COLONIALISM AND DECOLONIZATION
SYLLABUS
SPRING QUARTER 2008
Faculty: Zoltán Grossman
Phone: (360) 867-6153
Email: grossmaz@evergreen.edu
Web:
academic.evergreen.edu/g/grossmaz
Office: Lab 1, Room 3012 (third floor)
Hours: Wednesdays, 10:00 am-1:00 pm
Mailbox: Lab 1 first floor (lower right)
This syllabus was prepared with care and will be modified only when necessary and
unavoidable. Clarification regarding its provisions will be verbally provided in class,
and sent to students’ emails. The updated syllabus will be linked on the faculty website:
http://academic.evergreen.edu/g/grossmaz/C&DSyllabusSpring08.doc
In accordance with federal and state law, it is the policy of The Evergreen State College
that "…no otherwise qualified person with a disability shall, solely on the basis of that
disability, be excluded from participation in, be denied the benefits of, or otherwise be
subjected to discrimination by any College program or activity." Access Services for
Students with Disabilities (http://www.evergreen.edu/access/) coordinates
accommodations and services for all students who are eligible. If students have a
disability for which they wish to request accommodations, they are encouraged to
contact Access Services as soon as possible. The temporary location for Access Services
is Seminar I Annex, Building F (phone: 306-867-6348; 306-867-6834 [V/TTY]).
Students are encouraged to contact faculty members privately concerning special needs
that may affect their performance in this program.
TYPICAL WEEKLY SCHEDULE
(Note: On some days, activities and room locations vary from those below.
Check the full weekly schedule below.)
Monday:
10:00 am – 1:00 pm (SEM II E2107)
Faculty / guest speaker presentations
Tuesday:
10:00 am – 1:00 pm (LIB 1326)
Film or presentation
2:00 pm – 5:00 pm (SEM II B3109)
Seminar (check schedule below)
Wednesday:
10:00 am -1:00 pm (LAB 1 Rm. 3012)
Faculty office hours for student meetings
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PROGRAM DESCRIPTION
We will examine the different ways in which the notions of colonialism and
decolonization can be understood broadly as well as in specific geographic and historical
contexts. Focusing on the historical experiences of people of color in Africa, Middle East
and the Americas, we will explore the ways in which imperialism and colonization served
as tools for conquest and domination as well as subjugation and exploitation. We will
examine the colonial tools that were, and continue to be, employed, and the various forms
of resistance that emerged as a consequence of that experience. One context that we will
explore during the first two quarters is the role of schooling in colonialism as well as how
some schools work toward decolonization.
One purpose of the program is to both make distinctions and identify similarities between
the imperialist practices of the past and those that are at work now. Exploring the role of
image, representation and knowledge—incentives for their production, and the prospects
for their distribution—will be a significant element of the program. Quite often the
critique of Orientalism will guide us. Another purpose is to explore the efforts by the
colonized and subjugated people to decolonize politically, culturally, economically and
mentally. Such resistance has manifested itself in diverse forms and it continues to evolve
in creative ways.
To accomplish program learning goals students will read course materials both to
understand the authors’ perspectives and develop their own. Students will also work
collaboratively, learning to discuss ideas with individuals who hold different perspectives
and life experiences from their own. We expect to accomplish these goals through
frequent writing assignments and active student participation in seminar facilitation,
introduction of films and leadership in organizing discussions. Students will write short
weekly papers based on the readings. During Spring Quarter students will develop a final
project where they apply theories they learn in the program to a particular nation.
REQUIRED BOOKS (Available in Bookstore and on Library Closed Reserve):
Week 1: Tauli-Corpuz, V., Mander, J. (Eds.). (2006). Paradigm Wars: Indigenous
Peoples' Resistance to Globalization. San Francisco: Sierra Club Books.
Week 2: Césaire, Aimé. (2001). Discourse on Colonialism. New York: New York
University Press.
Week 4: Prashad, Vijay. (2008). The Darker Nations: A People's History of the Third
World. New York: New Press.
Week 5 : Bricmont, Jean. (2007). Humanitarian Imperialism: Using Human Rights to
Sell War. New York: Monthly Review Press.
Weeks 7 & 8: Dawson, Ashley, Schueller, M.J. (Eds.). (2007). Exceptional State:
Contemporary U.S. Culture and the New Imperialism. Durham: Duke University Press.
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REQUIRED ARTICLES (Available on-line and on Library Closed Reserve):
Week 2: Grossman, Z. (1986). Inside the Philippine Resistance.
Race and Class 28 (2).
http://academic.evergreen.edu/g/grossmaz/race%20%26%20class.pdf
Week 5: Petras, J. (1997). Imperialism and NGOs in Latin America
Monthly Review (Dec.). http://www.monthlyreview.org/1297petr.htm
Week 7: Bandarage, A. (1994). A New and Improved Population Control Policy?
Political Environments 1 (Spring). Available from
Committee on Women, Population, and the Environment (CWPE)
http://www.cwpe.org/resources/popcontrol/newimproved
Week 8 : Spivak, G.C. (2001). The Burden of English. In G. Castle (Ed.), Postcolonial
Discourses: An Anthology. (pp. 54-72). Oxford, U.K.: Blackwell.
[LIBRARY CLOSED RESERVE AND BOOK—not online]
LEARNING GOALS
1. Critical Reading and Writing Skills. This requires engagement with the reading
material in a way that lifts both the author and the reader. We will attempt to
understand the multi-dimensional and interdisciplinary aspects of our world through
the written word—as manifested in the assigned readings. The primary method for
promoting such engagement for purposes of this program is through the Conclusions
papers (see guidelines below). These papers require that the “expert” authority
(author) is given careful attention—that means being “humble before the text”—
making sure that we understand the author’s arguments, conclusions, and
assumptions. Another purpose of writing these papers is the development of writing
skills. The reader’s voice will be heard in seminar. It may also appear in the response
part of the paper, but that is optional.
2. Collaborative and cooperative skills. Such skills are most likely to be learned by
deepening the understanding of the diverse world in which we live, learning in a noncompetitive environment, and working on projects together to accomplish agreed
upon goals. In our complex world, working collaboratively is essential in almost all
endeavors. The program explores the many ways in which difference is encountered,
concentrating on issues of race in colonial and post-colonial contexts.
3. Learning across differences. Living with difference is inevitable, but doing so in
healthy, respectful and mutually beneficial ways does not come without some effort
and sensitivity. Opportunities for such learning will be available in seminars,
presentations, and discussions after class presentations and films. All students are
expected to develop their own unique voices.
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4. Applying theory to particular cases. Through their Project, students will learn how
to apply a variety of theoretical frameworks, identify historical patterns, and develop
literary sensibilities. We expect these projects to focus on some dimension of
representation: processes that facilitate colonialism, those that resist it, and those that
undertake attempts to decolonize. “There are many maps of one place, and many
histories of one time.”
STUDENT ASSIGNMENTS AND CREDIT
All assignments and presentations should be completed and turned in at the designated
time unless there are dire circumstances. In such circumstances, contact your faculty by
email or phone as soon as you are aware of the problem.
1. Conclusions Papers are due every Tuesday at seminar. These papers form the basis
of seminar discussion. The written response portion is optional. Now that students are
advanced, they are expected to share their response in seminar with their colleagues.
2. Research project: Part I is due on on Monday, May 5 at 10:00 am. Part II is due on
Monday, June 6 at 10:00 am. (These papers may not be submitted late, and finishing a
paper is not an accepted reason to skip a class.) Students will present their papers
during Week 10 as assigned later in the quarter.
3. Attendance and participation: During Spring Quarter, student film presentations are
optional in view of the small number of films included in the syllabus. Students can
work in groups and to make a 20–30 minute presentation on one of the films that we
will be viewing. They will need to research background material—including, for
example, the background of the director, and the history and geography of material
within the film itself. The groups will also read at least two film reviews and
facilitate the class discussion. The groups are encouraged to present their material in a
way that engages the class. The use of chalkboard and distribution of material may
be helpful. We may also have time to present short videos (from YouTube, etc.) in
order to observe contemporary decolonization movements and unfolding events.
Guidelines for Academic credit
Research Project (8) =
Part I (4) + Part II (4)
Conclusions Papers (4)
Seminar and Class Attendance
and Participation (4)
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ATTENDANCE AND ENGAGEMENT
Evergreen programs are not simply a collection of classes, but a deeper effort to form a
learning community. We learn from each other, and are therefore responsible to each
other to participate in the learning community. In the interest of fairness, we want all
students to have equal access to all information and avoid disruptions to learning. Always
keep in communication with the faculty member about any issues regarding your
attendance or engagement. You and the faculty member are bound in spring quarter by
the covenant from earlier in the program.
Attending class and seminars is a critical aspect of participating in the learning
community. As Woody Allen once said: "80 percent of life is just showing up." Many
students make great efforts to coordinate their transportation, jobs and family in order to
attend class. Since attendance is a precondition of participation, absences will diminish
your ability to earn full credit; more than three absences will likely lead to reduced credit.
Be on time for the class; it is in your own interest to be on time since important
announcements are usually at the beginning. Three occasions of tardiness will equal one
absence. Absences will only be excused under extenuating circumstances (documented in
an e-mail or phone message to the faculty member, preferably in advance).
The program e-mail list is a critical part of staying informed about any changes to the
syllabus or rooms, and any current events that relate to the program. You should check
your e-mail every weekday for any updates, and you are encouraged to pass along
interesting news items that relate to the program. Faculty prefers receiving hard copy of
assignments (box in Lab I first floor) to avoid having to print out multiple assignments.
Note-taking is strongly encouraged to retain information for discussion and assignments.
Some powerpoints lectures can be downloaded and printed from weblinks to aid in notetaking. You should identify a friend who can take detailed notes in case of your excused
absence.
Diversions. In all program activities, please make sure your cell phones are turned off,
and you do not make it difficult for students or faculty to listen or concentrate. Laptops
are not to be used at all during this program, except for taking notes, in order that
students participate in listening and discussing. (It is no problem to use laptops during
breaks.)
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WEEKLY SCHEDULE
WEEK 1
March 31 –
April 2
Monday
Tuesday
Wednesday
Program
Components
Introductions;
Zoltan, Facing West:
Manifest Destiny and
Overseas Imperialism
Zoltan,
Lakota Nation
Syllabus
Program
Components
Zahid,
Decolonization
Tuesday
Zoltan, Marxism and
Indigenism
Film: Kanehsatake
SEMINAR ON
CÉSAIRE &
GROSSMAN
ARTICLE
Meetings with
students
WEEK 3
Program
April 14 – 16
Components
Film: Peace
Monday
Propaganda & the
Holy Land
No morning lecture;
Tuesday
students do research
Zahid, Level of
Government
Locations/Times
Sem II E1105
10:00 am -1:00 pm
LIB 1326
10:00 am – 1:00 pm
SEMINAR: TAULI – Paradigm Wars
CORPUZ /MANDER
Meetings with
PROJECT PARAGRAPH
students
DUE on case study and
sources
WEEK 2
April 7 – 9
Monday
Wednesday
Readings and Project
Readings and Project
Sem II B3109
2:00 – 5:00 pm
LAB 1 Rm. 3012
10:00 am– 1:00 pm
Locations/Times
Sem II E1105
10:00 am -1:00 pm
LIB 1326
10:00 am – 1:00 pm
Discourse on Colonialism
and Grossman article (see
Required Articles above)
Sem II B3109
2:00 – 5:00 pm
LAB 1 Rm. 3012
10:00 am– 1:00 pm
Readings and Project
Locations/Times
Sem II E2107
10:00 am – 1:00 pm
Sem II B3109
2:00 – 5:00 pm
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WEEK 4
Program
April 21 – 23
Components
Films on Islam: Panel
Monday
on Muslims in the
U.S.; Jimmy Carter
Zahid, Issues of
Tuesday
representation: a case
study
SEMINAR ON
PRASHAD
WEEK 5
Program
April 28 – 30
Components
Marti Schmidt,
Monday
Human Rights Law
Zoltan, Humanitarian
Tuesday
Interventions
Film: The Road to
Nowhere: Yugoslavia
SEMINAR ON
BRICMONT &
PETRAS
Film: Carbon trading
Mid-quarter meetings
Wednesday
with students
WEEK 6
May 5 – 7
Monday
Tuesday
Wednesday
Program
Components
Zoltan, Geopolitics
and Territoriality;
Film: Argentina
Zoltan, A War on
Iran?
Film: Stealing a
Nation-Diego Garcia
Students do research;
no seminar
Meetings with
students
Readings and Project
Locations/Times
Sem II E2107
10:00 am – 1:00 pm
LIB 1326
10:00 am – 1:00 pm
Darker Nations
Readings and Project
Sem II B 3109
2:00 – 5:00 pm
Locations/Times
Sem II E2107
10:00 am – 1:00 pm
LIB 1326
10:00 am – 1:00 pm
Humanitarian Imperialism; Sem II B 3109
and Petras article (see
2:00 – 5:00 pm
Required Articles above)
LAB 1 Rm. 3012
10:00 am– 1:00 pm
Readings and Project
PROJECT PART I DUE
AT 10:00 AM
Locations/Times
Sem II E2107
10:00 am – 1:00 pm
LIB 1326
10:00 am – 1:00 pm
LAB 1 Rm. 3012
10:00 am– 1:00 pm
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WEEK 7
May 12 – 14
Monday
Tuesday
Program
Components
Military prostitution
Film: The Women
Outside
Guest speaker, Maori
artist June Grant;
Zoltan, N.Z. history
SEMINAR ON
DAWSON /
SCHUELLER I
& BANDARAGE
Wednesday
Meetings with
students
WEEK 8
May 19 – 21
Monday
Program
Components
Zoltan, Military bases
Film: Okinawa bases
Zoltan, Philippine,
Hawai’ian resistance;
Films: Toxic Sunset,
Radio Bikini
SEMINAR ON
DAWSON /
SCHUELLER II
& SPIVAK
Tuesday
Wednesday
Meetings with
students
WEEK 9
May 27 – 28
Monday
(May 26)
Tuesday
Program
Components
No class
(Memorial Day)
Zoltan, Anti-war
movements in U.S.;
Film: Sir No Sir
Zoltan, GI and Draft
resistance;
Films: Winter Soldier
& Citizens’ Hearing
Meetings with
students
Program
Wednesday
WEEK 10
Readings and Project
Locations/Times
Sem II E2107
10:00 am – 1:00 pm
LIB 1326
10:00 am – 1:00 pm
Exceptional State, Intro
Sem II B 3109
(1-28), Part II (133-183),
2:00 – 5:00 pm
McAlister (191-214),
Dawson/Schueller (275-83)
and Bandarage article
LAB 1 Rm. 3012
10:00 am– 1:00 pm
Readings and Project
Locations/Times
Sem II E2107
10:00 am – 1:00 pm
LIB 1326
10:00 am – 1:00 pm
Exceptional State, Part I
(37-59 and 88-128),
Stecopoulos (221-243),
Dawson (248-269). Spivak
(see Required Readings)
Sem II B 3109
2:00 – 5:00 pm
LAB 1 Rm. 3012
10:00 am– 1:00 pm
Readings and Project
Locations/Times
LIB 1326
10:00 am – 1:00 pm
Sem II B 3109
2:00 – 5:00 pm
Project work due
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LAB 1 Rm. 3012
10:00 am– 1:00 pm
Locations/Times
June 2 – 4
Monday
Tuesday
Components
Final Project
Presentations
Final Project
Presentations;
Film: Plan Colombia
Final Project
Presentations
PROJECT PART II DUE
AT 10:00 AM
Sem II E2107
10:00 am – 1:00 pm
LIB 1326
10:00 am – 1:00 pm
Sem II B 3109
2:00 – 5:00 pm
Class Potluck,
summative discussion
(bring a dish to pass)
EVALUATIONS
Evaluation conferences will be tentatively on Tuesday, June 10 and Wednesday, June 11.
You should bring your self-evaluation for review and the evaluation of faculty member.
It will be your choice whether or not to submit your self-evaluation to the registrar to be
included in your transcripts. Feel free to drop off a copy of your evaluation of faculty
member with the program secretary (SEM II A2117), if you are uncomfortable
submitting it directly to the faculty member. Talk with the faculty member about
scheduling evaluation conferences before making any plans to leave for the summer.
GUIDELINES FOR RESEARCH PROJECT
The larger research paper will consist of two parts (10-15 pages each), and these parts
will be due at different dates. The focus of the case study will be on a geographical area:
either an independent country or a non-independent region (e.g., Chechnya, Kurdistan,
Palestine, Nez Perce Nation). In each paper, you will emphasize thematic and analytical
connections to the readings in the entire program, and use at least four refereed journal
articles.
Case Study Paragraph: On Wednesday, April 2, you will submit a paragraph that will
describe your case study, and offer 5 sources (at least two of them not on the web). The
papers should make use of graphics, especially maps, that have been cited with their
source or weblink (but graphics will not count in the page length). Your research could
include e-mail contact with a source in or fromi your case study nation; find this source
early in your project.
Part I: The first paper on Colonizing Strategies is due May 5. You will address
colonialism as it is asserted in Military, Political, and Cultural spheres. The paper will
also cover the historic resistance against colonialism and for autonomy or full
independence (not in the contemporary era).
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Part II: The second paper on Postcolonial period or decolonizing strategies is due June
2. It will be based on ethnonationalist, ethnic, religious, class-based, or other social
movements in the nation. When a postcolonial period has not begun, the paper should
address contending proposals for the future. This section may involve a personal
interview with an individual from the country/region engaged in decolonization.
Separating Parts I and II: For an independent, post-colonial state it is somewhat easy to
identify the end of the colonial era (for example, the independence of Somalia in 1960).
In a nation still struggling for autonomy or independence, it may be more difficult to
separate the eras of historic colonization and contemporary decolonization. Discuss with
the faculty member when the current phase of the decolonization struggle began (for
example, Hawai’i 1959, Palestine 1967; Chechnya 1990, etc.), even if the territory had
resisted an initial conquest many decades earlier. Part I covers historic colonization and
resistance, and Part II covers the current decolonization movements and processes.
On the due date for both Parts, you will bring the assignment stapled, 12 point doublespaced. The seminar faculty member will return Part I marked with comments. When you
turn in Part II, you will also turn in a revised (final) version of Part I based on the faculty
edit. When you turn in your paper, also include an evaluation of your project.
Please take care in your writing; try to write a quality paper that you could publish in a
journal. This means treating your readers with respect by drafting, organizing, revising,
and proofreading your research paper. It should be presented with appropriate grammar,
sentence structure, title, page numbers, and a full bibliography of all your sources (after
the paper). Citations will be in APA style. For more information on APA citations see
http://academic.evergreen.edu/curricular/stilllooking/reference/Citation%20Guides/citatio
nguidesapa.htm The sources of all quotes and ideas must be cited in the text with either
footnotes or parentheses (Xxxx, p. y).
The two Parts must not resemble in any way the typical histories available in on-line
encyclopedias; they will be unique to our program. You must not simply copy
information without citation, or even rely on cited web data without using library or other
media sources. Copying and pasting text from a website, or lazily passing off anyone
else's writing as your own constitutes plagiarism, and will be dealt with with zero credit
for the project and/or the program. For more information, see
http://academic.evergreen.edu/curricular/stilllooking/reference/plagiarism.htm
Final Project Presentations
During the last week of the quarter, you will have 30 minutes to present what you have
learned in both Parts I and II to the rest of the class. You should reserve some of that time
for questions, answers, and discussion. The presentation should be academically
substantive and highly communicative. It should make clear connections between the
periods of colonialism and the process of decolonization (whether or not that process is
yet successful).
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The final presentation can take the form of a PowerPoint-type presentation or a lecture
that is based on your paper, but not a direct reading of your paper. It could also include
spoken word, a musical piece, a workshop, a play, creative movement with interpretation,
a piece of art, a video that you make, a game or another venue that is approved in
advance by faculty. The goal of the final presentation is to help your colleagues learn
something new.
You will be evaluated not only on your papers, but on how you summarize them in your
20 minute lecture., and add 10 minutes for questions to show your knowledge of the case
study. Use graphics and maps; each graphic, quote and fact should be cited with a direct
link to its source or webpage of origin. We will use only one laptop; come early to class
to load your presentation from a thumb drive, or set up any graphics or video-- do not
wait until it is your turn. Do not count on email to download your presentation.
GUIDELINES FOR CONCLUSIONS PAPERS
(same as in previous quarters)
Scarcity of space. These papers should be no longer than two single-paced pages.
Proceed immediately to the author’s major views and conclusions, since the space
available is very limited. To put it differently, avoid comments about the author and/or
reading material. Here are some examples of what to avoid. (James Gosling’s Budgetary
Politics is being used for this purpose.)
The author makes one aware of the historical context of government budgeting. I
have always believed that without paying sufficient attention to the context, one
gets an inadequate understanding of most social issues. It is an issue in which I
have a great deal of interest, and would like to pursue in the future.
The author planned to de-mystify the complexities of budgeting. It is such a
complicated process that its intricacies are hard to fully understand. The
author makes a valiant effort, one for which he should be commended. I had often
wondered about several aspects of it...
Instead, the limitations of space should take you in the direction of condensing
substantive information or analysis in a way that highlights the specific contents of the
author’s conclusions, and writing in a style that is “tight” and succinct.
Here is an example of how to write the conclusions part; it is based on a segment of Paul
Krugman’s book, The Age of Diminished Expectations.
Paul Krugman identifies three kinds of economics writing: Greek-letter
(i.e., highly mathematical and abstract, and understandable only to other
well-educated economists), up-and-down (comments about the most
recent news about the stock market, interest rates, inflation figures, etc.),
and airport (often promising doom, sometimes gushing with optimistic
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enthusiasm). Since the first is not accessible to most, the second boring,
and the third not well informed, his book is expected to provide evidence
that shows that (1) our impressions should not be limited to either
“disaster” or bliss,” (2) the American economy has done terribly in
relation to what was expected 20 years ago, and (3) wages have remained
stagnant since 1967 and inequality has increased. Perhaps because we
have diminished our expectations so considerably, he argues, the economy
is widely believed to be in good shape, and there is no significant pressure
building up for it to do better.
Seek balance in your paper. That is to say, don’t devote too much space to some (or
one) chapter or part of the readings, and neglect others.
APA Style. Start using the APA style. That is the style you will be relying on to write
your longer paper later on. Perhaps you are familiar with that style already. Our library
has the complete version of it; a one-page version of it can be picked up from the
reference desk of the library. Get used to this style because you will need it in a variety of
college programs. For more information see:
http://academic.evergreen.edu/curricular/stilllooking/reference/
Citation%20Guides/citationguidesapa.htm
Audience. When undertaking virtually any writing, it is helpful to think of a particular
audience that one is addressing. For purposes of writing the Conclusions Paper, assume
that your audience has not read the material that you have read and written on, and they
are looking to you to both summarize it for them and provide your reflections as well. Be
sure not to disappoint them.
STUDENT PORTFOLIOS
(same as in previous quarters)
All students are expected to maintain a portfolio that includes course materials, handouts,
notes, returned Conclusions Papers, etc. Organize these materials in a way that makes
sense to you and is useful to you. Your portfolio should first have a table of contents or a
tabular system that makes your organization evident to a reader.
All students are expected to maintain a 3-ring binder or any other appropriate method
organizing your portfolio. Maintaining them in a careful and safe manner is vital, and
doing so is the students’ responsibility. Each student will be turning them over to the
faculty member in Week 5, and then again at the end of the quarter on Monday, June 6.
They are the basis for providing you feedback during the fifth week, as well as the
writing of your final evaluation for the quarter. (Your faculty member will add the Final
Paper to your portfolio. Make sure to create a section for it.) Don’t misplace your
portfolio. Keeping a copy of its contents might provide a measure of safety.
The portfolio will be used as a collection of course materials as well as an opportunity for
reflecting on your learning over the quarter. The organization of the portfolio should
follow those two major categories.
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I. Collection of Course Material and Notes
The first major section is your collection of course materials and notes. You
should subdivide this section in a way that suits you. You may do it by category,
or by week, or some other means. Make sure to create an organizational system
early in the quarter so that you can easily follow it. Your portfolio should include
all the important handouts (e.g., syllabus, lecture outlines, covenants, tables or
graphs, etc.), each assignment when it is completed, notes taken during class and
film presentations, messages written by you to the faculty member, messages
written by the faculty member to you, etc.
II. Tool for Reflecting on Your Learning and Progress
A second part of your portfolio is to be used as a tool to reflect on what you have
learned and developed over the quarter. This will help you in writing your selfevaluation and help the faculty member in writing your evaluation of the quarter.
The sub-sections here should relate directly to the four major goals of the program
(see “Learning Goals” above), as well as two additional sections that will help
you reflect on your intellectual journey during the quarter and help you write your
self-evaluation. Begin each section by identifying what you think you have
learned during the quarter. Then refer to the document (or activity) that provides
evidence of that learning. Examples of documents to which you might make
reference are your weekly papers, comments on your papers by other students and
faculty members, notes your group members write about your collaboration, etc.
Here are the sub-sections:
 Activity: Conclusion Papers. Include feedback from your peers and faculty
member.
Learning Goal: Critical Reading and Writing Skills
 Activity: Collaboration. Collaborative development of the Final Project and
Writing Group Seminar. Include self-reflection and feedback from peers.
Learning Goal: Collaborative and Cooperative Skills
 Activity: Participation. Include written and verbal comments shared by your
faculty and students regarding your book seminar participation as well as your
own reflections on your leadership and participation.
Learning Goal: Learning Across Differences
 Activity: Project papers and other physical documents associated with it.
Learning Goal: Applying Theory to Particular Cases
 Activity: Personal Section that is about your own goals, insights,
developments, and/or other ideas concerning your professional or career goals
as they develop
Learning Goal: Mapping Your Intellectual and Professional Journey
 Activity: Your self-evaluation for the quarter (as it develops over the quarter)
Outcome: Self-evaluation for the quarter. (Bring this to your evaluation
meeting with your faculty member during evaluation week.)
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