Syllabus
Beginnings: Sustaining Our Identity and Culture in a Multicultural
Society
Fall 2010
https://facweb.northseattle.edu/jreis/beginnings2010
Faculty
Carol Hamilton, English
chamilton@northseattle.edu
Jane Lister Reis, Communication
Teaching Assistants
Cam Basden
Haley Gronbeck
Office
IB 2306D
Phone
528-4538
Classroom 719-8602
E-Mail
jreis@sccd.ctc.edu
cbass13@gmail.com
h.gronbeck@gmail.com
Office Hours: Jane and Carol each have office hours by appointment, on Monday and
Wednesday before class.
Class Hours: Monday & Wednesday, 5:30-9:30 pm
PROGRAM THEME
This 10-credit Coordinated Studies course, combining credit in English Composition,
Literature, and Communication is designed for all students, and especially for students
who are beginning or returning to college. We will approach the theme of "Beginnings"
by asking what skills and practices you need to develop in the first years of your college
experience, especially focusing on the academic skills of reading, writing, speaking,
listening, and thinking that will help reach your goals. This quarter we are reading and
connecting to the broad theme of immigration and how that “new” beginning is powerful
and important for anyone who migrates and for others who stay in place and are
changed by new people coming into their societies and lives.
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 ranked social roles, such as class, gender, and
ethnicity, shape our cultures and influence our own ideas and behaviors. We’ll identify
our own styles of learning and communicating with others, particularly in a multicultural
society. And we’ll consider leadership as a skill that each of us can develop, and
consider where in our lives we can exercise leadership.
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 enable us to identify and
refine 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 is authentic learning? How does this learning happen best?
 How do our identities and beliefs shape how we learn, what we learn, and who we
are willing to learn from?
 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 together to
create knowledge and meaning?
 How do socially ranked memberships, such as age, class, gender, and ethnicity,
shape our ideas and behaviors? How do they influence our experience of
learning?
 How does reading, writing, and communication about significant texts change our
awareness of our identities and the roles we play in society?
 How does communication act as an interface between people? How does
becoming a more competent communicator affect our relationships and how we
understand each other?
 Given what we know about ourselves, how can each of us exercise our potential
for leadership? What is our individual work in the multicultural society of the
current United States and the world?
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.
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, think, and write, and as a community to share the fruits of our work
with each other. The faculty team and teaching intern will share lectures and learning
strategies, facilitate the development of your academic skills, and participate as colearners in a democratic community of scholars.
REGISTRATION AND CREDITS
Register for two (2) of the following 5-credit classes:
One of THESE:
English Composition
English Composition
Literature and Society C4
1214
1217
1220
AND one of THESE:
Small Group Communication
Intercultural Communication
1102
1503
ENGL&101C4
ENGL&102C4
ENGL 265 C4
CMST&230 C4
HUM105 C4
ADDITIONAL 2 CREDIT COURSES (Pick one course): Two possible Independent
Study Courses: ENGL 299----1229 or HUM 299---1519 are offered for 2 credits. For
these 2 credits you will read an additional book and do a paper and presentation on the
author, reading, communication concept, and how this independent study intersects
with the work we are doing in the main 10 credit Integrated Studies class. Please check
with the teachers the second week of the quarter to begin thinking and planning this
work.
REQUIRED READINGS
This class requires significant reading. Look ahead to see longer reading assignments
and plan accordingly. Bring books for the current week to class every night. Sometimes
you’ll need to bring two or three texts with you. Detailed reading assignments and
seminar preparation assignments are on the class schedule.
Namesake by Jhumpa Lahiri
Where the Body Meets Memory by David Mura
Dreaming in Cuban by Cristina Garcia
Mona in the Promised Land by Gish Jen
Additional reading handouts will be provided in class or be available electronically to
read for class.
Reference Books for Writing: Recommended but not required:
What It Takes: Writing in College by Laurence Behrnes and Leonard J. Rosen ISBN13: 978-0-205-64782-8
Reading Rhetorically—3rd Ed. by John C. bean, Virginia Chappell and Alice Gillam:
ISBN-13-978-0-205-74193-9
COURSE OUTCOMES
Communication Learning Outcomes:

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
 Learn to produce a quality academic paper in response to a text and ideas.
·

Read complex texts and think, speak, and write about them critically and with
careful attention.

Understand ideas and themes in a variety of sources, and be able to discuss the
connections among them;

Understand theories, constructs, and models to help us live in our society with all
of its rich differences, yet find challenges to move the theoretical to the everyday
lives at work, home, and with friends.
Cultural Diversity Outcome:


Understand models and ideas about diversity and cross-cultural communication
and be able to apply them to texts and to real-life situations;
Notice the skills you bring to your interactions, and be able to access the most
adequate skills for the situation you’re in.
General Education Outcomes
NSCC has identified general education outcomes (called “Essential Learning
Outcomes) for all our students (attitudes), and specific skills and knowledge important
for students seeking AA and AS degrees. These essential learning goals underlie our
curriculum planning and assessment for this class.
Credit in an Integrated Studies course can help develop the following:
Intellectual and Practical Skills, including

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critical thinking and problem solving
communication and self-expression
information literacy
collaboration: group and team work
Personal and Social Responsibility, including

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civic engagement: local, global, and environmental
intercultural knowledge and competence
Integrative and Applied Learning

Synthesis and application of knowledge, skills, and responsibilities to new
settings and problems
REQUIREMENTS AND EVALUATION
A. Seminars (assessment of critical thinking, writing, communicating skills)
Active participation in seminars is an essential part of this program. You’ll learn and
practice key seminar skills. You’ll need to complete all reading assignments on time
and attend all seminars. You must prepare for each seminar with a written response to
the assigned readings. Detailed directions will be provided, and both seminar papers
and participation will be evaluated.
B. Essays (assessment of critical thinking and writing skills)
You’ll write three more formal papers, 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 writing skills and helping co-learners with
theirs. All drafts must be ready at the beginning of the class period when they are due.
Details about essay expectations will be provided. Essays will be graded.
C. Cultural Interviews (assessment of understanding and application of
communication theory)
You will write two cultural interviews about a communication experience. You will use
these interviews as a way of analyzing your communication experience based on your
increasing knowledge, awareness, and skill basis in multicultural communication
competency.
D. Participation in on-line community:
Our “Beginnings” class will have an electronic site where we can share online
discussion. You will be expected to check the web site at least once a week for
information and to participate in 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.
E. Self-Evaluations (reflection of yourself as a learner)
You will complete two self-assessments, at mid-quarter and at the end. You’ll work with
a small group to reflect on your participation, assignments, learning, and overall
progress in meeting the course outcomes, objectives, and requirements. We take
students’ evaluations of their progress seriously in grading.
F. Attendance and Class Participation (assessment of level of engagement)
In this learning community, participation is a central responsibility. Your contributions
are significant and irreplaceable. We expect you to attend every class and to fully
participate in all activities. In the event you are unable to attend, take responsibility for
informing the faculty and your student colleagues, checking the schedule, and making
up missed work. There is no substitute for being here.
EXPECTATIONS
As a participant in this Learning Community, we expect you to:


Be present and ready to start at the beginning of the class, and stay to the end.
Turn assignments in on time on the DUE date.

Turn off the cell phones, pagers, and beepers. Take off the headsets. No electronic
gizmos should be used in class. Please, no texting in class.

Keep your focus on our class work. This is not the place to do homework for other
classes or general reading.

A fragrance-free environment is part of the college code. That means no perfume,
cologne, or any heavily scented products.

If you need a break, leave quietly. You don’t need to ask permission.
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Eating and drinking in class are okay as long as they don’t become distractions
for others and that you help keep the classroom picked up and put in order when
class finishes.
Take responsibility for your own progress: ask questions as they arise and seek
help when the work feels too challenging or confusing.
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If you miss class, get in touch with your teachers and your student colleagues in
your groups. E-mail usually works best. Take responsibility for getting copies of
assignments, notes, and other materials you missed.
Speaking and listening respectfully helps create an environment where we can
all be comfortable and do our best work. We’ll talk more about how best to
achieve this goal.
Devote up to two hours of study outside of class per week for every credit hour
earned – that’s 20 hours per week for reading, writing, study, and other
participation.
EVALUATION: You will receive the same grade for all 10 credits based on:
Seminar papers
20%
Cultural/Communication interviews
20%
Essays 1 and 2
20%
Essay 3 (Integrative)
15%
On-Line participation
10%
Class participation (seminars, class discussions, evaluations) 15%
Total
100%
Completion of all major assignments is required for a passing grade. We see learning
as a developmental process, so we look at growth in writing, communication, seminar,
critical thinking, and contribution to the learning community when evaluating your work.
These percentages may be adjusted as the class evolves. Late work—seminar
preparation papers for example—will be marked down for each class day turned in late.
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, drafts, essays, seminar papers, case studies, class handouts,
and other material. Keep every handout and every piece of work until the class is over.
Don’t throw anything away.
Standard Format for Assignments

All homework must be computer printed or typed; hand-written work is
unacceptable.

Put your name, the class name, the assignment name, and the date at the top
right of page 1.

Use 1-inch margins, double line spacing, 12-point font size, and a standard serif
font like Times or Times New Roman. (This syllabus is in 12-point 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.

Number the pages.

On essays, note whether the paper is a Rough, Revised, or Final draft.

Final essays and accompanying drafts: put the drafts and final together in a 2pocket folder. No folder for seminar papers, homework, rough drafts, or short
assignments.
These required format guidelines do affect your grade.
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,
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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 education. If you are having
trouble with an assignment, please talk to your teachers 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.
Disabilities Services (http://www.northseattle.edu/services/disability)
The Disability Services Offices can be reached at 527-3697 (Room CC 2346A).
Disability services can assist students with both physical and learning/academic
disabilities. For students with documented disabilities, this office can help with
accommodated testing, interpreting, accessibility, tutors, and assistive technology.
Accommodation for disabilities is a civil right. If you need accommodation, or think you
might, contact Disability Services.
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. The Loft provides free tutoring and computer learning programs. Tutoring
sessions can help with reading, writing, grammar, listening and speaking. The Loft web
site has lots of helpful information, and Loft tutors can provide on-line help with your
work! 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 the first floor of the library. The computer labs have a variety of software
and are open for walk-in use. Check the hours of operation on the web site or the signs
on the doors. Network storage on the college computers is available to all NSCC
students. Ask the staff in the computer labs how to use and access this storage.
Veteran’s Office: CC2261 (http://www.northseattle.edu/services/veteran.htm)The
Office of Veteran's Affairs serves veterans, reservists, active duty personnel and eligible
family members who receive Veteran's Administration education benefits. It also verifies
the State of Washington tuition reduction for eligible veterans.
Security Services: CC 1252 (http://www.northseattle.edu/services/security/)
The Security Office (206-527-3636) is open from early morning until late at night.
Security officers can help with safety concerns, car emergencies, lost and found, and
parking issues.
If you need help on campus at any time, do not hesitate to contact them.
Unusual Events: Earthquakes, Fire Alarms, and Snow
In the event of an earthquake, 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. If it snows, check the college web site or main campus phone (527-3600) to see if
the campus is open before heading in.
To Be Here, or Not to Be Here?
We want you in class. Nobody can replace you! Even if you’re having a rough day,
feeling down, or tired – please come. We’ll aim to make our classroom a comfortable
and enjoyable place to be.
If you’re ill, though, please stay home in bed. Especially if you have flu symptoms, your
own well being and everyone else’s will be best served by you staying home and taking
care of yourself. Send us an e-mail or a text; if you are able to post on-line, please use
this resource. We look forward to seeing you 24 hours after your fever has come down.
OUR COMMITMENT TO YOU
We want to help each of you to succeed. We are available to meet to discuss any
issues or problems that come up, before they overwhelm you – or us. We can usually
help you work out a solution and help identify resources in the college to support you.
Your instructors are open to suggestions for improvement in all aspects of the program.
We will be asking for your feedback.
IN CONCLUSION
Coordinated studies classes are exciting and demanding, for both students and faculty.
We have put many hours into planning this course, but your ideas and energy will
determine what it becomes. We look forward to discovering new beginnings with you.
Withdrawal, No Credit, or Incomplete Grades
Stuff happens; both great opportunities and disasters. If something big comes up and
you can’t complete the class, it’s your job to formally withdraw from the class. Make
sure you withdraw if you can’t finish a class for any reason.
If you want an NC (no credit) grade, you must request it. Ask an academic advisor for
guidance if you anticipate a failing grade – an NC can sometimes provide an alternative.
An I (incomplete) grade will be given only in extraordinary circumstances.