Margot Boyer, English IB 2310C 528-4550 email@example.com
Jane Lister Reis, Communication LB3129A 526-0172 firstname.lastname@example.org
Office Hours: Jane and Margot each have office hours by appointment, on Monday and Wednesday before class.
Class Hours: Monday & Wednesday, 5:30-9:30 pm
This 10-credit Coordinated Studies course, combining credit in English Composition, Literature, and Communication is designed for all students, and especially for students who are new or returning to college. We will approach the theme of "Beginnings" by asking what and how you need to develop at the "beginning" of your college experience, especially focusing on the academic skills of reading, writing, speaking, listening, and thinking that will help you succeed.
We’ll also explore the theme of “Beginnings” by looking at the origins of our own identities and values, especially how they have been shaped by our social and family backgrounds. We’ll investigate how ranked social roles, such as class, gender, and ethnicity, shape our cultures and influence our own ideas and behaviors. We’ll identify our own styles of learning and communicating with others. And we’ll consider leadership as a skill that each of us can develop, and consider where in our lives we can exercise leadership.
As teachers, we believe that engaged reading and writing, and discussion of significant texts, can help us understand the past and develop deeper skills to use in the future. We anticipate that this encounter with challenging ideas will enable us to identify and refine our core values. We hope that all of us will strengthen our critical thinking skills, practice communication with a diverse learning community, and clarify our own ideas, values, and commitments.
CORE QUESTIONS: We’ll use these questions to help frame our work together.
· How does communication act as an interface between people? How does becoming a more competent communicator affect the communication outcome?
A coordinated studies program is different from stand-alone courses. In this program we emphasize a sense of community, where students and faculty learn together. Students are encouraged to cooperate with each other and be more responsible for their own and others' learning.
In seminars we will discuss a variety of texts, ask questions, identify central themes, and relate these works to the world we live in. We’ll work in small groups to talk through knotty issues, and strengthen writing and critical thinking skills. We’ll work as individuals to read, think, and write, and as a community to share the fruits of our work with each other. The faculty team will share lectures and learning strategies, facilitate the development of your academic skills, and participate as co-learners in a democratic community of scholars.
Register for two (2) of the following 5-credit classes:
One of THESE:
English Composition 1215 ENGL&101 C2
Literature of American Culture 1216 ENGL258 C2
AND one of THESE:
Small Group Communication 1115 CMST&230 C2
Intercultural Communication 1512 HUM105 C2
This class requires significant reading. Look ahead to see longer reading assignments and plan accordingly. Bring books for the current week to class every night. Sometimes you’ll need to bring two or three texts with you. Detailed reading assignments are on the class schedule and seminar prep. sheets.
Rose, Mike. Lives on the Boundary.
Freire, Paolo. Pedagogy of the Oppressed.
Wise, Tim. White Like Me.
Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian.
hooks, bell. “A Worldwide Culture of Love” and “Love Fights the Power”
from Shambala Sun (in-class handout)
Beals, Melba Patillo. Warriors Don’t Cry.
LeGuin, Ursula K. “A Woman’s Liberation.” From Four Ways to Forgiveness.
Additional reading handouts will be provided in class.
Reference: EasyWriter Andrea A. Lunsford
(Or another standard college-level writing reference.)
Films and Videos:
A Conversation with Mike Rose Made in L.A.
Frozen River Crash
Communication Learning Outcomes: Jane would like you to be able to...
· Engage critically and constructively in the exchange of ideas , being open to learning new perspectives and ideas;
· Recognize nonverbal and verbal communication reflecting diverse perspectives on culture, ethnicity, age, gender, and/or sexual orientation;
· Identify and practice different norms and roles that facilitate human interaction; and,
· Become more mindful of yourself as a communicator.
English Learning Outcomes: Margot would like you to be able to...
· Crack the code to writing a coherent paper of academic quality;
· Read complex texts and think, speak, and write about them critically and dispassionately;
· Understand ideas and themes in a variety of sources, and be able to discuss the connections among them;
· Understand theories, constructs, and models and be able to apply them to texts and to real-life situations.
Cultural Diversity Outcome: Both of us would like you to be able to…
· Understand models and ideas about diversity and cross-cultural communication and be able to apply them to texts and to real-life situations;
· Notice the skills you bring to your interactions, and be able to access the most adequate skills for the situation you’re in.
General Education Outcomes
NSCC has identified general education outcomes for all our students (attitudes), and specific skills and knowledge important for students seeking AA and AS degrees. These “gen ed” goals underlie our curriculum planning and assessment for this class.
Credit in Integrated Studies can develop help develop these Attitudes:
REQUIREMENTS AND EVALUATION
A. Seminars (assessment of critical thinking, writing, communicating skills)
Active participation in seminars is an essential part of this program. You’ll learn and practice key seminar skills. You’ll need to complete all reading assignments on time and attend all seminars. You must prepare for each seminar with a written response to the assigned readings. Detailed directions will be provided, and both seminar papers and participation will be evaluated.
B. Essays (assessment of critical thinking and writing skills)
You’ll write three more formal papers, with the help of peer and faculty feedback, in a process that includes multiple drafts. Full participation in the process of writing and peer feedback is key to developing your writing skills and helping co-learners with theirs. All drafts must be ready at the beginning of the class period when they are due. Details about essay expectations will be provided. Essays will be graded.
C. Case Studies (assessment of understanding and application of communication theory)
You will write two case studies about a communication experience. You will use these case studies as a way of analyzing your communication experience based on your increasing knowledge, awareness, and skill basis in communication competency.
D. Participation in on-line community: http://facweb.northseattle.edu/jreis/beginnings2009
Our “Beginnings” class has an electronic site where we can share online discussion. You will be expected to check the web site at least once a week for information and to participate in dialogue. Questions and brief assignments will be assigned for answering on the web site. The site will allow us to stay in touch and continue our conversation between classes. It will also be the place to share critical and timely information.
F. Self-Evaluations (reflection of yourself as a learner)
You will complete two self-assessments, at mid-quarter and at the end. You’ll work with a small group to reflect on your participation, assignments, learning, and overall progress in meeting the course outcomes, objectives, and requirements. We take students’ evaluations of their progress seriously in grading.
G. Attendance and Class Participation (assessment of level of engagement)
In this learning community, participation is a central responsibility. Your contributions are significant and irreplaceable. We expect you to attend every class and to fully participate in all activities. In the event you are unable to attend, take responsibility for informing the faculty and your student colleagues, checking the schedule, and making up missed work. There is no substitute for being here.
As a participant in this Learning Community, we expect you to:
· Turn assignments in on time on the DUE date.
· Turn off the cell phones, pagers, and beepers. Take off the headsets. No electronic gizmos should be used in class. Please, no texting in class.
· Keep your focus on our class work. This is not the place to do homework for other classes or general reading.
· A fragrance-free environment is part of the college code. That means no perfume, cologne, or any heavily scented products.
· If you need a break, leave quietly. You don’t need to ask permission.
· If you miss class, get in touch with your teachers and your student colleagues in your groups. E-mail usually works best. Take responsibility for getting copies of assignments, notes, and other materials you missed.
· Speaking and listening respectfully helps create an environment where we can all be comfortable and do our best work. We’ll talk more about how best to achieve this goal.
· Devote up to two hours of study outside of class per week for every credit hour earned – that’s 20 hours per week for reading, writing, study, and other participation.
EVALUATION: You will receive the same grade for all 10 credits based on:
Seminar papers 20%
Communication case studies 20%
Essays 1 and 2 20%
Essay 3 (Integrative) 15%
On-Line participation 10%
Class participation (seminars, class discussions, evaluations) 15%
Completion of all major assignments is required for a passing grade. We see learning as a developmental process, so we look at growth in writing, communication, seminar, critical thinking, and contribution to the learning community when evaluating your work. These percentages may be adjusted as the class evolves.
Late work policy: Late work will lose 10% for each class day that something is late past the due date (20% per week), except in cases of genuine, documented emergency. Because seminar papers are essential preparation for seminar, seminar papers will not be accepted late.
NUTS AND BOLTS
Use a 3-ring binder with loose-leaf paper and divider tabs, or an accordion folder with dividers or folders inside, to organize the material for this course. You should have a place for in-class writing, drafts, essays, seminar papers, case studies, class handouts, and other material. Keep every handout and every piece of work until the class is over. Don’t throw anything away.
Standard Format for Assignments
· All homework must be computer printed or typed; hand-written work is unacceptable.
· Put your name, the class name, the assignment name, and the date at the top right of page 1.
· Use 1-inch margins, double line spacing, 12-point font size, and a standard serif font like Times or Times New Roman. (This syllabus is in 12-point Times New Roman.)
· Use a 1/2-inch indent at the beginning of new paragraphs. Do not insert an extra line space between paragraphs.
· Staple your paper in the upper left hand corner.
· Number the pages.
· On essays, note whether the paper is a Rough, Revised, or Final draft.
· Final essays and accompanying drafts: put the drafts and final together in a 2-pocket folder. No folder for seminar papers, homework, rough drafts, or short assignments.
These required format guidelines do affect your grade.
To take the words or ideas of someone else and present them as your own is plagiarism and is unacceptable in any college class. Examples of plagiarism include the following:
· Incorporating into your own writing, without proper acknowledgement, words, sentences, or paragraphs from another written source,
· Paraphrasing so closely or so extensively from a source that the sentences and ideas really belong to the original writer,
· Submitting as your own whole essays written by someone else,
· Receiving so much help from another person that the work is not honestly your own.
The Student Code of Conduct states that “academic dishonesty, to include cheating, plagiarism, or knowingly furnishing false information to the college,” may bring disciplinary action. A teacher who believes plagiarism has taken place may require that a piece of writing be revised to eliminate the plagiarism, or deny credit for a piece of writing that is not original. In addition, a formal report may be filed with the college. Students who repeatedly commit plagiarism are subject to penalties that may include expulsion.
Committing plagiarism does tremendous harm to your education. If you are having trouble with an assignment, please talk to your teachers so we can find a solution. If a friend in any class asks you for help that you feel could be plagiarism, do yourself and your friend a favor and say no.
The Disability Services Offices can be reached at 527-3697 (Room CC 2346A). Disability services can assist students with both physical and learning/academic disabilities. For students with documented disabilities, this office can help with accommodated testing, interpreting, accessibility, tutors, and assistive technology. Accommodation for disabilities is a civil right. If you need accommodation, or think you might, contact Disability Services.
The Loft is
the campus language lab/writing center, located on the top floor of the library.
The Loft provides free tutoring and computer learning programs. Tutoring
sessions can help with reading, writing, grammar, listening and speaking. The
Loft web site has lots of helpful information, and Loft tutors can provide
on-line help with your work! The Loft is
one of the best things about this college: please use it.
Computer Labs & Storage (http://www.northseattle.edu/services/complab.htm)
computer labs are located in the Instructional Building (IB) room 3303 (both PCs
and Macs) and the first floor of the library. The computer labs have a variety
of software and are open for walk-in use. Check the hours of operation on the
web site or the signs on the doors. Network storage on the college computers
is available to all NSCC students. Ask the staff in the computer labs how to use
and access this storage.
The Security Office (206-527-3636) is open from early morning until late at night. Security officers can help with safety concerns, car emergencies, lost and found, and parking issues.
If you need help on campus at any time, do not hesitate to contact them.
In the event of a fire bell, leave the classroom immediately, following the evacuation route.
If it snows, check the college web site or main campus phone (527-3600) to see if the campus is open before heading in.
To Be Here, or Not to Be Here?
We want you in class. Nobody can replace you! Even if you’re having a rough day, feeling down, or tired – please come. We’ll aim to make our classroom a comfortable and enjoyable place to be.
If you’re ill, though, please stay home in bed. Especially if you have flu symptoms, your own well being and everyone else’s will be best served by you staying home and taking care of yourself. Send us an e-mail or a text; if you are able to post on-line, please use this resource. We look forward to seeing you 24 hours after your fever has come down.
We want to help each of you to succeed. We are available to meet to discuss any issues or problems that come up, before they overwhelm you – or us. We can usually help you work out a solution and help identify resources in the college to support you. Your instructors are open to suggestions for improvement in all aspects of the program. We will be asking for your feedback.
Coordinated studies classes are exciting and
demanding, for both students and faculty. Your teachers have put many hours
into planning this course, but your ideas and energy will determine what it
becomes. We look forward to discovering new beginnings with you.
APPENDIX: GRADES AND ALL THAT
Withdrawal, No Credit, or Incomplete Grades
Stuff happens; both great opportunities and disasters. If something big comes up and you can’t complete the class, it’s your job to formally withdraw from the class. Make sure you withdraw if you can’t finish a class for any reason.
If you want an NC (no credit) grade, you must request it. Ask an academic advisor for guidance if you anticipate a failing grade – an NC can sometimes provide an alternative.
An I (incomplete) grade will be given only in extraordinary circumstances.
The Seattle Community College District uses a numerical grading system. Numerical grades may be considered equivalent to letter grades and percentage grades as follows:
Student Performance Percentage of Letter Grade Equivalent Numerical Grade
Points Earned Equivalent
Excellent Above 94% A 3.9 – 4.0
90-93% A- 3.5 - 3.8
High 87-89% B+ 3.2 - 3.4
84-86% B 2.9 - 3.1
80-83% B- 2.5 - 2.8
Average 77-79% C+ 2.2 – 2.4
74-76% C 1.9 – 2.1
70-73% C- 1.5 – 1.8
Minimum 67-69% D+ 1.2 – 1.4
64-66% D 0.9 – 1.1
62-63% D- 0.8 – 0.7