Beginnings:
Connecting Learning, Identity, and Culture
A Multidisciplinary Coordinated Studies
Evening, Fall, 2006
http://northonline.sccd.ctc.edu/beginnings
FACULTY
Margot Boyer, English
Jane Lister Reis, Communication
Elinor Appel, Information Research
Office
Lib 0228G
Lib/media ctr
Library
Phone
526-0061
526-0175
527-3615
E-Mail
mboyer@sccd.ctc.edu
jreis@sccd.ctc.edu
eappel@sccd.ctc.edu
Office Hours: Instructors have office hours by appointment.
Class Hours: Tues. & Thurs., 5:30-9:30 p.m., CC2153
PROGRAM THEME
This 10-12 credit Coordinated Studies course, combining credit in English Composition,
Literature, Communication, and Research (an optional 2-credit) is designed for all students, and
especially for students who are new or returning to college. We will approach the theme of
"Beginnings" by asking what and how you need to develop at the "beginning" of your college
experience, especially focusing on the academic skills of reading, writing, speaking, and thinking
that will help you succeed.
We’ll also explore the theme of “Beginnings” by looking at the origins of our own identities and
values, especially how they have been shaped by our social and family backgrounds. We’ll
investigate how structures of social power and privilege, such as class, gender, and ethnicity,
shape our cultures and influence our own ideas and behaviors. Through our reading and writing
of narratives, essays, and historical and theoretical works, we’ll come to a deeper understanding
of how our own values affect the way we see the world and how those values may be perceived
by others.
As teachers, we believe that engaged reading and writing, and discussion of significant texts, can
help us understand the past and develop deeper skills to use in the future. We anticipate that this
encounter with challenging ideas will stimulate all of us to question our beliefs, and enable us to
refine and affirm our core values. We hope that all of us will strengthen our critical thinking
skills, practice communication with a diverse learning community, and clarify our own ideas,
values, and commitments.
CORE QUESTIONS: We’ll use these questions to help frame our work together :
 What would be your ideal learning environment?
 What makes its safe to be fully present?
 What academic skills and attitudes do you need to develop to be successful in college?
 What is the connection between what we learn here and our lives outside of school?
 What beliefs and values do we hold?
 How do our beliefs and values affect the way we see the world?
 How do others perceive the beliefs and values we hold?
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 How have our identities and values been shaped by our family backgrounds?
 How have our identities and values been shaped by our cultures?
 How do institutions of social power and privilege, such as class, gender, and ethnicity
shape our cultures?
 How do these social institutions shape our own ideas and behaviors?
 How does communication act as an interface between people?
 How does diversity affect communication and identity development?
 How does becoming a more competent communicator affect the communication outcome?
PROGRAM FORMAT
A coordinated studies program is different from stand-alone courses. In this program we
emphasize a sense of community where students and faculty learn together. Students are
encouraged to cooperate with each other and be more responsible for their own and others'
learning. You will learn how to critically read, write about, and discuss important works
In seminars we will discuss a variety of texts, ask questions, identify central themes, and relate
these works to the world we live in. We’ll work in small groups to talk through knotty issues,
and strengthen writing and critical thinking skills. We’ll work as individuals to read, write, and
think, and as a community to share the fruits of our work with each other. The faculty team will
share lectures and learning strategies, facilitate the development of your academic skills, and
participate as co-learners in a democratic community of scholars. On-line discussion will allow
us to stay connected and share ideas in between classes, and facilitate dialogue beyond the walls
of the classroom.
Note: Former students (involved in a national research project) report that when they include
studying together in small informal groups they are much more successful.
REQUIRED READINGS (in order of reading)
Use Throughout Quarter
Rosenwasser & Stephen, Writing Analytically (generally one chapter per week)
Mark Brady, Wisdom of Listening (reprinted selections, not ordering text)
Lao Tzu/Ursula le Guin; Tao te Ching (we’ll use this throughout the quarter)
Part 1: Learning and Education (weeks 1-4) Listening
bell hooks, Teaching to Transgress, 1994 (Selections)
Mike Rose , Lives on the Boundary, 1989
Paulo Freire, Pedagogy of the Oppressed , 1970 (front matter and chapters 1 – 2)
Part 2: Identity (weeks 5 – 8) Speaking
David Mura Where the Body Meets Memory, 1996
Allan Johnson, Privilege, Power, and Difference, 1997
Feature film Crash (2004) (Watch this on your own; we’ll discuss in class in early November)
Sherman Alexie, Ten Little Indians, 2003 (selected stories)
Part 3: Wholeness in a Global Community (weeks 9-12) Dialogue
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Gloria Naylor, Mama Day, 1988
Ursula le Guin, Four Ways to Forgiveness, 1995 (“A Woman’s Liberation”)
Mark Brady, The Wisdom of Listening , 2003 (reprinted selections, not ordering text)
FILMS/VIDEOS (some or all of these)
Conversation with Mike Rose
Alan Johnson at North
The Color of Fear
Crash
COURSE OUTCOMES
The primary objective of this course is to help you develop a solid foundation in academic
knowledge, skills, and attitudes which will aid you throughout your college experience. NSCC
has identified some general education goals and specific AA-degree requirements to emphasize.
Credit in Integrated Studies is important because it will help you to:
1. Discover the interdisciplinary nature of knowledge
2. Integrate sources from multiple fields and viewpoints
3. Work in a collaborative teaching and learning environment
4. Synthesize and evaluate new understandings and knowledge
Other General Education (or Liberal Arts) goals will also be emphasized including:
5. In the knowledge area, by the end of the quarter you should be able to...
Understand some of the major ideas, values, and beliefs that have shaped identities and
culture.
Understand gender, race, and class as factors and forces in human communities.
Understand the nature of the individual and the relationship between the self and the
community.
6. In the area of attitudes, we want you to be able to...
Recognize the value of intellectual inquiry, personal responsibility and ethical behavior.
Develop confidence in your own ability to judge, analyze, and come to your own
conclusions.
Demonstrate a willingness to learn from many cultures, persons, methods, and
viewpoints.
7. In the skill area, you will learn how to
Develop the ability to think critically and clearly communicate ideas orally and in
writing.
Improve your speaking, listening, and problem-solving skills.
Deal constructively with information, ideas, and emotions associated with such issues of
diversity and conflict as culture identity, ethnicity, race, gender, sexuality, age, and
religion.
Communication Learning Outcomes: Jane would like you to be able to...
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Engage critically and constructively in the exchange of ideas , being open to learning
new perspectives and ideas;
Recognize nonverbal and verbal communication reflecting diverse perspectives on
culture, ethnicity, age, gender, and/or sexual orientation;
Identify and practice different norms and roles that facilitate human interaction; and,
Become more mindful of yourself as a communicator.
English Learning Outcomes: Margot would like you to be able to...
Crack the code to writing a coherent paper of academic quality;
Read complex texts and think, speak, and write about them critically and
dispassionately; and
Understand theories, constructs, and models and be able to apply them to texts and to
real-life situations.
Cultural Diversity Outcome:
Understand the models offered by Allan Johnson and the “Beyond Inclusion” material
and be able to apply them to texts and to real-life situations.
GENERAL REQUIREMENTS AND EVALUATION
A. Book Seminars (assessment of critical thinking, writing, communicating skills)
Active participation in book seminars is an essential part of this program. You will be taught
the necessary seminar skills and expected to demonstrate development in this area. You will
need to complete all reading assignments on time and attend all seminars. You must prepare for
each seminar with a typewritten response to the assigned readings. Specific directions and
expectations will be provided. The seminar papers you turn in will be responded to and
recorded. Because seminar papers are intended for preparation and participation in seminar, no
late papers will be accepted.
B. Essays (assessment of critical thinking and writing skills)
In addition to the seminar papers, you will write three more formal essays, with the help of peer
and faculty feedback, in a process that includes multiple drafts. Full participation in the process
of writing and peer feedback is key to developing your own writing skills and helping colearners with theirs. All rough, revised, and final drafts must be ready at the beginning of the
class period when they are due for work during class time. Details about essay expectations will
be provided when these are assigned.
C. Case Studies (assessment of understanding and application of communication theory)
You will write two case studies about a communication experience. You will use these case
studies as a way of analyzing your communication experience based on your increasing
knowledge, awareness, and skill basis in communication competency.
D. Self-Evaluations (opportunity for reflection of yourself as a learner)
We will ask you to complete two self-assessments of your progress during the quarter. These
assessments will ask you to reflect on your participation, attendance, completion of assignments,
and overall progress in meeting the course outcomes, objectives, and requirements. Because
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students in coordinated studies courses are expected to be responsible for their own learning, we
take students’ evaluations of their progress very seriously in our final evaluations.
E. Online Activities : http://fc.northseattle.edu
Our “Beginnings” class has an electronic site where we can share online discussion. You will be
expected to check the web site at least once a week, between the Thursday and Tuesday meeting,
for information and to participate in class dialogue. Questions and brief assignments will be
assigned for answering on the web site. The site will allow us to stay in touch and continue our
conversation between classes. It will also be the place to share critical and timely information.
Detailed information on accessing the web site will be provided in class.
F. Attendance and Full Participation (assessment of level of engagement)
Participation in this program is a commitment to a sense of responsibility for the life of this
learning community. Your cooperative spirit will enhance the personal and academic experience
for all of us. Your contributions are unique and, therefore, significant and irreplaceable. You are
expected to attend all classes, lectures, films, writing workshops, and seminars. This is your
responsibility as part of the commitment to your learning community. You need to inform your
seminar group if you are unable to attend by calling or e-mailing the faculty. Please don’t just
disappear.
EXPECTATIONS
As a participant in this Learning Community, we expect you to:
 Attend each class session for the full four hours.
 Be on time—lateness is disruptive and disrespectful (But don’t miss a class because you
are late—come in as quietly as you can).
 Turn assignments in on time on the DUE date.
 Call us if you are absent and take responsibility for what you have missed and for obtaining
copies of notes, handouts, assignments, and changes.
 Talk with us if you miss more than one class.
 Respect the need for a productive learning environment by turning off cell phones and
pagers during class. If you need to make calls, wait for a break.
 Refrain from using artificial or heavy fragrances, including perfume, cologne and other
scented products. Sensitivity to chemicals can dramatically affect some people, and a
fragrance-free environment is part of the college code.
 Contact us about problems so that they can be resolved.
 Tolerate and work through dissention in class discussions.
 Become comfortable with ambiguity and complexity as you study course content and
practice course skills.
 Take responsibility for your own progress: ask questions as they arise and seek help when
the work feels too challenging or confusing.
 Devote two hours of study outside of class per week for every credit hour earned. This
includes reading, preparing for seminar, writing and revising essays, and participating in
study and project groups.
EVALUATION: You will receive the same grade for all 10 credits based on:
Seminars (attendance, seminar papers and participation, final fishbowl seminar)
40%
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Other writing (formal writing, including revision process , case studies and portfolio)
Participation and Self Evaluations
Project Groups
Total
40%
10%
10%
100%
Completion of all assignments is required for a passing grade. We see learning as a
developmental process, so for your evaluation we will be looking for ongoing development in
your writing, seminar participation, critical thinking, and in what you contribute to the learning
community.
Please register for two (2) of the following 5-credit classes:
1222 ENG 101.C3 Composition (5 cr) OR
1223 ENG 102. C3 Composition (5 cr)
1224 ENG 228.C3 Literature of American Culture (5 cr)
1100 CMN125.C3 Interpersonal Communication (5 cr)
Optional 2-credit class:
9590 LIB 150.C3 Research in the Electronic Environment
(5 weeks starting 10/11, 6-8 pm)
FACULTY COMMITMENT
We want to help each of you to succeed. We are available to meet with you by appointment to
discuss any problems or issues that may arise, before they overwhelm you – or us. We can
usually help you work out a solution. We are aware of and have services available to
accommodate those with special needs including learning and physical disabilities. The faculty is
open to suggestions for improvement in all aspects of the program. We will be asking for your
feedback throughout the quarter.
NUTS AND BOLTS
Organizing Material
Use a 3-ring binder with loose leaf paper and divider tabs, or an accordion folder with dividers or
folders inside, to organize the material for this course. You should have a place for in-class
writing, prewriting and drafts, essays, seminar papers, case studies, class handouts, and other
material. Keep every handout and every piece of work you do until the class is over. At the end
of the class you will hand in a portfolio with copies of all your class work, which will be a major
component of your final grade.
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.
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 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.
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.
Disability Services (http://www.northseattle.edu/services/edaccess.htm)
Students with disabilities needing accommodations such as accommodated testing, interpreting,
note taking, taped textbooks, assistive technology, accessibility arrangements, tutors, etc. must
contact Disability Services at 527-3697, in CC2445 (2nd floor of the College Center near
Registration). 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
learn. All services are strictly confidential.
Accommodation for disabilities is a civil right under US Federal Law. Students are responsible
for contacting Disability Services and requesting accommodation.
The Loft Language Lab (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 firstcome, 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.
Beginnings Fall 06 - 7
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.
Beginnings Fall 06 - 8