11/14 10/26 at 12:55 PM 10/31 at 12:55 PM 11/3 at 5:00 PM 11/16 at 12:55 PM 12/5, 12/7, 12/14 (class meetings) 12/14 at 10:30 AM *Dates are subject to change (in your favor), but the assignments will not change 8