EL 16a Syllabus Fall 2016 - Brandeis University 16a Syllabus Fall 2… · POL 184a: Global Justice...
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EL16a Syllabus – “The Immigrant Experience in Waltham: A Service-based Practicum” (IP) 1 EL 16a Syllabus Fall 2016 (Two-credit Experiential Learning Practicum Course) The Immigrant Experience in Waltham: A Service-based Practicum Class meeting time: Wednesdays from 12:00 – 12:50 p.m. starting Wed Sept 7, Schwartz 110. Instructor: Marci McPhee, International Center for Ethics, Justice and Public Life [email protected] x67744 Office: ASAC 311 (Abraham Shapiro Academic Complex) Office hours – W & Th 3:30 – 4:30, or by appointment – contact Barbara: [email protected] Visit Marci's office hours google doc to sign up for a time (link in my email signature line and on LATTE) Make sure I see you through my glass door when you arrive, so I’ll know you’re waiting. Associated four-credit base class (to be taken concurrently or within the past year): AAAS 177a: The Other African Americans: Comparative Perspectives on Black Ethnic Diversity AMST 55a: Race, Ethnicity, and Immigration in American Culture ANTH 1a: Intro to the Comparative Study of Human Societies (Fall 2016: Janet McIntosh) IGS 10a: Intro to International and Global Studies (Fall 2016: Kerry Chase) POL 184a: Global Justice SOC 122a: The Sociology of American immigration EL 16a Practicum course description: The EL 16a course “The Immigrant Experience in Waltham: A Service-based Practicum” (IP) is a 2- credit course that may be taken in conjunction with the base course. This supplemental course is designed to provide students with hands-on experience through community work with immigrants, applying some of the frameworks and analysis methods of the base course. The practicum is also intended to provide students with an opportunity to realize a social justice aim by collaborating with an organization that is addressing needs of immigrants, and other social justice/social policy issues of interest to the student. The combination of the base course and the EL 16a should contain the following four elements: 1. Direct or hands-on experiences that engage students intellectually, creatively, emotionally, socially, and/or physically, to enable them to experience the theories they learn and discuss in class. 2. Unknown outcomes allowing students to learn from natural consequences, mistakes, and successes. (We are all co-learners: Instructor and EL16a students.) 3. Opportunities for students to take initiative, make decisions, and be accountable for the results. 4. Structured assignments and processes that enable students to reflect on their direct experiences critically and to connect theory and practice. In order to develop their reflective skills and to enable faculty to assess their progress, students in EL 16a will present their EL experience in written and oral form. Students’ papers and presentations should focus on the learning process through their direct experience in the community organization, as it connects to their learning in the base course. BASE COURSES: AAAS 177a course description: The Other African Americans: Comparative Perspectives on Black Ethnic Diversity. Explores the identities, immigration and integration of Black Africans and Afro-Caribbeans in the United States and United Kingdom from interdisciplinary perspectives. It examines intra-racial and inter-ethnic similarities and differences, conflicts and collaborations that animate the lived experiences of native and new Blacks. AMST 55a course description: Race, Ethnicity, and Immigration in American Culture. Provides an introductory overview of the study of race, ethnicity, and culture in the United States. Focuses on the
Transcript of EL 16a Syllabus Fall 2016 - Brandeis University 16a Syllabus Fall 2… · POL 184a: Global Justice...
EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 1
EL16aSyllabus Fall2016 (Two-creditExperientialLearningPracticumCourse)
TheImmigrantExperienceinWaltham:AService-basedPracticumClassmeetingtime:Wednesdaysfrom12:00–12:50p.m.startingWedSept7,Schwartz110.Instructor:MarciMcPhee,InternationalCenterforEthics,JusticeandPublicLife [email protected] x67744 Office:ASAC311(AbrahamShapiroAcademicComplex) Officehours–W&Th3:30–4:30,orbyappointment–contactBarbara:[email protected] VisitMarci'sofficehoursgoogledoctosignupforatime(linkinmyemailsignaturelineandonLATTE) MakesureIseeyouthroughmyglassdoorwhenyouarrive,soI’llknowyou’rewaiting.Associatedfour-creditbaseclass(tobetakenconcurrentlyorwithinthepastyear):AAAS177a:TheOtherAfricanAmericans:ComparativePerspectivesonBlackEthnicDiversityAMST55a:Race,Ethnicity,andImmigrationinAmericanCultureANTH1a:IntrototheComparativeStudyofHumanSocieties(Fall2016:JanetMcIntosh)IGS10a:IntrotoInternationalandGlobalStudies(Fall2016:KerryChase)POL184a:GlobalJusticeSOC122a:TheSociologyofAmericanimmigrationEL16aPracticumcoursedescription:TheEL16acourse“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP)isa2-creditcoursethatmaybetakeninconjunctionwiththebasecourse.Thissupplementalcourseisdesignedtoprovidestudentswithhands-onexperiencethroughcommunityworkwithimmigrants,applyingsomeoftheframeworksandanalysismethodsofthebasecourse.Thepracticumisalsointendedtoprovidestudentswithanopportunitytorealizeasocialjusticeaimbycollaboratingwithanorganizationthatisaddressingneedsofimmigrants,andothersocialjustice/socialpolicyissuesofinteresttothestudent.
ThecombinationofthebasecourseandtheEL16ashouldcontainthefollowingfourelements:1.Directorhands-onexperiencesthatengagestudentsintellectually,creatively,emotionally,socially,and/orphysically,toenablethemtoexperiencethetheoriestheylearnanddiscussinclass.2.Unknownoutcomesallowingstudentstolearnfromnaturalconsequences,mistakes,andsuccesses.(Weareallco-learners:InstructorandEL16astudents.)3.Opportunitiesforstudentstotakeinitiative,makedecisions,andbeaccountablefortheresults.4.Structuredassignmentsandprocessesthatenablestudentstoreflectontheirdirectexperiencescriticallyandtoconnecttheoryandpractice.
Inordertodeveloptheirreflectiveskillsandtoenablefacultytoassesstheirprogress,studentsinEL16awillpresenttheirELexperienceinwrittenandoralform.Students’papersandpresentationsshouldfocusonthelearningprocessthroughtheirdirectexperienceinthecommunityorganization,asitconnectstotheirlearninginthebasecourse.BASECOURSES:
AAAS177acoursedescription:TheOtherAfricanAmericans:ComparativePerspectivesonBlackEthnicDiversity.Explorestheidentities,immigrationandintegrationofBlackAfricansandAfro-CaribbeansintheUnitedStatesandUnitedKingdomfrominterdisciplinaryperspectives.Itexaminesintra-racialandinter-ethnicsimilaritiesanddifferences,conflictsandcollaborationsthatanimatethelivedexperiencesofnativeandnewBlacks.
AMST55acoursedescription:Race,Ethnicity,andImmigrationinAmericanCulture.Providesanintroductoryoverviewofthestudyofrace,ethnicity,andcultureintheUnitedStates.Focusesonthe
EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 2
historical,sociological,andpoliticalmovementsthataffectedthearrivalandsettlementofAfrican,Asian,European,AmericanIndian,andLatinopopulationsinthelatenineteenthandtwentiethcenturies.Utilizingtheoreticalanddiscursiveperspectives,comparesandexplorestheexperiencesofthesegroupsintheUnitedStatesinrelationtoissuesofimmigration,populationrelocations,governmentandcivillegislation,ethnicidentity,genderandfamilyrelations,class,andcommunity.
ANTH1acoursedescription:Examinesthewayshumanbeingsconstructtheirlivesinavarietyofsocieties.Includesthestudyoftheconceptofculture,kinship,andsocialorganization,politicaleconomy,genderandsexuality,religionandritual,symbolsandlanguage,socialinequalitiesandsocialchange,andglobalization.Considerationofanthropologicalresearchmethodsandapproachestocross-culturalanalysis.
IGS10acoursedescription:"Globalization"touchesusmoreeveryday.Introducesthechallengesofglobalizationtonationalandinternationalgovernance,economicsuccess,individualandgroupidentities,culturaldiversity,theenvironment,andinequalitieswithinandbetweennations,regionsoftheglobe,gender,andrace.POL184acoursedescription:GlobalJustice.Exploresthedevelopmentofthetopicofglobaljusticeanditscontents.Issuestobecoveredincludeinternationaldistributivejustice,dutiesowedtotheglobalpoor,humanitarianintervention,theethicsofclimatechange,andimmigration.SOC122acoursedescription:TheSociologyofAmericanImmigration.Mostofusdescendfromimmigrants.FocusingontheUnitedStatesbutinaglobalperspective,weaddressthefollowingquestions:Whydopeoplemigrate?Howdoesthisaffectimmigrants'occupations,genderedhouseholds,rights,identities,youth,andracerelationswithothergroups?
PotentialPartnersforyourcommunitywork:1.CharlesRiverPublicInternetCenter154MoodySt.crpic.org781-891-9559x207ContactJudithWebsterjmwebster@crpic.orgBrandeisIPstudentswillbetutorsinaworkshopseriestaughtbyCharlesRiverPublicInternetCenterstaff,tobeofferedonweekdayevenings(probablyMondayandWednesday).TheworkshopwillcoververybasiccomputerliteracysuchaccessingtheinternetandMicrosoftWord,fornon-nativeEnglishspeakers.AllofthecommunityparticipantsareenrolledinEnglishasaSecondLanguage(ESL)classesatothertimes.2.ProspectHillCommunityCenter(PHCC)44HansenRdprospecthillcc.orgContactwgprospecthillkidsclub@gmail.com
BrandeisIPstudentsworkincollaborationwithvolunteersfromtheWalthamGroup'sProspectHillKidsClubandBentleyUniversityvolunteerstoprovideafternoonenrichmenttochildrenwholiveintheProspectHillTerracelow-incomehousingneighborhood.TheCenterisopenonweekdaysfrom3:00-5:15pm.IPstudentssignuptobeattheCenteronthesamedayeachweek.Theafternoonsincludehomeworkhelp,tutoring,andfunindoorandoutdooractivities.ChildrenwhoattendtheCentercomeprimarilyfromsingle-parenthouseholdsandareinelementaryandmiddleschool.ManyparentsinProspectHillare
immigrantswhoarearenon-nativeEnglishspeakers,withthemostcommonlyspokenlanguagesbeingSpanish
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andHaitianCreole.Afterthefirstfewweeksofthesemester,transportationwillbeprovidedbyWalthamGroup,leavingcampusaround2:45pm.Beforethen,transportisonyourown.ALLPHCCVOLUNTEERSNEEDACORIBACKGROUNDCHECKbeforebeginningtheirvolunteerwork,whichusuallytakesaweekormore.ContacttheOfficeofCommunityServiceinSCC2ndfloororwhiffen@brandeis.edu.3.WalthamFamilySchool510MoodySt.781-314-5696www.WalthamFamilySchool.orgContactBrittaMcNemar,BrittaMcNemar@k12.waltham.ma.usIPstudentsworkingwithWalthamFamilySchool,afamilyliteracyprogram,willserveastutors/teachingassistantsinEnglishasaSecondLanguageclasseswithadultsorpreschoolchildren(usuallyadults).Studentsmustbeavailableforatleast3hoursaweekduringthefollowingtimeblocks:Tues(9-10:30;10:30-12),Wed(9-10:30;10:30-12),orThurs(9-10:30;10:30-12)andpossiblyFri10:30–12:00.IPstudentschooseaconsistentdayandtimetovolunteer.
4.WATCHCDC"BreakingBarriers"program24CrescentStreetSuite201(offMoodyStreet)[email protected](781)891-6689x202BreakingBarriersatWATCHCDCisanadulteducation,training&leadershipprogramforimmigrantsofallnationalities.TheprogramexpandstheskillsandstrengthensthevoiceofimmigrantsintheWalthamcommunity.Afterinitialtraining(ideallyThursSept15,6-8pm)volunteersassistwithEnglishclasses,whichareheldMonthroughThursfrom6-8:00pm.IPstudentschooseaconsistentday&timetovolunteer.
EL16aTimeCommitment:a. 1-hourweeklyclassmeetingwiththeInstructorandotherstudentstoworkshop,reflect,troubleshoot,etc.b. Atleast3additionalhoursperweekofindividualorgroupworkonproject/practicum.Activitieswillinclude
identifyinganorganizationwithwhichtowork,volunteeringandsupportingtheorganization,andpreparingthefinalpresentation.
Transportation:Studentsareresponsiblefortheirowntransportationtoandfromthecommunitypartnersite.BESUREYOUHAVEABACKUPMODEOFTRANSPORTATION.Ifyouneedhelpwithtransportation,considerbrandeis.edu/publicsafety/safety/escort/scheduleCommunityWorkHours:LogcommunityservicehoursWEEKLYintwoways:1)Loghoursanddescriptionofthetimespentonthegoogledoc2)LogyourhoursagainonSAGEtohelpyouANDtheUniversity.Seedetailsat
brandeis.edu/studentlife/communityservice/awardandtrackinghours/trackinghours.htmlDonotincludetimespentdoingthehomeworkforthebasecourseorthepracticum(readingsorwritingassignments).However,timespentpreparingforthefinalpresentationshouldbeincluded.
PhotoofbusbyKiraSetren.PhotoofWFSentrancebyTawannaJohnson.
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Grading:(Seepage9forgradingrubrics)1) Workwiththecommunityorganization:50%(targetis30hourstotal,withprofessionalbehaviorlikean
employee,notavolunteer.Seegradingrubriconpage9) 2) Attendance/participationpracticumclass:20%3) Writtenassignments:20%(5%perreflectionfor4assignments)4) Finalpresentation:10%(includingyourteamworkinpreparingandpublicizing–seepage5)
Extracreditoption:Attendoneormoreeventsofyourchoicerelatedtothethemesofthepracticumandwritea2-3pagereflectionconnectingtheeventtothebasecourseANDyourcommunityexperience.Well-writtenreflectionsmaybringupyourgrade.Oneortwoextracreditpaperswillbeaccepted.ClassAttendanceandPunctuality:Regularattendanceiscrucialtothesuccessfulattainmentofthecourseobjectivesinthissmalldiscussion-basedpracticum.Particularlybecausetheclassmeetsonlyonceaweekandclasstimeissoshort,punctualityisessential.Missinganypartofclasswillbeconsideredafullabsence.
Oneabsencewillbeconsideredawarning.Twoormoreabsenceswillaffectyourattendance/participationgradebyonelettergradeforeachsubsequentabsence.Incasesofanaccident,illness,etc.youmustnotifytheinstructorassoonaspossible.Excessiveabsenceswillhaveanegativeimpactonyourclassparticipationgradeandwillseriouslyaffectyourabilitytoachievethepracticumlearningobjectives.AWordaboutLanguage:Animmigrantisdefinedassomeonewholeavestheircountryoforiginintendingtosettleinanothercountry.Visitingstudentsortemporaryworkerswhorelocateforthepurposesofeducation,tourism,ortemporaryworkarenotconsideredimmigrants.SomeconsiderthephraseIllegalimmigrantoffensive;thepreferredterminologyisundocumentedimmigrant.Inthisclass,wemayalsodiscusschildrenofimmigrants,whetherornotthosechildrenthemselvesareimmigrants.Assignments:ThefourassignmentsaredueviaemailtoMarcimcphee@brandeis.edunolaterthan12noonusuallyonFridays(datesbelow).Pleaseplanaheadforweekendtravel,personalcircumstances,etc.Infairnesstoallstudents,lateassignmentswillreceivealowergrade.FreewritingcoachingisavailableattheWritingCenterintheGoldfarbLibrary.Visitbrandeis.edu/writingprogram/writingcenterforhoursanddetails.
• Assignment#1:PracticumLearningGoalsandWorkplanDue:FriSept30by12noonviaemail.Description:Submita2-3pagereflection(double-spaced)inwhichyoudescribetheworkyouhavedonesofaronyourpracticum,goalsyouhavesetwithyourorganization,yourpersonallearninggoals,challengesyouhaveencounteredsofar,andwaysyouforeseeovercomingthem.Inshort,whatwouldyouneedtoaccomplishbytheendofthesemestertofeelthatyou’vedonewhatyouwantedtodo,andlearnedwhatyouwantedtolearn?Yourpaperalsoshouldconnect1-2experiencesinyourcommunityworkto1-2specificconceptsfromthebasecourseclasslearnings.Includeaspecificquoteoranauthoryou’vediscussedinthebasecourse.
• Assignment#2:DesertRootsReflection
Due:FriOct21by12noonviaemail.Description:EitherreadtheintroductiontoProf.MitraShavarini’sbookDesertRoots:JourneyofanIranianImmmigrantFamily(12pages,onLATTE)ORwatchthefirstthreevideosfromthebooklauncheventatbrandeis.edu/ethics/news/2012/2012.September.7
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(about45minutestotal:Prof.Shavarini,author;LeilaPascual’14,studentrespondent;Prof.KristenLucken,facultyrespondent).Writea2-3page(double-spaced)responsepaperconnectingMitra’sstoryto
1)aspecificconceptortheoryinthebasecourse(listaquoteoranauthor),AND2)anexperiencefromyourcommunitywork.
• Assignment#3:InformalImmigrantInterview
Due:FriNov18by12noonviaemail.Description:Interviewanimmigrant.Ideallythiswillbeanimmigrantyouhavemetinthecourseofyourcommunitywork.Writetheirstoryin2-3pages(double-spaced),orsubmitoriginalartwork,ashortvideo,photoessaywithcaptions,orotherproduct.Ifyouchoosesomethingotherthanapaper,pleasesubmitashortnarrativeofexplanationandcommentary.Seepage8formoreinformationaboutthisassignment.
• FinalPresentation:
WedDec7duringclasstimeinLurias,Hassenfeld(upperSherman),opentothepublicDescription:Presentasummaryofyourworkthroughoutthesemester.Someideasforfinalpresentationsmightbe:avideoorslideshow,aposter,abooklet,ascriptedskit,etc.Allpresentationsshouldincludetheseessentialelements:
Astoryaboutyourcommunitywork–aclient,amomentSpecificacademicobservationsfromthebasecourseSomelivelyaudienceinteraction–makeitexperientialforyouraudience,helpingthem
toexperiencewhatyoudidasavolunteer.Note:Yourpresentationgradeincludesyourteamworkinpreparingforandpublicizingthispresentation,asreportedinyourfinalpaperbelow.
• Assignment#4:FinalReflectionandHandoffLetter(twoseparatedocuments)Due:MonDec12by12noonviaemail.Description:Writea2-4page(double-spaced)reflection,whichsummarizesyourcommunityworkandpracticumclassexperiencebyaddressingthefollowingquestions:- Whatdidyoulearnaboutyourselfthroughthisexperience?- Whatwereyourgreatestchallenges?- Howdidthisexperienceaffectthewayyouexperiencethebasecourse?- Howdoyoufeelthatyourworkwiththepracticumsupportsorchallengesthe
informationyouhavelearnedinthebasecourse?- Whatconclusionscanyoudrawabouttheintersectionofthebasecourselearningsand
theimmigrantexperienceinWaltham?- DidyourworkactuallymeettheneedsofimmigrantsinWaltham?Howdoyouknow?- Whatwasyourroleinpreparationforthepresentation?Then,inaseparate1-2pagepaper(double-spaced),writeyourhandofflettertonextsemester’sIPstudents.Whatsuggestionsdoyouhaveforfuturestudentsworkingwithyourcommunitypartner?Includingyournameonthispageisoptional.
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Readings:• Requiredtexts:
1. "TenMythsAboutImmigration,"(2pages)onLATTEorattolerance.org/immigration-myths.2. Selectionsfrom“MassachusettsNewAmericansAgenda,”(8pages)availableonLATTE.Theentire
reportisdownloadableatwww.mass.gov/ori3. EthicalInquiry,“ShouldUndocumentedStudentsbeEligibleforIn-StateTuitionRates?"
brandeis.edu/ethics/ethicalinquiry/2010/april,researchedandpreparedbyVanessaKerr'11andMorganManley'11
4. Introduction,DesertRoots:JourneyofanIranianImmigrantFamily,byBrandeisprofessorMitraShavarini,(12pages)availableonLATTE,ORwatchthefirstthreevideosfromthebooklauncheventatbrandeis.edu/ethics/news/2012/2012.September.7(about45mintotal-Prof.Shavarini,theauthor;LeilaPascual’14,studentrespondent;Prof.KristenLucken,facultyrespondent).
• Suggestedreading(optional):1. “Driver'sLicensesforPeopleWithoutSocialSecurityNumbers”aboutundocumented
immigrants,byKenyonFraser'16andNathanNeedle'15,in“AdvocacyforPolicyChange"(2pages)athttp://www.brandeis.edu/ethics/pdfs/advocacy/Advocacy-for-Policy-Change-report-September-2015.pdfpages35-36
2. "PilgrimFather/IllegalSon:StoryofTwoImmigrants"byWen-tiTsen,(2pages)athttp://masshumanities.org/ph_pilgrim-fatherillegal-son-story-of-two-immigrants/
3. “TheoryforPractice:AFrameworkforThinkingaboutExperientialEducation,”byRebeccaCarver,(10pages),availableonLATTE.
Noticetostudentswithdisabilities:IfyouareastudentwithadocumenteddisabilityonrecordatBrandeisUniversityandwishtohaveareasonableaccommodationmadeforyouinthisclass,pleaseseemeimmediately.Ifyouhavequestionsaboutdocumentingadisabilityorrequestingacademicaccommodations,contactBethRodgers-KayinAcademicServices([email protected].)Academicintegrity:Youareexpectedtobehonestinallofyouracademicwork.AllegationsofallegedacademicdishonestywillbeforwardedtotheDirectorofAcademicIntegrity.Sanctionsforacademicdishonestycanincludefailinggradesand/orsuspensionfromtheuniversity.PleaseconsultBrandeisUniversityRightsandResponsibilitiesforallpoliciesandproceduresrelatedtoacademicintegrity.
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IMMIGRANTPRACTICUMCLASSSCHEDULE:WSept7 Class.Structure&expectations,connectingwithcommunityorganizationsWSept14 Class.WorkinginthecommunityWSept21 Class.GuestspeakerProf.KristenLucken(SOC)aboutimmigrationpolicy.Beforeclass,read
"TenMythsAboutImmigration,"(2pages)onLATTEorattolerance.org/immigration-mythsWSept28 Class.Beforeclass,read"MassNewAmericansAgenda"(8pages)onLATTEFSept30 Assignment#1dueby12noon–PracticumWorkplanWOct5 ClassWOct12 NOCLASS–YomKippurWOct19 GuestspeakerMarinaOffner,Admissions.Beforeclass,readtheEthicalInquiry,“Should
UndocumentedStudentsbeEligibleforIn-StateTuitionRates?”atbrandeis.edu/ethics/ethicalinquiry/2010/aprilresearchedandpreparedbyVanessaKerr'11&MorganManley'11.(possibleclasslocation–Lurias,Hassenfeld(upperSherman)ASSIGNMENT:Bringapagetoturnin(1-2paragraphs)answeringthreequestionsaboutthereading:"What?"(Whatfactorideastandsouttoyou?)"Sowhat?"(Whatdoesitmean?)"Whatelse"doyouwishyouknewaboutthis?
FriOct21 Assignment#2dueby12noon–DesertRootsreflection(seeLATTEforthereading).MidtermcheckofhoursloggedonGoogledocandSAGEdue12noon(pass/fail)
WOct26 ClassdiscussionofimmigrantissuesraisedbyDesertRootsPreparationforacademicdiscussionnextweek
WNov2 ClassdiscussionofacademicconnectionstoyourcommunityworkGuests:Prof.JanetMcIntosh(ANTH1a),Prof.KerryChase(IGS10a)
WNov9 Class.ASSIGNMENT:Bringapagetoturninwithyourintendedimmigrantintervieweeandproposedproduct(i.e.paperwith"valueadded,"photoessay,artwork,etc.)Seesyllabus,p.8
WNov16 Class(lastclassInourregularclassroom!)FNov18 Assignment#3dueby12noon–InformalimmigrantinterviewWNov23 NOCLASS–ThanksgivingWNov30 Presentationpreparation.ClassmeetsinLurias,Hassenfeld(upperSherman)withDaniel
Langenthaland/orAlyssaCanellioftheOfficeofExperientialLearningWDec7 PresentationinLurias,Hassenfeld(upperSherman)–opentothepublic,advertisedasan
EthicsCentereventMonDec12 Assignment#4dueby12noon–Finalreflectionandhandoffletter.Allcommunityhoursmust
beloggedonthegoogledocandonSAGEbythistimeaswell. (THIS IS OUR FINAL PRESENTATION. WE CAN SHAPE THE FOLLOWING PLACEHOLDER TITLE & DESCRIPTION TOGETHER.) The Immigrant Experience. Our Experience. Wednesday, December 7, 2016 Time: 12:00 – 12:50 pm Location: Lurias, Hassenfeld (upper Sherman) What’s it like for immigrants who live in Waltham? What’s it like for Brandeis students who work with them? Join the students in the practicum “The Immigrant Experience in Waltham”, taught by Marci McPhee, as the students share what they learned from a semester working with Charles River Public Internet Center, Prospect Hill Community Center, Waltham Family School, or WATCH. Refreshments served. Cosponsored by the Office of Experiential Learning and Teaching. For more information, please contact [email protected].
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Assignment#3:InformalImmigrantInterviewDueFridayNov18by12noon
Inyourworkwithyourcommunityorganization,youarelikelytomeetandbuildrelationshipswithseveralpeoplewhohavemigratedtothiscountry.Whenyoufeelthatsufficienttrustisestablished,approachsomeoneandaskiftheywouldbewillingtosharetheirstorywithyou.
Ideallytheimmigrantwillbesomeoneinyourcommunityorganization.Ifnecessary,youcaninterviewsomeoneoncampus(student,faculty,orstaff).Theymustbeanimmigrant:someonewholeaveshiscountryoforiginintendingtosettleinanothercountry.Visitingstudentsortemporaryworkerswhorelocateforthepurposesofeducation,tourism,ortemporaryworkarenotconsideredimmigrants.Ifyou’reunabletolocateanappropriatepersontointerview,youmayinterviewaprofessionalwhoworkswithimmigrants.Inthiscaseyouwillgatherstoriesofimmigrantswithwhomtheywork.Thenyou’llcompletetheassignmentasifyouhadinterviewedtheimmigrantsyourself.Thismayresultinacompositeproduct,i.e.combiningstoriesofvariousimmigrantsintoasinglestory.
Writetheirstoryin1stpersonor3rdperson,asanarrative,poem,shortperformance,essay,etc.Ifwritten,yourpapershouldbe2-3pages(double-spaced).Non-writtenproductsmightbeoriginalartwork,music,poetry,ashortvideo,photoessaywithcaptions,etc.TwostudentsCANinterviewthesamepersoniftheyproducedifferentproducts.Thewritingorartmustbedonebyyouasthestudentinterviewer,notbytheimmigrant.
Inmostcasesyou’llwanttochangethenameofyourintervieweeinyourwriting.Ifyou’reincludingphotosorvideo,you’llprobablywanttotakethepicturesinsuchawaythattheidentityofthesubjectcannotbeidentified.
Ofcourse,itisessentialtobuildaleveloftrustwiththepersonbeforeyouconducttheinterview.Suggestionsincludereassuringthemthattheiridentitywillbeprotected,andallowingthemtocommentonyourproductbeforeyousubmittheassignment.Onlyyourinstructorwillseethepaperunlesstheychoosetoshareitwithsomeoneelse.
Possibleinterviewquestionsmightincludequestionssuchasthese.Theseareideasonly;youshouldconducttheconversationinthewayyoufeelisbest,withrespectforthepersonbeinginterviewedasthetoppriority(NOTgettingthestoryasthetoppriority).
• Whatwasitlikewhenyouweregrowingupin[country]?Orwhathavepeopletoldyouitwaslikein[country]whereyouwereborn?
• Howdidithappenthatyou,oryourfamily,movedtotheUS?Whydidyouwantorneedtoleave?Whydidyouwantorneedtocometothiscountryinparticular?
• Whatdidyoubringwithyoufromyourhomecountry,andwhy?Isthereaparticularobjectrelatingtoyourstorythatyoukept?
• Whatareyourhopesforthefuture,foryourselfandforyourchildren?
Inyouropeningparagraph,describein2-3sentenceshowyouknowtheperson,yourprocessinconductingtheinterview,andwhetherthepaperisanindividualstoryorcompositestory,factorfiction(i.e.whatanimmigrantmighthaveexperienced,butnotanactualinterview).Ifyouchoosesomethingotherthanapaper,pleasesubmitashortnarrativeofexplanationandcommentary.
Ratherthanasimplereport(“hesaid,shedid...“)yourinterviewshouldhavesomevalueadded:eitheracreativefashioning(seeabove),areflectiononwhattheirstorymeanstoyou,howitconnectstoyourcommunityworkand/orinsightsfromthebasecourse,etc.
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ASSESSMENTRUBRICforpapers:Evaluatingpapersconsidersthequalityofthesis,evidence,analysis,structure,andstyle.Pleasereadtheassignmentcarefully;papersmustaddressallpartsoftheassignment.
• AnApapermakesaninteresting,complex,andimportantargumentandsupportsthatargumentwithwell-chosenevidence.Thestructureislogicalandengaging;thewritingisclearandconcise,andallaspectsoftheassignmentarethoroughlywellexecuted.
• AhighBpapereitheraimsatmakinganengaging,complexargumentbutishinderedbyproblemsofstructure,analysisorstyle,orelseithasasimplerargumentthatisthoroughlywellexecuted.
• ABpaperaddressestheassignmentanddemonstrateseffortstoproduceacomplexargumentbutishinderedbyeitheralackofcomplexityorimportanceinthethesis,orbystructural,analytical,orstylisticproblemsintheexecutionofideas.
• AlowBpaperdemonstratesefforttoaddresstheassignment,buttheargumentisultimatelytooobvious,undeveloped,orobscuredbysignificantstructural,analytical,orstylisticproblems.
• ACpaperdemonstratesfrequentlapsesinclarity,unclearrelevance,littledepthofanalysis,noattempttodemonstrateconnectionstootherlearnings,andsomeattemptatself-criticism,butwithoutawarenessofpersonalbiases,etc.
• ADpaperdoesnotmeettheminimumpagerequirement,doesnotaddresstheassignment,plagiarizes,ordoesnotmeetstandardsforacademicwritingorargumentation.
AdaptedfromtheTeachingEffectivenessManualpreparedbytheAl-Quds/BrandeisTeachingEffectivenessPartnershipTeam,July2011,page6atbrandeis.edu/das/downloads/SomePrinciplesofEffectiveTeachingASSESSMENTRUBRICforcommunitywork:YouarerepresentingBrandeisUniversityandyourself.Treatyourcommunitypartnerwithmaturityandrespect,usingyourbestprofessionalbehaviorlikeanemployee.A=Committedvolunteerisengagedandreliable,informingcommunitypartnerofanychangestotheagreed-uponschedule,eitherpersonal(illness)orinstitutional("BrandeisMonday"conflict,breaks,etc.)asfaraheadaspossible.Participateswithenergyandcommitment.Ideally30hoursormoreloggedfrequentlyonGoogledocandonSAGE.
B=Awarevolunteerdemonstratesminorlapsesinengagementandcommitment.Fewerthan30hours,butrecordedfrequentlyonGoogledocandonSAGE.
C=Novicevolunteer,withfrequentlapsesinengagementandcommitment,withfarfewerthan30hours,notloggedfrequentlyonGoogledocoronSAGE.
D=Unacceptable,withoneormoreno-showswithoutinformingthecommunitypartneraheadoftimeandlittleengagement.
