Beginnings:
Connecting Learning, Identity, and Culture
A Multidisciplinary Coordinated Studies
CC, Fall, 2007
FACULTY:
Office
Margot Boyer, English
Karen Stuhldreher, Women Studies
Web Site Address
LIB 0228G
526-0061
mboyer@sccd.ctc.edu
IB 2330B
526 7007
kstuhldr@sccd.ctc.edu
http://northonline.sccd.ctc.edu/kstuhldr/
Phone
E-Mail
Office Hours: Instructors have office hours by appointment.
Class Hours: Monday, Wednesday, and Friday 11:00-2:20, CC 2153
PROGRAM THEME: This 10-credit Coordinated Studies course, combining credit in
Composition, Communication, Literature, and Gender & Women Studies is especially designed for
students who are new or returning to college. We will approach the theme of "Beginnings" by
asking what and how you need to develop at the "beginning" of your college experience, especially
focusing on the academic skills of reading, writing, speaking, and critical thinking that will help
make you successful. The class can also deepen skills for those further along in their academic
pursuits and provide a bridge to upper-division work.
We will explore the theme of "Beginnings" by looking for the origins of our own values and
identities, especially how these have been shaped by the societal and political contexts in which we
live. In a broader context we will investigate how structures of power and privilege shape who we
are and influence our ideas and behaviors. We will look at structures of privilege and oppression
associated with age, disability, religious culture, ethnicity/race, social class, sexual orientation,
indigenous background, national origin, and gender. We will ask how our identities and
relationships with others have been shaped by these different structures of power and how such
institutions shape our thinking and the societies and cultures we live in. Through our reading and
writing of narratives, literature, and theory, we will come to a deeper understanding of how our
beliefs and values affect the way we see the world and the way we are seen in the world.
As teachers, we believe that engaged reading and writing, and discussion of significant texts, can
help us to understand the past and develop deeper skills to use in the future. We hope that all of us
will strengthen our critical thinking skills, practice communication with a diverse community, and
clarify our own ideas, values, and commitments.
CENTRAL GUIDING QUESTIONS: We will use these questions to help frame our work
together—
1. How do the social and political contexts in which we have lived shape our identities and beliefs
about the world?
2. How do our identities and beliefs shape how we learn, what we learn, and who we are willing
to learn from?
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3. Given the identities and beliefs that we each bring to the table, how do we create relationships
with people different from ourselves? How do we work with these people to create knowledge
and meaning?
4. How do institutions of social power and privilege, such as class, gender and racial inequality,
shape our ideas and behaviors? How do they influence our experience of learning?
5. In what ways do reading, writing, and communication about significant texts change our
awareness of our identities and the roles we play in society as citizens, students, family
members, friends, and workers? How will the work we do in this course help us to clarify our
own values, ideas, and commitments?
PROGRAM FORMAT: In a coordinated studies program, we emphasize a sense of community
where students and faculty learn together. Students are encouraged to cooperate with each other
and be responsible for their own and others' learning. You will learn how to read, write about, and
discuss important works which can shape your understanding of the past and help you to know the
origins of your values and beliefs.
In seminars we will discuss a variety of texts, ask questions, identify central themes, and relate
these works to the world we live in. We will work in small groups to talk through knotty issues
and strengthen writing and critical thinking skills. In small groups we will also examine our
personal and cultural assumptions and beliefs in light of the different ideas we encounter in our
texts. We will work as individuals to read, write, and think, and as a community to share the fruits
of our work together. The faculty team will provide lectures and learning strategies, facilitate the
development of your academic skills, and participate as co-learners to help create a democratic and
productive learning community.
REQUIRED READINGS:
Sherman Alexie, Ten Little Indians, 2003
Paulo Freire, Pedagogy of the Oppressed, 1970
Mindy Thompson Fullilove, The House of Joshua, 1999
bell hooks, Teaching to Transgress, 1994
Ursula K. Le Guin, Four Ways to Forgiveness, 1994
Julie Otsuka, When the Emperor Was Divine, 2002
Mike Rose, Lives on the Boundary, 1989
Strunk & White, The Elements of Style, Fourth Edition, 2000
Tim Wise, White Like Me: Reflections on Race from a Privileged Son, 2005
PROGRAM OBJECTIVES:
The primary objective of this course is to help you develop a solid foundation in academic
knowledge, skills, and attitudes which will aid you throughout your college experience. NSCC has
identified some general education goals and specific A.A. Degree requirements which we think are
important to work towards. Completion of this Integrated Studies course is important because it
will help you to:
 Discover the interdisciplinary nature of knowledge
 Integrate sources from multiple fields and viewpoints
 Work in a collaborative teaching and learning environment
 Synthesize and evaluate new understandings and knowledge
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Other General Education (or Liberal Arts) goals will also be emphasized including:
In the knowledge area, by the end of the quarter you should
 Understand some of the major ideas, values, and beliefs that have shaped identities and
culture.
 Understand gender, race, and class as factors and forces in human communities.
 Understand the nature of the individual and the relationship between the self and the
community.
In the area of attitudes, we hope you will
 Recognize the value of intellectual inquiry, personal responsibility and ethical behavior.
 Develop confidence in your own ability to judge, analyze, and come to your own
conclusions.
 Demonstrate a willingness to learn from many cultures, persons, methods, and viewpoints.
 Find joy in the process of self-discovery and in expressing yourself creatively.
In the skills area you will learn how to
 Think critically and clearly communicate ideas orally and in writing.
 Write college-level essays that communicate your unique perceptions and demonstrate
unity, coherence, adequate evidence, and a logical organization.
 Improve your speaking and listening and problem-solving skills.
 Deal constructively with information, ideas, and emotions associated with such issues of
diversity and conflict as culture identity, ethnicity, race, gender, sexuality, age, and
religion.
GENERAL REQUIREMENTS AND EVALUATION:
A. Book seminars
Active participation in book seminars is an essential part of this program. You will be taught the
necessary seminar skills and expected to demonstrate development in this area. You will need to
complete all reading assignments on time and attend all seminars, and prepare for each seminar
with a keyboarded response to the assigned readings. Specific directions and expectations will be
presented. Seminar papers will be turned in and evaluated as part of your grade. Because seminar
papers are intended for preparation and participation in seminar, no late papers will be accepted.
B. Essays
In addition to the seminar papers, three more formal essays will be produced, with the help of peer
and faculty feedback, in a process that includes multiple drafts. Full participation in the process of
writing and peer feedback is key to developing your own writing skills and helping co-learners
with theirs. All rough and revised drafts must be ready at the beginning of the class period when
they are due for work with peers during class time.
Final drafts of essays must be turned in on time. Late papers will be marked down .5 for each
class day and not accepted after one week past the due date.
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C. Self-Evaluations and Mini-Portfolio
We will ask you to complete two self-assessments of your progress during the quarter -- one at the
midterm and one at the conclusion of the course. These assessments will ask you to reflect on your
participation, attendance, completed assignments, and overall progress in meeting the course
outcomes, objectives and requirements. Because students in coordinated studies courses are
expected to be responsible for their own learning, we take students’ evaluations of their progress
seriously in our final evaluations.
When you prepare your final evaluation, you’ll also assemble a mini-portfolio of selected writing
assignments to demonstrate the development of your thinking and writing skills over the quarter.
This portfolio will help you and your teachers assess your learning. Detailed directions will be
provided.
D. Attendance and Full Participation
Participation in this program is a commitment to the success of our learning community. Your
cooperative spirit will enhance the personal and academic experience for all of us. Your
contributions are unique, and therefore significant and irreplaceable. You are expected to attend all
classes, lectures, films, writing workshops, and seminars. This is your responsibility to your
learning community. If you are unable to attend class, call or e-mail the faculty to inform your
seminar group that you will be absent. Please don’t just disappear!
As a participant in a Learning Community, we expect you to:
 Attend each class session for the full three hours and twenty minutes.
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Be on time—lateness is disruptive and disrespectful. (But don’t miss a class because you are late—
come in as quietly as you can).
Turn assignments in on the DUE date.
Call us if you are absent and take responsibility for what you have missed and for obtaining copies
of notes, handouts, assignments, and changes.
Talk with us if you miss more than two classes
Respect the need for a productive learning environment by turning off your cell phone and pagers at
the start of class and leaving them off for the duration of the class. If you need to make calls, wait
for a break and then go outside the classroom to make the call.
Refrain from using artificial fragrances; sensitivity to chemicals can dramatically affect some people
and a fragrance free environment if part of the North Seattle Community College Code.
Contact us about problems so that they can be resolved.
Tolerate and work through dissention in class discussions.
Become comfortable with ambiguity and complexity as you study course content and practice course
skills.
Take responsibility for your own progress. Ask questions as they arise and seek help when the work
feels too challenging or confusing.
Devote two hours of study outside of class, per week, for every credit hour earned. For this
10-credit class, plan to spend a minimum of 20 hours outside of class on reading, preparing
for seminar, writing and revising essays. and participating in study and project groups.
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Faculty Commitment: We want to help each of you to succeed. Call us or stop by during our office
hours or make an appointment to discuss a problem before it overwhelms you—or us. We can usually
help you work out a solution. We are aware of and have services available to accommodate those with
special needs including learning and physical disabilities. The faculty is open to suggestions for
improvement in all aspects of the program. We will be asking for your feedback throughout the
quarter.
EVALUATION: You will receive the same grade for all 10 credits based on:
Seminars (attendance, seminar papers and participation, final fishbowl seminars)……40%
Essays (formal writing, including revision process)............................…………………50%
Self Evaluations, mini portfolio, and participation……………………………………..10%
Total......……................… 100%
Completion of all major assignments is required for a passing grade. We see learning as a
developmental process so for your evaluation we will be looking for ongoing development in your
writing, seminar participation, critical thinking, and in what you contribute to the learning community.
CREDITS:
You should be registered for two of the following 5 credit courses for a total of 10 credits:
1215 ENG 101.C2 English Composition
1216 ENG 102.C2 English Composition
3610 WMN 200.C2 Introduction to Women Studies
1217 ENG 265.C2 Literature and Society
1502 HUM 105.C2 Intercultural Communication
NUTS & BOLTS
Organizing Material
Use a 3-ring binder with loose leaf paper and divider tabs, or an accordion folder with dividers or
folders inside, to organize the material for this course. You should have a place for in-class
writing, prewriting and drafts, essays, seminar papers, case studies, class handouts, and other
material. Keep every handout and every piece of work you do until the class is over. At the end
of the class you will hand in a portfolio with copies of all your class work, which will be a major
component of your final grade.
Standard Format for Assignments
 All homework must be computer printed or typed; hand-written work is not acceptable.
 Put your name, the class name, the assignment name, and the date at the top right of the
page.
 Use 1.25-inch margins, double line spacing, 12-point font size, and a standard serif font
like Times or Times New Roman.
 Use a 1/2-inch indent at the beginning of new paragraphs: do not insert an extra line space
between paragraphs.
 Staple your paper in the upper left hand corner.
 For essays, note whether the paper is a Rough, Revised, or Final draft.
 Final essays and accompanying drafts must be placed inside a 2-pocket folder, with your
name on the outside upper right, before handing in. No folder is required for seminar
papers, case studies, or other brief homework.
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Academic Honesty
To take the words or ideas of someone else and present them as your own is plagiarism and is
unacceptable in any college class. Examples of plagiarism include the following:
 Incorporating into your own writing, without proper acknowledgement, words, sentences,
or paragraphs from another written source,
 Paraphrasing so closely or so extensively from a source that the sentences and ideas really
belong to the original writer,
 Submitting as your own whole essays written by someone else,
 Receiving so much help from another person that the work is not honestly your own.
The Student Code of Conduct states that “academic dishonesty, to include cheating, plagiarism,
or knowingly furnishing false information to the college,” may bring disciplinary action. A
teacher who believes plagiarism has taken place may require that a piece of writing be revised to
eliminate the plagiarism, or deny credit for a piece of writing that is not original. In addition, a
formal report may be filed with the college. Students who repeatedly commit plagiarism are
subject to penalties that may include expulsion.
Committing plagiarism does tremendous harm to your own education. If you are having trouble
with an assignment, please talk to your teacher so we can find a solution. If a friend in any class
asks you for help that you feel could be plagiarism, do yourself and your friend a favor and say
no.
Study groups:
Former students (national research) report that when they include studying together in small informal
groups they are much more successful.
Campus Services:
Become familiar with the campus services that will help you be successful in your classes. In
addition to those described below you will want to be aware of and utilize the Counseling Center, the
Women’s Center, Multicultural Student Services, the Advising Center, and Student Clubs.
Disability Services: (http://www.northseattle.edu/services/edaccess.htm)
Students with disabilities and/or needing accommodations such as accommodated testing, interpreting,
note taking, taped textbooks, assistive technology, accessibility arrangements, tutors, etc. must contact
Disability Services at 527-3697. The staff of Disability Services can assist individuals with both
physical and learning/academic disabilities. If you feel you may have a learning disability, please
speak with the Educational Access Center as soon as possible to identify issues and solutions to help
you to learn effectively. All services are strictly confidential.
Accommodation for disabilities is a civil right under U.S. Federal law. Students are responsible for
contacting Disability Services and requesting accommodation.
The Loft Language Lab and Writing Center (http://www.northseattle.edu/services/loft/)
The Loft is the campus language lab/writing center, located on the top floor of the library (5260078). In addition to computer learning programs, the Loft provides free tutoring on a first6
come, first-served basis. The tutoring sessions can help you with issues like reading, writing,
grammar, listening and speaking. The Loft is open M-Th, 8:30-6:30 pm, F. 8:30-1:30, and Sun.
12:30-4:30 (closed Saturday). They also provide on-line support with writing assignments. The
Loft is one of the best things about this college: please use it.
Computer Labs & Storage (http://www.northseattle.edu/services/complab.htm)
Open computer labs are located in the Instructional Building (IB) room 3303 (both PCs and
Macs) and in the Ku Education Center (ED) room 1845B (all PCs). The computer labs have a
variety of software and are open for walk-in use. Hours vary. Check the hours of operation on
the web site or by reading the signs on the doors outside the labs. Their staff will be happy to
assist you.
Network storage on the college computers is available to all NSCC students. For more
information on using and accessing this storage, ask the staff in the computer labs.
Security Services (http://www.northseattle.edu/services/security.htm)
The Security Office (206-527-3636) is open from early morning until late at night. Security
officers can help with parking problems, car emergencies, lost and found, or any safety and
security concerns. If you need help on campus at any time, the security office is ready to assist
you.
Unusual Events: Earthquakes, Fire Alarms, Snow
In the event of an earthquake while you are on campus, get under a desk, table, or doorway until
the movement stops. Do not run out of the building during an earthquake. Once the movement
stops, evacuate calmly, following the evacuation route mapped in the classroom.
In the event of a fire bell, leave the classroom immediately, following the evacuation route
mapped in the classroom.
In case of snow, call the college main number (206-527-3600) to see if classes have been
cancelled. You may also check the main web site at: www.northseattle.edu Also check our
class web site and FirstClass discussion (???) for changes, alternate activities, and assignments.
IN CONCLUSION
Coordinated studies classes are exciting, demanding, and surprising, for both students and
faculty. As much as your teachers have planned for this course, we know that as our learning
community develops, the ideas of the group as a whole will determine much of what happens in
our time together. We look forward to discovering what “Beginnings” means for all of us.
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