Freshman Seminar in Comparative Ethnic Studies 192-001: Identity and Transformation
Ethnic 192-001—Fall 2015
TTh 3:30-4:45 / BOL B83
Rachel Ida Buff
Holton 313
Office Hours: T/Th 1-3
Email: rbuff@uwm.edu
Office phone: 229-6483
Office Hours: Peer Mentor: TBA
Course Description:
What do we mean by identity? What are the forces that shape the formation of self and social
identities? How are ideas of identity both meaningful and limiting? Can we choose who we will
become or is that chosen for us? How does history affect our sense of identity? Do we need to
be alike to get along?
Our thoughtful attempts to work through these difficult questions will help bring an enhanced
understanding of who we are—individually and culturally. We’ll examine literature that
addresses the concerns and challenges of “fitting in” and mine our personal experiences,
background, and beliefs to share with our classmates a notion of “who I am.” Together we’ll
provide a supportive and instructional space in which to discuss, explore, investigate and
navigate the complex issues of identity.
Whether you come from a small town, a big city, the farmlands, from outside the USA, or
someplace in between, where you are from is one way to identify yourself for others. But places
of origin, like other “identifying” codes, can give others a false sense of knowing who you are,
because people want to simplify, generalize, stereotype. Notions of self-identity are complex,
and identification with gender, family, race, custom, and nationhood adds to this complexity. Our
identities are shaped by mainstream culture, through schools, mass media and religious
institutions, as well as by subcultural practices from punk music to surfing. Forming and
sustaining a sense of identity is dynamic for most everyone.
This Freshman Seminar investigates ideas and practices of identity. We will begin by examining
ideas of how the self is constructed, and use this personal lens to expand our understanding of
how our own individual histories, languages, upbringing, gender and sexual identities, racial and
ethnic backgrounds contribute to who we think we are. Through analyzing and sharing our own
sense of identity, we’ll strive to gain new understandings about the kinds of diversity existing in
our own classroom. Students will engage in research and give presentations on aspects of their
own identity as well as about broader social identities. Ongoing small and large group
discussions will engage students to become active learners in their own course experience.
Required Materials:
Jennifer Morales, Meet Me Halfway ** note: this book is the UWM 2015 Campus Read; all
freshpeople should possess a copy.
Semester-long access to computer w/ Internet and printer (Students should make themselves
familiar with UWM’s computer labs—requirements for printing materials, hours available,
compatibility with home computers and files, etc.)
Learning Objectives: In addition to learning about various concepts of identity, I expect that
you will develop your ability to read with discrimination, to think carefully and analytically, to
listen with respect and comprehension, to discuss openly and honestly in small groups, class
discussion and presentations, to work efficiently and productively both alone and in groups, to
express yourself articulately both in writing and in conversation, and to give adequate attention
to detail while also showing appropriate creativity in your research, essays, and final project.
That’s a lot! But there’s even more . We will develop critical thinking by: exploring
sometimes difficult, controversial and ambiguous topics; understanding and responding to
different interpretations and views; and formulating and challenging our own evolving
understanding of the topics. The work that we do in this class should help lead, in one way
or another, to furthering these learning objectives.
Learning Process: This course will be run as a discussion seminar. Therefore, it will depend
upon everyone’s active participation, which includes communicating your ideas as well as
listening to others communicate theirs. For some of us, speaking out might come easier than
thoughtful listening; for others active listening could feel more natural than speaking one’s
thoughts. This course will ask you to develop both abilities. It will demand a high level of
engagement and attentive, supportive involvement. We will rely upon one another to make the
experience of this course worthwhile and enjoyable. Each of us should do what we can to assure
that everyone leaves this course with good memories as well as enhanced knowledge and skills.
It is important to do your best for your classmates, who should in turn give their best to you. I
encourage you to challenge ideas, offer comments, and speak what is on your mind, as long as it
is presented in a civil and non-confrontational way. An open, caring spirit is contagious! We will
be forming and sustaining a supportive intellectual space and learning community, and will strive
to be generous toward each other and ourselves in all aspects of the learning process.
You will be expected to come to class fully prepared to discuss the assigned material, to turn in
all written assignments on time, to facilitate class discussions, and be an integral part of your
own and your classmates’ learning experience. Since we have a great deal to do in each class
period, I expect you to be on time and be present during the entire period of class. I expect you to
grapple with material that may be new, unexpected, and sometimes disconcerting. Please, if you
find yourself in difficulty with the course materials, with group work, in completing your
assignments, or with any other aspect of the course, let me know as soon as you’re able in
case I can help. Many students find themselves in difficulty with a course but mistakenly
believe that their professors will not care or be able to help them. Often, we can find some
solution by talking about it together.
You should check into our class D2L site at least a couple of times per week for readings,
announcements and other information. This syllabus, most assigned readings and other course
documents, such as assignments, can be found on D2L.
Freshman Seminar Program
Freshman Seminars locate you at the center of the classroom during your first semester with us
and invite you to take an active role in your own education from the beginning of your UWM
career. These courses differ in several ways from others you make take in the fall. They are
smaller in size and broader in scope, in the sense that they are intended to enhance your
skills (inquiry and analysis, critical and creative thinking, oral and written communication)
and engage you in reflection about the process of learning at the college level. These
transitional courses allow instructors and students to explore subjects of mutual interest, to talk
to and learn from each other in spite of and because of their differences, to connect past and
present as well as campus and community. Your Freshman Seminar instructors want to welcome
you to UWM and involve you in the kind of intellectual activity that defines our work as scholars
and teachers.
What is Ethnic Studies?
Comparative Ethnic Studies is an interdisciplinary academic program based in the College of
Letters and Science. The program works cooperatively with university departments to offer
courses designed to teach all interested students about various ethnic groups in the world.
The Comparative Ethnic Studies Certificate Program examines global and local processes of
im/migration, and settlement, including the forces that shape the formation of cultural and
social identities. It examines the histories, languages, religions, literature, and folklores of
these groups, as well as racial and ethnic populations globally and in the U.S.
Comparative Ethnic Studies strives to produce new understandings about cultural diversity and
social justice. The certificate program complements majors in any field. The Comparative
Ethnic Studies major situates students in the study of multiracial society in the United States.
Course Policies:
 Attendance: Part of your responsibility is to arrive for class prepared, with all assignments
done for that class period. Another expectation is for all students to be respectful of your
peers (and me) and arrive for class on time. Because this course includes a great deal of inclass work and participation, attendance is absolutely mandatory and the course has a strict
attendance policy. Ideally, students would attend every class. But illness, and other
emergencies are part of life, and I consider two absences without penalty reasonable. After
two absences, your credibility and commitment are called into question, and your role in and
responsibility to the learning community are compromised. Therefore, each subsequent
absence—for whatever reason—lowers your grade. If, for reasons of work or other conflicts,
students are habitually absent or late, they should drop the course. Your success in this class
is vitally dependent upon your regular attendance; therefore, I expect everyone to attend
every class –THERE ARE NO EXCUSED ABSENCES. Students missing more than
four 75 minute classes will not receive a grade higher than C for the course.
I understand that sometimes absences are unavoidable. Even so, absences are NOT excused, and
you are advised to “save” your absences for emergency situations. If you add this class after
missing a day or two you will be marked absent for the days you missed; you must also make up
the missed class work by the next class or two, depending on when you add. Always speak to
me before any planned absence.

Lateness and Leaving Early: I consider lateness and leaving early forms of absence. Not
only is it rude to come in late, but also missing parts of class causes a distraction for
everyone else. If you leave early without letting me know why in advance, you will be
marked absent. All the time missed due to lateness or leaving early will be added together
toward your absence total.

Late Assignments: All assignments are due on time,that is at the beginning of class on their
due date, as many of the in-class activities depend on your work being done. Late work will
affect the mark you earn for that assignment and in many cases will not be commented on.

Make-up Work: You cannot make-up work that we do in class when you are absent.

Disengagement: Being physically present in class is only part of what’s expected in
attending this class. You are expected to do more than sit at the desk. If you are noticeably
asleep in class, you will be marked absent. If you are observed swiping your phone or
texting, you will be marked absent. Be aware: I will not call you out in front of the other
students, but you may be marked absent for these violations anyway.

Extra Credit: The only form of extra credit available will be attendance at specific,
announced on-campus films, lectures and events. Students will be expected to sign in at
these events, and to do brief written and/or oral reports about them for class. Students are
invited to suggest events to me by email at least one week prior. See below.
Required Work:
In-class activities (15%)
Notes on assigned readings and films (20%)
Five short writing assignments (25%)
Two peer-reviewed, revised essays (20%)
Two research projects (one written, one presented orally/visually) (20%)
In-class Activities: Some of our class time will be spent on activities that may involve writing, or
sharing ideas, or working in Golda Meir Library. Most of these will be done in small groups, but
they may also be done as a class or individually. The purpose of these activities is to practice
academic skill such as writing, contributing discussion, and coming up with ideas that relate to
the subject matter. They are worth credit, but since they are done during class in concert with
classmates, they cannot be made up in case of absence.
Reading Notes: There will be a short reading assignment every week for most of the semester.
You are expected to take copious notes on the reading. You should be prepared to hand in one
page of handwritten notes at the end of class on the day the reading is due. You may add to your
notes as we discuss the reading as a class. We will talk about the most effective ways to take
notes on reading, but here are some basic ideas for getting started:
- highlight key terms (words or phrases that are important), or difficult words. Make note
of these on your paper, and try to find a definition
-
note what you find surprising, interesting, or confusing, and write how you feel about
those passages
look for moments where the text is reminding you of something you’ve seen or read or
experiences, and write that down
highlight a difficult to understand passage, then write your questions about it in the
margins, or attempt to make an interpretation in the margins
note passages you think are important to the author, and then rewrite them in your own
words in the margins
argue with the text, or agree with the text – make a written record
If it’s a film, write a record of anything that strikes you as interesting, confusing, or
memorable that might lend to a discussion about the film in class
Short Writing Assignments: These writing assignments often involve something other than what
we traditionally call “writing”. You will explore notions of identity and the self, using a variety
of compositional modes that represent the kinds of work you might encounter in college,
including essays, but also including graphs, photographs, interviews, and poetry. All work must
be typed, double-spaced, in 12pt Times New Roman font.
Formal Essays: You will write two formal, peer-reviewed essays during the semester. Again,
these must be 4-5 pages typed, double-spaced, in 12pt Times New Roman. To receive credit, you
must have a draft peer-reviewed by a classmate, and you must bring a draft of each to office
hours (or alternatively, the Writing Center in 127 Curtin Hall.) You may bring a classmate to
office hours with you.
Research Projects: The written part of your project will consist of 3-5 pages typed, doublespaced in 12pt Times New Roman, in which you present your thinking in response to research
you’ve conducted on some aspect of identity. You will do this research using any resources at
your disposal, but mainly you will use the Library’s database system to find texts. In addition to
the written document, you will construct a visual presentation using tri-fold poster, a PowerPoint
or Prezi, and deliver a short oral accompaniment to this presentation to the class near the end of
the semester.
Extra Credit: You may receive up to 10 points of extra credit during the semester to be added to
your final score. To earn up to 5 points, attend and do a review of an art exhibit, a film, a
reading, a lecture, or a performance here on UWM’s campus. To receive full credit, the review
should be 2 pages long and should contain specifics from the event, as well as a quote from
someone from an organization involved with the event, or from an audience member.