Diversities and the American Experiences

UNIV 1301 Diversities and the American Experiences

University of Texas at El Paso Spring 2007 / Section 22155 MWF 8:30-9:20 UGLC 208 Professor Tzu-I Chung Office: UGLC 214, 747- Office: Vowell 301, 747-5830 6143 MW 11:30–12:30 or by appointment MWF 9:30-11 or by appoint. [email protected] gsaucedo4 @utep.edu Peer Leader: Gabriel Saucedo (If there is anything that may compromise your performance in this course, please notify us as soon as possible.) Academic Advisor: Gregoria Cavazos, [email protected], 747-7310 Librarian: Nancy Hill, [email protected], 747-6722

Course Theme Description This interdisciplinary seminar is designed for students with little or no background in the fields of American Literature, Art History, Media Studies and/or Cultural Studies. Through close reading and critical analysis of selected literary texts, documents, art works, and documentaries, students in this seminar will examine how these literary and visual texts have informed and articulated the various ways in which early and contemporary Americans imagine, represent, and experience race/ethnicity and other diversity issues. Throughout this semester, students will hone study skills in various take-home assignments based on this theme and in in-class exercises. Students will also have opportunities to explore their personal diversity issues or develop research topics of their own choice within the context of the local, national, and international social and cultural backgrounds.

Course Objectives  Demonstrate an understanding of a variety of racial and other diversity issues from the early republic to contemporary society.  Approach and critically discuss diversity and other racial/ethnic issues raised in literature, art, films, journal articles, among other cultural texts, and relate these issues to students’ own lives.  Design a research topic, complete preliminary research and present it in oral and written forms.  Actively reflect on and sharpen academic skills to strengthen academic performance.  Locate campus resources and increase involvement at UTEP.

Books we will use  Borders: Crossing Into Your Future (B in the course calendar). Available at UTEP Bookstore.  Your Course Reader (CR in the course calendar). Available at Copy Mine, 1st floor of Library.

Course Materials you need  Two 9 ½ x 11 ½ folders. One for keeping your journal and class notes that you will hand in, and another for your portfolio to keep all materials from exercises on study skills and campus resources.  An active UTEP email account, to be checked daily.

Course Policies  Continued enrollment in this course implies that having read and accepted the conditions listed in this syllabus.

 Syllabus: This syllabus is the key to the class – always bring it to class, and follow its calendar. Revisions of the syllabus may occur during the course of the semester and will be announced in class. Handouts will be given throughout the semester to provide further instructions on assignments. Students are responsible for all changes announced and handouts given in class.

 Attendance & participation: Regular attendance & active participation are required. Unsatisfactory attendance consists of absences, tardiness, leaving the classroom early, coming to class late, or being unprepared to participate (without texts or assignments.) This course is not designed only as a lecture class – students’ ideas are valued here. Be ready to discuss the weekly reading with complete reading journals and notes in class. All the readings are due prior to the first day of that week. Assigned texts must be brought to class and out-of-class assignment completed. (Note: Do not fall behind the assigned weekly readings. If in trouble, consult the professor and a solution will be found to get back on and stay on schedule.) Students may be absent twice (2) in this semester without penalty. Each additional unexcused absence will result in a three (3)-point deduction from the final grade. Unavoidable absences that are properly documented may be excused at the discretion of the instructor. There are no make-ups for in class quizzes, assignments, or homework except for legitimate pre-approved absences. After four instances of unsatisfactory attendance, students are dropped from the course with a “W” prior to the drop deadline (March 23) or an F after the deadline. Students who are absent are responsible for obtaining notes and making up work in order to be prepared when they return to class. In case of absences, students should contact the peer leader, a class member, or the professor for information.

 Homework: All written assignments must be submitted during the first five minutes of class on the due date or they will be considered late. Grades drop by one letter for each day late. Reading journals, notes, and in-class work must be legible.

 Time Management for this Course: The standard figure recommended by American universities concerning planning is approximately 3 hours for every credit hour taken. So for this course students should expect to spend 3 hours of class time + 9 hours of study and prep time = 12 hours per week.

 Meeting with the Instructor and the Peer Leader: All students must meet with the Peer Leader at the beginning of the semester, and again as necessary throughout the semester. All students will meet with the professor to go over the individual academic performance.

 Conduct: All students are expected to behave as responsible adults. Cell phone called (made or received), text messaging and other non-class related communication will be considered an absence. Our classroom is a democratic and safe space for discussion, and we are expected to respect each other’s opinions.

 Intellectual Honesty: Plagiarism (copying from written sources, the internet, other students, or students’ own homework for another class without citing the source of that information) is a serious violation of university policy. If you are found to be cheating or plagiarizing, you will be subject to disciplinary action, per UTEP catalog policy (http://www.utep.edu/dos/acadintg.htm).

 Disabilities: Reasonable accommodations will be made for students with limitations due to disabilities, including learning disabilities. Please see the professor personally before or after class in the first two weeks or make an appointment, to discuss any special needs you might have. If you have a documented disability and require specific accommodations, contact the Disabled Student Services Office in the East Union Bldg., Room 106 within the first two weeks of classes. Web: http://www.utep.edu/dsso/, Phone: (915) 747-5148 voice or TTY, Fax: (915) 747-8712, E- Mail: [email protected].

Service Learning  During the semester, we will also be learning about diversities and the American experiences through service. Each student will participate in a community placement. Our discussions and written assignments will emphasize reflection upon your experiences in light of the class readings and other materials. Our goal will be to create a genuine learning community, in which we all have the capacity to be both teachers and learners. As professor, my role is primarily to create conditions in which you can take an active role in your own learning.

 Our assumption is that you will attend your school or community assignment each week and that you will fulfill all assigned tasks. Failure to do these will result in a failing grade for each event or task not completed. Make sure that you understand what is expected of you well before the due date and not the day an assignment is due or an activity takes place. We assume that all students will attend all classes and all service hours required and will participate in discussions at appropriate times in an appropriate manner. This means that you will arrive on time and depart when appropriate. If you have transportation problems or any other questions, see the professor within the first two weeks of class.

 Each week, the students will each complete a couple hours of service (the hours can be arranged according to your schedule). The placement experience is structured by the roles and responsibilities the host organization agrees to provide you, your own interests and learning objectives, and this course design. It is essential that the relationship between the student and the host be as reciprocal as possible; the community organizations and leaders who share with us this semester should be respected as equal partners, not treated as walking data.

Engagement Programs for Service Learning Young at Heart offers UTEP students the opportunity to interact with, and learn from, the elderly in our community. Students visit community centers or recreational sites for the elderly, and participate in various activities with the residents. Common activities include dance, recreational games, and arts and crafts. Students may also be involved in a reading group or a discussion group with the elderly. Time Requirement: 1.25 Training Hours + 10 Service-Learning Hours Program Meeting Times: Morning or afternoon Think College Now is a service-learning program that allows UTEP students the chance to speak with local high school students and middle school students about the importance of preparing for college. UTEP students present to 8th and 9th grade classes, encouraging the students to take courses which will prepare them for higher education. The goal of Think College Now is to increase students' awareness of the college preparation process and to encourage them to eventually attend college. The Center for Civic Engagement is proud to partner with The El Paso Collaborative for Academic Excellence in this endeavor. Time Requirement: Training + Preparation + 3 Presentations Program Meeting Times: Morning or early afternoon The Just Read! program focuses on encouraging kids in the pre-kindergarten programs thru 4th grade to just read! University students visit with various local elementary classrooms to share reading time with kids while emphasizing the importance of literacy and a college education. Not only do university students attain a rewarding experience, but they are models of the importance of a college education. Time Requirement: Training + Preparation + 3 Presentations Program Meeting Times: Morning or early afternoon Junior Achievement uses hands-on experiences to help young people understand the economics of life. In partnership with business and educators, Junior Achievement brings the real world to students, opening their minds to their potential. Through age-appropriate curricula, Junior Achievement programs begin at the elementary school level, teaching children how they can impact the world around them as individuals, workers and consumers. Junior Achievement programs continue through the middle and high school grades, preparing students for future economic and workforce issues that they'll face. Time Requirement: Training + Preparation + 3 Presentations Program Meeting Times: Morning or early afternoon

Evaluation Criteria  15% Class Attendance & Participation(7%), Discussion Leading(1%), Meeting with the Instructor(1%), Library in-class assignment(2%), Presentation feedback(1%) & CR Quizzes(3%).  15% Portfolio(3%), Study Skill Quizzes(3%), Class Notes(2%), Campus event essay(2%), & Participation in Team exercises(5%).  10% Reading Journal.  10% 1 essay.  10% In-class reflection & argument papers.  10% Midterm.  5% Self-Assessment Project Design.  25% Service Learning Project: Library Research(5%), Presentation(5%), Service(5%) & Reflection Paper(10%).

Calendar Week One 1/17 Introduction to this class. 1/19 Introduction to Service Learning, by The Center for Civic Engagement. Start filling out the “Schedule Builder’ in B, p.40. B, 121-124. Introduction to ourselves.

Week Two 1/22 Diversity Issues in Early America – What is an American? CR, “Declaration of Independence,” Crevecoéur, Jefferson. Journal entry 1 due. Sign up for discussion leading. 1/24 Learning Styles. B, pp.73-76. 1/26 Time Management & Motivation. B, pp.31-42, 135-140.

Week Three 1/29 Diverse Experiences in the Early Republic. CR, Stanton, Equiano, Apess. Journal entry 2 due. Discussants: , , , . 1/31 Discussion cont. 2/2 *Essay due.* Writing Skills. B, pp.107-111.

Week Four 2/5 Gender & Cross-cultural Experiences. CR, Hurston, Tan, Mora, Allen. Journal entry 3 due. Discussants: , , , . 2/7 Critical Thinking. B, 76-86. 2/9 Academic Advising Session I. Note Taking. B, 86-92

Week Five 2/12 Cultural Representations I. CR, “Arab Stereotypes.” Film Screening: Slaying the Dragon. (Note: Journal entry 4 to be completed after the documentary screening.) 2/14 Reading Skills. B, pp.93-98. Journal entry 4 due. 2/16 Test Taking & Stress Management. B, pp. 99-106, 151-161.

Week Six 2/19 Cultural Representations II. (Bring CR to class.) Film Screening: 2/21 Bronze Screen: 100 Years of the Latino Image in Hollywood. (Note: Journal entry 5 to be completed after the documentary screening.) 2/23 Midterm. Journal entry 5 due.

Week Seven 2/26 Midterm Review. *A copy of your Service Learning Time Sheet due in class.* The Possessive Investment in Whiteness. CR, Lipsitz. Journal entry 6 due. Nutrition, Food, and You. 2/28 Pinpoint program. (MEET in UNIV Lab – Library 336, located inside TLC, enter through Library 300.) 3/2 Career Choices. B, Chapter 9. Sign up to meet with the instructor.

Week Eight Meeting with the Instructor. 3/5 Library Tour. B, Chapter 6. (MEET in Library 204; 3/7 Bring a copy of your research question to complete library assignments in class.) 3/9 Ethnic Notions: Black People in White Minds. (Bring CR to class.) (Note: Journal entry 7 to be completed after the documentary screening.)

Week Nine Enjoy the Spring Break!

Week Ten 3/19 Identity Politics. CR, McIntosh. Review your journal on the Lipsitz reading you did for Week 7. Journal entry 7 & 8 due. Discussants: , , , . 3/21 Discussion cont. 3/23 Documentary Screening: A Class Divided. B, Chapter 1.

Week Eleven 3/26 Contemporary Mexican American Concerns. CR, Ruiz, Gutiérrez, A Cultural Debate. Journal entry 9 due. Discussants: , , , . 3/28 Discussion cont. Money Management. B, Chapter 3. 3/30 Academic Advising Session II. (Bring a copy of your degree plan to the class.)

Week Twelve 4/2 What is Environmental Racism? & What should we do about it? CR, Merchant, Adamson. Journal entry 10 due. Discussants: , , , . 4/4 Scavenger Hunt: What services am I entitled to with my UTEP tuition and fees? B, Chapter 10. 4/6 Good Friday.

Week Thirteen 4/9 Alcohol, Other Drugs, Sex & Relationship Issues. B, pp.145-146, 161-166. *Last day to turn in the campus event essay.* *Portfolio due in class.* 4/11 Self-assessment design project I. Film Screening: Crash. 4/13 Self-assessment design project II. Team Work: Designing an assignment to assess your learning outcome in this class through combining film and class content.

Week Fourteen 4/16 Self-assessment design project III. Presentation and evaluation of team self-assessment design projects. 4/18 Communication Skills. B, pp.42-50, 112-119,147-149. 4/20 Project Presentation & Discussion. *Reflection Paper due in class (NO late paper will be accepted).*

Week Fifteen 4/23 Project Presentation & Discussion. 4/25 Project Presentation & Discussion. 4/27 Diversity Issues. Week Sixteen 4/30 Our Collective Conclusion of the Class. *A copy of your Service Learning Time Sheet due in class.* 5/2 Grade check — optional. No classroom meeting.

Assignments  Reading –Readings in CR are due prior to the first day of the week, readings in B are due prior to the date it’s scheduled on the course calendar. Readings and discussions will complement your experiences and reflections.

In many ways, this is not a course only about teaching students. It is about stretching students, taking students to areas that they may not have explored before, and to different levels of understanding, pushing students outside of comfort zone. We want students to be better prepared to challenge conventional views and dominant cultural representations. In learning how to ask pertinent questions in this context, students should be able to transfer this skill and ask pertinent questions in other contexts. Our goal is for students to think about themselves and multicultural issues outside the conventions within which they have been raised.

The readings we have provided are tools for students to consider issues confronting them in their own communities and daily lives. Some reading assignments mean to inform, others mean to challenge. Students are not to assume that we wish you to agree with any of these readings; rather, we want students to challenge the ideas and explore meaning based on the experiences students are having. Some readings may seem controversial, but students in this class are guaranteed that this selection of reading materials represent the most current and foundational scholarly trend across America of which you, as a college-level intellectual, should be informed as all other college students in North America.

As professor, I stymied and resisted the temptation to assign even more readings to give students the background necessary to understand different ethnic groups. This means that when reading examples from one particular group, it will be necessary for students to think about other groups to which the specific issues in the readings can be generalized, could be applied in other areas and other contexts. Cross cultural comparison, comparing the characteristics of one culture with others, is an important methodology and especially important in multicultural studies. By applying what we learn from contact with one group to other groups, much can be learned about cultural and social diversity and the conditions, processes and forces that have generated difference or similarity.

 Journal Sharing – During the first week of class, everyone will sign up to share their reading journal and lead discussion on the racial/ethnic issue of a week. Students may meet with the professor to help prepare for it.

 Class Notes – Everyone is responsible for taking useful notes during each class (lectures, discussions, films and documentaries).

 Reading Journal – 10 journal entries are assigned on the CR readings and documentaries. To enhance students’ ability as an active learner, critical thinker and reader, for each week’s readings on community and diversity issues, you need to complete the reading before the class on Monday, or right after the documentary screening, and record answers to the following questions in your reading journal (2 sentences per question for each different author): 1) What is each author’s main argument/idea in the piece? 2) Choose one question: What impressed you most about the readings? Or How are the readings of the week connected to each other?

(You will turn in your journals every week and class notes twice a semester to your PL, who will grade your organization and content. Exceptionally good entries may be awarded extra credit.)

 Essay assignments and guidelines are in the Appendix in the Course Reader.

 Service Learning Project and Library Research guidelines will be handed out in class.