UCC/UGC/ECCC
Proposal for New Course
Fall 2016
Please attach proposed Syllabus in approved university format.
1. Course subject and number:
ES 140
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Social and Behavioral Sciences
4. Academic Unit:
3
Ethnic Studies
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course
Learning Outcomes)
By the end of their enrollment in Ethnic Studies 140, students should be able to clearly
demonstrate the following learning outcomes:
1. Comprehension of the Asian “race” as a social construction in the United States. (critical
thinking)
2. Understanding of the concepts of racial prejudice, discrimination, and stereotyping and
their impact on Asians/Asian Americans. (critical thinking)
3. Introductory understanding of the importance of Asian Americans as defining forces in US
racial, ethnic and cultural history. (critical thinking)
4. Preliminary understanding of several key issues such as immigration, affirmative action,
and racism in the formation of social policy on Asians/Asian Americans in the United
States and in global and diasporic contexts. (critical thinking)
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for
Developing Effective Program Student Learning Outcomes)
The Ethnic Studies learning outcomes for our minor include that students will gain knowledge
about Asian Americans and Asian American communities. This course (as well as the
proposed ES 340) ensures that we can meet those objectives. ES 140 and 340 are the only
courses in our Program that specifically focus on Asian American Studies, and they are the
only courses that we know of across campus that do this as well. The one exception is a
course that is cross-listed between History and ES on Asian American History.
7. Course Title:
INTRODUCTION TO ASIAN-AMERICAN STUDIES
(max 100 characters including spaces)
Effective Fall 2015
8. Catalog course description (max. 60 words, excluding requisites):
This gateway course to the field of Asian American Studies introduces students to
interdisciplinary analyses of Asian people as a “race” and multi-ethnicities in the US. This
course examines some of the dominant historical experiences and issues that shape Asian
America.
9. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
No
If yes, list and include the appropriate plan proposal.
Ethnic Studies Minor
10. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course, and include applicable support/correspondence.
11. Grading option:
Letter grade
Pass/Fail
Both
12. Proposed Co-convene with:
14a. UGC approval date*:
See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
13. Proposed Cross-list with:
See cross listing policy.
14. May course be repeated for additional units?
14a. If yes, maximum units allowed?
14b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
15. Proposed Prerequisites:
NONE
If prerequisites, include the rationale for the prerequisites.
16. Proposed Co requisites:
NONE
If co requisites, include the rationale for the co requisites.
17. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
No
18. Does this course include an experiential learning component?
No
19. Class Instruction Mode:
In-person
If In-person or Blended, where will the course be offered?
20. Which terms will the course be offered?
Effective Fall 2015
Online
FLGMTN
Yes
Blended
Other
Fall
Other
Winter
Spring
Summer
(Fall/Even Yrs, Spring/Odd Yrs, Intermittent, etc.)
21. Do you anticipate this course will be scheduled outside the regular term?
Yes
No
If yes, please refer to: http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/
22. Will there be a course fee?
If yes, please refer to: http://nau.edu/Registrar/Faculty-Resources/Course-Fees/
Yes
No
23. Is this course being proposed for Liberal Studies designation?
Yes
No
24. Is this course being proposed for Diversity designation?
Yes
No
Answer 23-24 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
11/20/2015
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Approvals:
Effective Fall 2015
Date
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
UGC Approval (Graduate-Level Courses Only)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Effective Fall 2015
Northern Arizona University
College of Social and Behavioral Sciences
Ethnic Studies
ES 140: Introduction to Asian American Studies
Semester, Year
Credit Hour: 3
Instructor: Dr. An Tuan Nguyen
Class days & Times
Classroom: location here
Office: xxx
Office hours: xxx
Course Prerequisites:
None
Course description:
This gateway course to the field of Asian American Studies introduces students to interdisciplinary
analyses of Asian people as a “race” and multi-ethnicities in the US. This course examines some of
the dominant historical experiences and issues that shape Asian America. It will explore the diversity
and complexity of Asian American histories and experiences within the context of US race and
ethnicity. How did Asians enter America? What processes racialized them and their place in the
nation? How do certain Asian groups in the US struggle to exist and to develop their ethnic enclave?
Using a range of diverse materials, including fiction, firsthand experience accounts, critical Asian
American scholarship, documentaries, and feature films, the course will address such questions and
help students acknowledge the place of Asian Americans in the making of US history. This course
introduces the following major themes:
 Asian American Studies as an interdisciplinary field.
 The Asian “race” as a social construction and processes of racialization.
 Ideologies of the Asian “race” and Asian ethnicities in US history of international affairs and
immigration.
 Asian American social movements and resistance.
 Contemporary issues of race and ethnicity within and without Asian American communities.
Distribution Block: Cultural Understanding
Theme: Experiencing diverse cultures
Essential Skills: Critical Thinking
U.S. Diversity Awareness
Cultural Understanding
This is a Liberal Studies course in the Cultural Understanding distribution block. The purpose of
the Cultural Understanding distribution block is to enhance students’ understanding of different
cultures of the world through the study of language, literature, religion, and artistic creation. These
courses provide students with an experience of diverse cultures (different from their own), and an
analytic framework that facilitates awareness of how cultures vary and shape human experience.
Students become more familiar with cultures of the world and develop an appreciation for the unique
features and perspectives of varied cultural traditions. The mission of the Liberal Studies Program is
to prepare students to live responsible, productive, and creative lives as citizens of a dramatically
changing world. To accomplish this mission Northern Arizona University provides a Liberal Studies
Effective Fall 2015
Program that challenges students to gain a deeper understanding of the natural environment and the
world’s peoples, to explore the traditions and legacies that have created the dynamics and tensions
that shape the world, to examine their potential contributions to society, and to better determine their
own places in that world. Through this class and program, students acquire a broad range of
knowledge and develop an awareness of the different ethnic groups that they will probably interact
with in the larger society and world of work.
Student Learning Expectations/Outcomes:
The reading and writing requirements for this course will foster critical thinking skills related to the
US racialization of Asian peoples and the experience of Asian American. The assignment listed below
will help students acquire a broad range of knowledge and essential skills for success beyond
graduation. The course will especially foster critical thinking skills through various assignments such
as quizzes, papers, discussions, class facilitations and/or group projects.
Critical Thinking includes the skills- particularly as applied to one’s own work- of 1) articulating the
meaning of a statement, 2) judging the truth of a statement, keeping in mind possible biases, 3)
determining whether a conclusion is warranted by the evidence provided.
Student Learning Outcomes
By the end of their enrollment in Ethnic Studies 140, students should be able to clearly demonstrate
the following learning outcomes:
1. Comprehension of the Asian “race” as a social construction in the United States. (critical
thinking)
2. Understanding of the concepts of racial prejudice, discrimination, and stereotyping and their
impact on Asians/Asian Americans. (critical thinking)
3. Introductory understanding of the importance of Asian Americans as defining forces in US
racial, ethnic and cultural history. (critical thinking)
4. Preliminary understanding of several key issues such as immigration, affirmative action, and
racism in the formation of social policy on Asians/Asian Americans in the United States and in
global and diasporic contexts. (critical thinking)
Course Structure/ Approach:
This class combines class discussion, lectures, group facilitation, media, as well as basic field
research.
Textbook (required)
1. Chin, Tung Pok. Paper Son-One Man’s Story. Temple University Press, 2000. (Required)
2. Uchida, Yoshiko. Desert Exile- The Uprooting of a Japanese-American Family. University of
Washington Press, 1984. (Required)
3. Le, Thi Diem Thuy. The Gangster We Are All Looking For. Knoft, 2003. (Required)
4. Wu, Jean Yu-Wen Shen and Chen, Thomas G., ed. Asian American Studies Now! A Critical
Reader. Rutgers University Press, 2012, third edition.
Course Outline:
1. Preparation and participation:
Your participation in class discussion is vital in this course. I expect every student to come to class
with reading-task completed and questions in mind. I reserve the right to request students to answer
Effective Fall 2015
questions and/or express comments about discussion topics. The only way you can prove the
accomplishment of your daily reading is to comment, raise and answer questions in class debates.
Please bear in mind that your participation will be closely observed and accurately recorded in my
daily class tally.
2. In-class Presentation:
After the first several week of my “showcase” facilitation, students will be paired to be in charge of
one in-class presentation. Each presentation should not be longer than 10 minutes and will start at
the beginning of the class. In your presentation you should briefly summarize the fundamental points,
make some critical comments and ask some questions about the assigned reading material of that
day. Feel free (and be creative) to use any sources of material/visual aids, such as pictures, cultural
objects, slide show, or a very short video (no more than 2 minutes), to illustrate your points. You can
either submit to me a hard copy of your presentation that day (including the brief summary, the
comments, and the questions) or send it to me via email. Your presentation will be graded based on
both your class performance and the quality of the materials you prepare.
3. Writing assignments:
All writing assignments must be either in MLA, APA or Chicago style and must be typed in standard
12 point Times New Roman font and double-spaced with one-inch margins. No handwriting will be
accepted. Please bear in mind that papers with many writing errors will not be graded. I strongly
suggest you bring your papers to the writing lab or have them proofread before submitting them.
I will upload detailed instructions, requirements, and grading rubrics for every single writing
assignment on the course’s Blackboard so that you may know clearly what the expectations are and
how to meet them.
Short essays:
You will be asked to write 02 short essays during the course. These essays should closely focus on
the racial/ ethnic problems discussed within the last session. You are free to choose one
subject/reading to probe and elaborate. Each essay is strictly limited to 700 words and no less than
600 words. The due dates are: xxx
Midterm project:
Students will be divided into groups of two for this creative assignment. Each group will be asked to
design a collage that displays the history of US racial construction of Asian people and/or Asian
Americans. Under this theme, you are asked to submit a 1500 word report in which you will explain
how you came up with the project, tell the process of making the collage, and analyze the role of the
collage in enhancing the understanding the objectives of the course as a whole. On the day that the
project is due, each group will have 4 minutes to present their work in front of the class. Each of the
three components will factor into your total midterm points. This midterm project is due on xxx
Effective Fall 2015
Final project:
The final project will be an essay written specifically on Asian American studies. Three weeks before
the due date, I will provide three questions on the subject and students will freely chose one of them
as a topic to work on their paper. Please make sure to read thoroughly the instruction and rubrics
provided for the essay on Bblearn. The final paper is 1500 words and due on xxx
Quizzes
Also, to make sure that you engage the reading material, I will assign four pop quizzes throughout the
semester. Each quiz is drawn from the assigned reading of that day. Such quizzes will be given
randomly and only announced in-class in the day they must be taken. Quizzes, thus, will be strictly
timed and dated and taken on Bblearn course shell only.
Extra credits and Event Attendance:
There will be several opportunities to earn some major extra credits by attending and writing reflection
notes on some cultural events on campus. These event attendances are not mandatory but
recommended. I will inform you before such events occur.
Method of Assessment and Timeline for Assessment
In addition to providing students with an important foundation in learning about the Asian American
experience and addressing the Liberal Studies mission of providing students with a deeper
understanding of the world’s non-western people and traditions and legacies that have created the
dynamics and tensions that shape the world, this course seeks to develop students’ essential
academic skills, specifically critical thinking. This skill will be assessed through a variety of means
such as the students’ effective participation in class discussions, the class-discussion facilitation, the
group work, and the writing and creative assignments. In order to improve this skill, students will
receive guidance and feedback through the semester. Each assignment is guided by detailed
instructions, grading rubrics, and samples uploaded on Bblearn. As the semester progresses,
students will enhance their understanding of the essential skill of critical thinking.
Grading System:
1. Class facilitation (10%)
2. Two short essays (20%)
3. Midterm Project (20%)
4. Final paper (30%)
5. Four (4) quizzes (20%)
Total:
Bonus for full attendance:
100 points
200 points (100 points each)
200 points
300 points
200 points (50 points each)
1000 points
+50 points
Your efforts made toward this course will be reflected on your grades as interpreted bellow:
A Exceptional effort; exceptional work; exceptional progress (900-1000 points)
B Good effort, good work; good progress (800-899 points)
C Average effort; average work; average progress (700-799 points)
D Low pass due to minimal work and effort (600-699 points)
F Fail because of lack of effort; below minimal work was completed (below 600 points)
Effective Fall 2015
Course Policy:
Attendance:
Being a student, you are required to attend class regularly. I will keep attendance sheets. If you
are not in class when your name is called, you are either late or absent. If you are late, coming to
class late three times will count as an absence. 15 minutes after the class begins, no excuse will
be accepted and the latecomer will be counted as absent. Permission for class absences is strictly
limited to extremely justifiable cases such as serious accidents or severe sickness and those who
wish to be absent must submit valid evidence. Those who have my permission to be absent will
have to write a 2-page summary of the reading for the missed class. Please be advised that each
absence without permission will automatically deduct 25 points from your total grade. Even with
permission, you can only miss 4 classes after which, your final grade will drop a letter grade for
each additional class(es) missed (e.g. from A to B).
Electronic Devices
The use of electronic devices, especially cell phones and including laptop computer, is NOT
permitted during class time. International students who wish to use electronic dictionary of any
type must seek my approval in the beginning day of the semester.
Late Work:
No late work will be accepted and all writing assignments must be submitted in-class and in hard
copies.
SCHEDULE OF CLASSES
Week 1:
BREATHING IN
xxx: Introduction to Asian American Studies. Asian Americans: A Model Minority? (PBS
documentary, 26 min.)
HISTORY AND MEMORY#1: THE “COOLIE” ACCOUNT {Tung Pok Chin’s Paper Son-One Man’s
Story}
xxx: “The Early Years” (Chin, pp. 5-35)
Week 2:
xxx: Labor Day-No Class
xxx:
“Gold Mountain Dreams” (Chin, pp. 41-79)
Week 3:
xxx: “Becoming American” (Chin, pp. 83-147)
HISTORY AND MEMORY#2: THE INTERNEE ACCOUNT {Yoshiko Uchida’s Desert Exile-The
Uprooting of a Japanese-American Family}
xxx: “Life before the Attack” (Uchida, pp. 3-45)
Week 4:
xxx: Camp Amache [PBS documentary, 56 min.]
xxx:
“The Removal: Tanforan” [Uchida, pp. 52-101]
Week 5:
Effective Fall 2015
xxx: “The Imprisonment: Topaz” [Uchida, pp. 101-154]
HISTORY AND MEMORY#3: THE REFUGEE ACCOUNT {Le Thi Diem Thuy’s The Gangster We Are
All Looking For}
xxx:
Heaven and Earth by Oliver Stone (Feature film, 140 min.) First short essay due
Week 6:
xxx: “suh-top!...” (pp. 3-35)
xxx:
“palm…” (pp. 36-77)
Week 7:
xxx:
“the gangster we are all looking for…” (pp. 78-158)
THINKING ORIENTALS: THE “GOOK” {Jean Shen Wu and Thomas Chen’s Asian American Studies
Now}
xxx:
Midterm project due. Class presentations and reports on group collages
Week 8:
xxx:
The Year of the Dragon by Frank Chin Li (Feature film, 134 min.)
xxx:
“The Chinese Are Coming. How Can We Stop Them?” (Erika Lee, 143-167)
“Detroit Blues: Because of You Motherfuckers” (Helen Zia, pp. 35-54)
Week 9:
xxx:
“Medical, Racist, and Colonial Construction of Power in Anne Fadiman’s The Sprite Catches
You And You Fall Down”(Monica Chiu, pp. 370-393)
Occult Racism: The Making of Race in the Hmong Hunter Incident (A Dialogue, 423-453)
THINKING ORIENTALS: THE “GEEK”
xxx:
“Neither Black Nor White” (Angelo Ancheta, pp. 21-34)
“Situating Asian Americans in the Political Discourse on Affirmative Action” (Michael Omi and
Dana Takagi, 118-126)
Week 10:
xxx: “How To Rehabilitate a Mulatto: The Iconography of Tiger Wood” (Hiram Perez, pp. 405-422)
xxx:
“We Will Not Be Used: Are Asian Americans the Racial Bourgeoisie?” [ Mari Matsuda, 558564)
“A Dialogue on Racial Melancholia” (David Eng and Shinhee Han, pp. 55-79)
Week 11:
xxx: “Collateral Damage: Southeast Asian Poverty in the United States” (Eric Tang, 454-476)
Second short essay due
xxx: Veteran Days-No Class
Week 12:
Effective Fall 2015
BUILDING COMMUNITIES
xxx: “Home Is Where the Han Is: A Korean American Perspective on the Los Angeles Upheavals”
(Elaine Kim, pp. 80-98)
xxx: “Asians on the Rim: Transnational Capital and Local Community in the Making of Contemporary
Asian America” (Arif Dirlik, pp. 515-539)
Week 13:
xxx:
“Public Health and the Mapping of Chinatown” (Nayan Shah, pp. 168-192)
“The Struggle Over Parcel C-How Boston’s Chinatown Won a Victory in the Fight Against
Institutional Expansionism and Environmental Racism” (Andrew Leong, pp. 565-577)
xxx:
Little Manila: Filipinos in California's Heartland [PBS documentary. 26 min.]
“Homes, Border, and Possibilities” (Yen Le Espiritu, pp. 603-616)
Week 14:
xxx:
“Race Matters in Civic Engagement Work” (Jean Wu, pp. 581-601)
BREATHING OUT
CONCEPTUALIZING ASIAN AMERICAN STUDIES
xxx: “Racism: From Domination to Hegemony” (Howard Winant, pp. 126-136)
Week 15:
xxx: “Whither Asian American Studies?” (Sucheng Chan, pp. 477-495)
xxx:
Final Paper Submitted and Course Recap.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender, gender identity, disability, or veteran status by anyone at this university. Retaliation
of any kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Equity and Access Office (EAO) serves as the university’s compliance
officer for affirmative action, civil rights, and Title IX, and is the ADA/504 Coordinator. EAO also assists
with religious accommodations. You may obtain a copy of this policy from the college dean’s office or
from NAU’s Equity and Access Office website nau.edu/diversity/. If you have questions or concerns
about this policy, it is important that you contact the departmental chair, dean’s office, the Office of
Student Life (928-523-5181), or NAU’s Equity and Access Office (928) 523-3312 (voice), (928) 5239977 (fax), (928) 523-1006 (TTD) or equityandaccess@nau.edu.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order for
DR to best meet your individual needs, you are urged to register and submit necessary documentation
Effective Fall 2015
(www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is strongly
committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or
questions related to the accessibility of programs and facilities at NAU may be brought to the attention
of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU
students engaged in research are adequately trained in the basic principles of ethics in research.
Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the
National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to
Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620-1, Section
7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10-019;
“Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more
information on the policy and the training activities required for personnel and students conducting
research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
Effective Fall 2015
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
August 25, 2015
Effective Fall 2015