North Seattle Community College
Integrated Studies Requirements and Application for New Programs
Applications for programs for 2016-2017 are due Friday,
January 12th, 2016.
Procedure
To obtain the IS designation for a set of linked courses or a coordinated studies program:
1. Complete the application form.
2.
Obtain the approval of the Dean(s) of the originating Division(s).
3.
Send the application to the IS Subcommittee of the Curriculum and Academic
Standards Committee. Jane Harradine, coordinator
(jane.harradine@seattlecolleges.edu)
Please note: The IS committee reviews your proposal and meets with you to discuss it in more
depth. Once your program has been approved as an IS offering, the committee then looks at
the whole-year schedule and weighs and balances many considerations. To understand these
considerations, please visit the Discussion Rubric for Scheduling Approved Courses and the
Master Schedule Priorities at http://webshare.northseattle.edu/IS/
Integrated Studies Course/Program Application
BASIC COURSE INFORMATION
1.Program/Linked Course Title: Human Rights at the Heart of It All: Film, Philosophy, and
the Environment?
Please specify soft link, hard link, or coordinated course:
2. Proposed Quarter/Year: Fall or Winter
3. Number of Credits: 10-12 Credits
4. Preferred meeting times and days of week:
Possible meeting times and days of week:
We can teach days, nights on MW, and hybrids
5. Name(s) of Faculty and Divisions:
Condit, AHSS (PHIL).
Jane Harradine, AHSS (ENG), Stephen
6. Course Abbreviations & Numbers and Course Names, as well as # of credits for
each:
 HUM 140 Transnational Cinema
AND/OR

PHIL 220 Environment and Human Rights
AND/OR
 ENGL&102 Compostion II
AND/OR
The option of a 2 cr SL course taught by Michaelann
Please indicate how you wish students to enroll. May they enroll in any of the
three or four courses listed? Must they select one from one pairing and one
from another? Etc.
Students may enroll in any two of the three classes.
Are there prereqs for any of your courses? If so, please be sure to note this:
Placement into English 101 required for all students; completion of 101 required for
English 102.
7. What degree requirements can your proposed program meet, depending on the
classes the students register for?
VLPA, Global Studies, 102, ICS
8. Possible audience and reason(s) to offer this program?
This course will appeal to students with an interest in film and philosophy; it will also
appeal to students interested in the environment, sustainability, and human rights on a
global scale. It will serve students seeking to fulfill ENGL&102 and other AA degree
requirements simultaneously. The Philosophy 220 course Environment and Human
Rights offered in Winter 2016 is fully enrolled, indicating plenty of student interest in this
line of study.
9. You might also want to briefly highlight other specific elements of the
Discussion Rubric for Scheduling Approved Courses. Some of these include bringing
new disciplines and faculty into our program offerings and providing mentoring
for new faculty with experienced IS faculty. These are available at
http://webshare.northseattle.edu/IS/
This coordinated course offering will bring Philosophy back into the mix after a long
absence. It will give a faculty member currently experimenting with teaching in links the
opportunity to experience the range of CS pedagogies and to learn/teach alongside an
experienced IS faculty member.
CURRICULUM DESIGN
1.What is the public issue or central question your course is addressing from its
disciplinary perspectives?
How do we, as global citizens, come to terms with and wrap our hearts and minds around the
human rights and environmental challenges we face together? The films’ stories and
perspectives will bring non-Western and indigenous frameworks into focus for students and give
current issues specificity and urgency. Students will synthesize stories, images, methods and
information to analyze and critique current theories of ethics and human rights as both causes
and solutions to current environmental issues. Bringing these disciplines together, students will
expand their approaches to these issues and come to recognize and apply a more global
framework.
Central questions: relationship between the place where people live and the values
linked to place and/or the values discarded over time. What is the difference between
people intimately linked to a place and those same people who have been forced to
leave their place? How does immigration impact place? How is climate change
affecting all these issues? How does occupation impact peoples and their sense of
place and belonging? How has and does the disconnection from place contribute to
environment degradation? How do human rights violations impact both places and
peoples? How can film talk back to and publicize these violations?
Virtual place, urban place, rural place/, remembered place all play a role here.
Transnationalism asks us/films to elide nation-state borders and connect peoples
across these borders. Technology, Hollywood and push back. How do ,
How does/can film give voice to marginalized (Global South) peoples to bring their
experiences
El Salvador’s stories, for instance, Romero’s story.
Viva Mexico indigenous people’s battles with development
Motorcycle Diaries
2. Which outcomes will you focus on in your integrated course, both Essential
Learning Outcomes (ELOs), and individual course outcomes? How will students’
learning be assessed? Please identify three or four outcomes at the heart of your
individual courses rather than covering all of them here. Please use the first
column in this chart to name the specific ELOs your coordinated course will
address and the second column to indicate the core individual course outcomes
as they pertain to each ELO. (Feel free to alter the ELOs as they currently appear
in the first column to reflect your emphases.) Then, please use the third column
to state the methods of assessment you will use for these outcomes.
ELO
Course Outcomes
Assessable
Assignments
Knowledge:
Students will gain
knowledge of world
cultures and their
different approaches to
environmental and
ethical issues
Quizzes
Using this information
in discussions and
written work.
Discuss the place of
human rights norms
within the larger
context of ethical
thinking, and become
familiar with the history
and emergence of the
idea of human rights
and ethical and legal
norms in the
international arena.
Intellectual & Practical Skills:
Critical thinking & problem solving
Students will apply
their knowledge of
varying ethical
approaches and
different cultures
understandings of
place to contemporary
world environmental
and human rights
problems.
Case studies
Research paper?
Practicum project?
Students will analyze
and discuss key
environmental issues
from an ethical
perspective with
attention to cultural
differences.
(drop/replace this
one?)
Intellectual & Practical Skills, Cont.:
Communication & self-expression
Intellectual & Practical Skills, Cont.:
Collaboration - group & team work
Personal & Social Responsibility:
Intercultural knowledge & competence
Through exploration of
other cultures
perspectives and
world-views students
will engage in selfreflection about the
importance of different
perspectives to
understanding the link
between the
environment and
Response papers to
ethical issues
Discussion
Reflection journals
human rights.
Integrative & Applied Learning:
Synthesis & application of knowledge,
skills & responsibilities to new settings
& problems
Students will apply
knowledge and
theories learned from
both disciplines to
research a specific
environmental cause
or situation and
analyze ways in which
human rights norms
and instruments and
an understanding of
culture can apply to
that situation.
Case Studies
Capstone Project
3. How will your students meet the interdisciplinary outcome for this course? The IS
committee uses the following definition as its guideline regarding interdisciplinary
learning: "Interdisciplinary understanding is the capacity to integrate knowledge and
modes of thinking in two or more disciplines to produce a cognitive advancement -- e.g.,
explaining a phenomenon, solving a problem, creating a product, raising a new question
-- in ways that would have been unlikely through single disciplinary means" (Veronica
Boix-Mansilla, Project Zero, Harvard, 2004).
Describe two assessable assignments that will work toward this outcome. Please include
a fairly major assignment in the two that you describe. Please explain explicitly how
each assignment will:
--provide necessary scaffolding in disciplinary skills and/or knowledge
--develop students’ interdisciplinary thinking and learning
--be assessed
(The interdisciplinary assignment heuristic provided by the Washington Center can help
guide you as you plan this assignment.)
Note: You will be asked to share and discuss this interdisciplinary assignment with the
IS committee when you present your proposal.
Capstone Assessment: Using the understanding of< blah> from HUM 140 and/or <writing
skills ,blah> rrom ENG&102 and of human rights and the environment from PHIL 220,
students will explore the intersection of culture, ethics and human rights in the context
of an issue linked to a specific place. They will write a proposal with solutions for the
issue that honor culture, preserve the environment and protect human rights.
Case Studies: OPTION 1: These case studies will prepare students for the Capstone
Assignment by focusing on specific elements such as compare and contrast two
different ethical or cultural stances in regard to one of the films, explore that film from a
first person perspective based on one or more of the philosophical or cultural viewpoints
presented, and/or do research about people’s ethics in relation to the environment –
collecting real data from their local “place”.
OPTION 2: Students will compare and contrast viewpoints on human rights and the
environment from “non-western” cultures (HUM 140 films, PHIL 220 texts and readings)
and primarily “western” perspectives to demonstrate an understanding the many
similarities and differences between these, and to practice critical thinking as they apply
the insights they discover to historical cases, (Palestine), current events (Syria, daily
news) and real or hypothetical problems which involve culture, human rights and the
environment.
4. List possible texts and online resources for your course.
5. The Integrated Studies Program Outcomes are these:

Investigate the interdisciplinary nature of knowledge through broad
questions, issues or themes transcending single discipline
 Connect learning across contexts (cognitive/affective, personal/public,
school/life/career) by integrating sources from multiple viewpoints
 Cultivate respect for divergent perspectives and a mutual responsibility for
learning in a collaborative teaching and learning environment
 Exhibit critical thinking through recognition of the ambiguity inherent in the
study of complex issues and ideas
 Demonstrate a developing sense of self as a learner, building on prior
experiences to respond to new and challenging contexts
For folks new to integrated studies, it’s easy to lose sight of these crucial outcomes as
you work to meet all your stand-alone outcomes. The committee has identified several
hallmark teaching and learning practices that help instructors retool their stand-alone
curriculum to better achieve these IS program outcomes:

student-led seminars of key course readings

inclusion of at least some primary texts beyond textbooks

midterm and final student self-evaluations including evaluation of their
progress in IS outcomes

student-created guidelines for developing their learning community,

interdisciplinary capstone group assignments

instructors actively modeling the interplay of their disciplines in core
themes and questions perhaps even seminaring a text for the students
Please think about these pedagogies and how you can put them into practice in
your coordinated courses. When the committee meets with teaching teams, we will
ask how you envision using some or all of these in your curriculum.
Possible texts/films:
Oil and Water
City of God
Viva Mexico
Indigenous films—Whale Rider, Native American and Sami films and Inuit films,
Shamanism Journals of Knud Rasmussen, Inuit Knowledge Peter Irniq
African films—Moolaade, need more here
Short films—youtube
Original Wisdom Robert Wolff
Turtles Can Fly
Dam/age, Arundhati Roi
Film or text about Palestine and impact of occupation on environment?
A Will to Survive, Greymorning
Unsettling Sights: The Fourth World on Film, Corinn Columpar
Linking Human Rights and the Environment, Picolotti and Taillant
Universal Human Rights in Theory and Practice, Donnelly
Linking Human Rights and the Environment, Picollotti and Taillant
Case Studies from Evergreen’s Ethics of Place Symposium
Stranger with a Camera,
Sand County Almanac, Aldo Leopold
Aldo Leopold: A Prophet for All Seasons (Documentary) Ronalc C. Meyer (Producer)
Wisconsion ETV Network. https://youtu.be/_29ZlKyJJPo
Men of the Fifth World (Australian aborinines)New Atlantis Documentaries. Director
Jose Manuel Novoa. Producers Javier Linares, Jorge Sanchez Gallo.
https://youtu.be/QRBMdS4t36c (https://www.youtube.com/user/newatlantisline some films in Spanish)
El Salvador’s stories, for instance, Romero’s story.
Motorcycle Diaries:Notes on a Latin American Journey, the film, by Ernesto Che Guevara,
Baraka, by Mark Magidson
MARKETING SUPPORT
1. Provide a description (maximum 60 words) for the quarterly class schedule
which can also be used in any marketing copy:
How do films from indigenous people and non-western cultures provide insights
into possible solutions for current environmental and human rights problems?
What assumptions in Western thought about human rights and ethics need to
change to honor all cultures around the globe to better protect human rights and
promote sustainability? What tools do film studies and philosophy (ethics) offer
to understand the place of human beings in the world and the role of place in
human life, thought and well-being?
Or
Do people in other places think differently about the environment and human
rights? How can we learn about the values of non-Western and indigenous
cultures? The course will approach this question by viewing and analyzing films
from non-Western and indigenous film makers and by investigating philosophical
approaches to the environment and human rights. By using a global perspective
that includes viewpoints of multiple cultures and disciplines, can we more to a
better understanding of current environmental and human rights issues and
possible solutions? The course, Human Rights at the Heart of It All:
Film, Philosophy and the Environment will explore these issues.
Signatures of Faculty and Dean(s) from each division involved:
Signature of faculty
Date
Signature of Faculty
Date
Date
Signature of Faculty
Date
Signature of Dean
Date
Signature of Dean
Date
Signature of Dean
Date
Signature of Dean
Date
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Committee use only:
Approved
Date______________
_____________________________________
Not
Approved____________
Comments:
Signature of IS Subcommittee Chair
Name of IS Subcommittee Chair
______________________________________________________________________________________________
_________________________________________________________________________________________________________