N Syllabus FINAL[1]

7/30/2019 N Syllabus FINAL[1]

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Cohort N First Semester Core Curriculum 5

The degree learning outcomes that will guide the integral learning course:

Over the course of the first semester, you will be able to:

o Demonstrate a conscious awareness of learning process and co-create the learningenvironment.

o Articulate and differentiate between philosophical and political underpinnings of

learning systems (integral, critical, transformative).

o Articulate a position and analyze assumptions across a variety of issues.

C.Modern Perspectives

There are a number of ways that one could weave a coherent story based on this

semesters themes: self and society, integral learning, and modern perspectives.

Each story would likely have its particular center of gravity and explanatory framework

(psychological, spiritual, literary, to name a few), and each would have its strengths and

limitations. Although we honor the many ways one could approach these issuesand we

hope to explore quite a varietythe organizing principle we would like to offer is social-

historical in emphasis, focusing on the emergence and contemporary manifestations of

capitalism and modernity as crucially significant forces shaping our experience of

selfhood, society, learning and the production of knowledge. It is an enormous topic to

define, but in brief we could say that beginning roughly 600 years ago, capitalism

emerged as the dominant economic foundation for the provision of everyday life, while

modernity became its cultural result and precondition. Capitalism and modernity have

had both liberatory as well as profoundly destructive consequences.

The Modern Perspectives curriculum will be offered to you throughout the semester in a

cluster of readings, exercises, and discussions with the intention of exploring manner in

which modernity has shaped selfhood, society, learning and knowledge. We will make

specific connections to integral education, for it is in many respects a response to the

negative consequences of modernitys legacy, an effort to address the divides that

capitalism and modernity have created both within and between the peoples of the world,

within and between nature and humanity, mind and body, spirit and knowledge. It is our

hope that a broad historical perspective on some of the sources of these dividesas well

as various pathways of resilience and hopewill provide a useful (if incomplete) frame

for our investigations this semester.


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The degree learning outcomes that will guide the Modern Perspectives course are:

Over the course of the first semester, students will be able to:

o Analyze the social, cultural, political, globaland historical context whichknowledge is produced.

o Situate themselves in relationship to the specific modern context examined

III. Major Learning Outcomes for the BAC Core Curriculum:

Our Major Learning Outcomes for all three semesters of the core curriculum focus on

four themes. These are:

Intellectual and Practical Skills

Interdisciplinary Knowledge

Situated Knowledge

Social Justice and Social Change

Intellectual and Practical Skills

Intellectual and Practical Skills encompass more than cognitive capacities. While an

emphasis is placed on critical thinking, we define critical thinking to include the ability to

critically self-reflect upon and analyze assumptions of theoretical frameworks acrossdisciplines. The examination of multiple frameworks requires students to demonstrate

strong information literacy skills. Students are asked to do this in the context of a

collaborative learning community that they co-create. This ongoing practice of critical

engagement and analysis, results in a summative senior project that maybe theoretical,

applied, performative, and/or critical reflective.

1. Articulate a position and analyze assumptions across a variety of issues

2. Demonstrate a conscious awareness of learning process and co-create the learning

environment3. Analyze multiple frameworks of self across disciplines, such as psychological,

spiritual, and sociological

4. Examine ones own epistemology, i.e. How do you know what you know?

5. Critically reflectupon and synthesize what they have learned in the program

6. Demonstrate information literacy skills including the ability to navigate, to

access, evaluate, interpret and situate information from a variety of sources and


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to locate that information in relation to bodies of knowledge

7. Create, and presenta culminating body of work: research paper, performance,

community-based activity, and/or creative work

8. Co-create a collaborative learning environment and experimentwith dynamics of

group collaboration skills

Interdisciplinary Knowledge

Interdisciplinary Knowledge is central to our academic program. Students academic

study focuses around the themes of self, culture and community, and global studies

within the context of critical and integral pedagogies. While addressing the above

themes from various disciplines, students are asked to examine social, cultural, political,

global, historical, and philosophical underpinnings. Students are also expected to

demonstrate competency in corresponding research paradigms and their relatedrepresentation of quantitative or symbolic information.

1. Articulate and differentiate between philosophical and political underpinnings of

learning systems (integral, critical, transformative)

2. Integrate theories of social construction of self with the role of personal history

and social location

3. Analyze the social, cultural, political, globaland historical context which

knowledge is produced

4. Understandresearch paradigms, the methods they use, and distinguish the kinds

of knowledge they produce

5. Interpretconcepts of epistemology and ontology in academic and personal

contexts

6. Examine how knowledge is produced in the Global South

7. Representand communicate quantitative or symbolic information as appropriate

in the arts, humanities, or social sciences

Situated Knowledge

Situated Knowledge is a critical approach to understanding what we know and how

we know it. Drawing from our three main themes, students analyze how knowledge of

self, culture, community, and global perspectives co-vary and are co-created across

contexts, time, and space. As part of this process students actively participate in co-

creating their learning environment while also taking responsibility for directing their

interests and passions.


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IV. Cohort Weekend Schedule:

Interdependence of Themes: Although we will dedicate time on each cohort weekend to

discussing each of the semesters themes, our goal throughout the semester will be tolook for relationships among them and the way that they inform each other. Although the

schedule will change from weekend to weekend, a typical weekend schedule may

incorporate:

Friday Evening:

6:15 6:20 Opening. A brief ritual opening to transition us into the cohort weekend.

The opening marks the beginning of our work together.

6:20 7:05 Check-in. Students and faculty connect through a brief check in, as it

relates to our educational experience.

7:05 7:15 Housekeeping. During this block we address any scheduling issues,

announcement, reminders, etc. and set out the specifics of the weekends

agenda.

7:15 7:30 Break

7:30 9:15 Seminar on Course Themes: May take the form of a small group

reading discussion, experiential inquiry or lecture that explores one of our

course themes.

Saturday:

9:0011:30 Seminar on Course Themes. May take the form of a small group

reading discussions, experiential inquiry or lecture that explores one of

our course themes (with one 15 minute break in between).

11:301:00 Lunch

1:00 3:15 Seminar on Course Themes. May take the form of a small group reading

discussion, experiential inquiry or lecture that explores one of our course


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In addition, the cohort is required to attend the Communicating about and Across

Differences workshop on Sunday September 9thm from 9am-5pm in Namaste Hall. The

facilitators for these workshops are: Elena Featherstone and Alec Macleod.

VI. Coursework

A. Program Planning Essay

The Program Planning essay may grow out of the personal statements that you wrote for

your application to the program and/or our fieldtrip on our second Saturday. This essayserves several purposes. Primarily it is to assist you in setting your focus for the term and

the year. It is also a way to help you focus your activities so that as you do your work,

you can ensure that it is moving you towards your goals. By referring to it as you

progress through the program you can get a sense both of your movement in relation toyour goals and of the ways in which your goals change. It also gives your faculty

members a way of understanding your desires, aspirations, fears and expectations as a

student, so that we can respond to you, your work and participation in the ways that willbest serve you.

As with most aspects of the program, there is no prescribed form. Find the approach that

suits you. If the idea of writing an essay seems too formal, try writing a letter to Sonya

and Sara, yourself or your cohort, telling us what your main goals are for the year.

As you formulate this essay, consider the following questions as a potential place to

begin (please do not feel bound to address each or any one of these questions):o What are your goals while in the program? Can you identify both concrete short

term as well as guiding or longer-term goals?

o What kind of skills or capacity building are you interested in developing this

year?

o What challenges, fears or areas of growth would you like to set the intention to

work through this year?

o What are your professional or educational aspirations beyond the BAC and how

can the program help you get there?

o What is your relationship to writing? Receiving Feedback? Is there anything in

specific you want your faculty to know.

o What is your relationship to time management or study skills? How do you planto create work-life-school balance?

While Sonya and Sara will review these documents, we will not respond directly to them.

Rather, we will use them to inform our responses to your other work.

The guideline for length is 2-3 pages. The Program Planning essay is due on Weekend

III.


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might be a group discussion or lecturette that you feel moved to explore. There could be

a line in a reading that resonates with your personal experiences. Remember, there is no

correct way to reflect, we only ask that you engage meaningfully with the creative

process. Please take this project as seriously as you would any written assignment.

On Friday night of cohort weekend III, each student will have five minutes to present

reflections.

D. Integrative Essay

The Integrative Essay is a final and extended reflective essay in which you are asked to

consider your learning for the semester. Our expectation is that you will reflect on your

learning for the term, both in terms ofhow you learnedand what you learned. Work withthe muscle or skills you are building through the reflective essays. Strive to craft a

fluid essay in which you can move cogently, creatively and meaningfully between an

exploration of learning through the weekends, the texts and your life experiences.

As you formulate this essay, consider the following questions as a potential place to

begin (please do not feel bound to address each or any one of these questions):

Step back and take a look at your semester. Ask yourself what is it that you have

learned and unlearned? How have your assumptions, goals, notions of learning

changed from the beginning of the semester to now? What have you learned

about the process of learning?

What have you learned about the self? Its relationship to society? What have

you learned about the impact of capitalism and modernity? How have you

engaged integral learning?

Re-read your papers from this term. Ask yourself what is missing. What

conversation would you have started if you had more time? Write from this

place.

In what ways have you made use of multiple modalities of learning and ways of

knowing (such as the somatic, cognitive, analytical, visual, spiritual, interactive)?

Has critical reflection or praxis (the cycle of action and reflection) influenced how


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you learn? Has it affected the way that you approach an inquiry or subject?

How would you describe the process or nature of the development of any desired

academic skills--reading, writing, speaking, listening, risk-taking, and inquiry?

Look at the learning outcomes for the term. How have you or we as a class

engaged these outcomes?

What progress do you see yourself as having made towards the goals described in

your personal statement for admission or program planning essay?

Remember, this essay should not be a list of lessons learned, or recounting weekends, but

rather a fluid piece of writing in the exploration of learning.

The guideline for length is 7-9 pages. The integrative essay is due on Weekend VI.

D. Caucus Reading Discussion Groups Due: at minimum, two posts

between each cohort weekend

In preparation for each cohort weekend, the faculty will create three to five reading

groups on caucus to discuss the required texts and course reader. During integrative

time, the faculty will present a synopsis of the readings and each student will chose a

reading group. In between cohort weekends, your group will use caucus as a platform to

discuss, analyze, consider, and tackle the readings you have chosen. Through discussion,

the groups task is to return to cohort with a few central questions or key concepts to

engage with on the following cohort weekend. Think of caucus reading discussions as a

kitchen table conversation as opposed to a rigid platform where you can only post

researched arguments. Use this platform as a way to converse, dialog, test out ideas, ask

each other questions and not as a way to showcase how much you know to each other and

your faculty. The learning goals of these reading discussions are to engage in

collaborative learning and a dialogical process, which are the building blocks for the co-

construction of knowledge.

You are expected to post at least twice in your discussion group, but feel free to post

more. If another discussion group is also intriguing, you may jump into a conversation

and share your thoughts. Engaging in the reading discussion groups is a mandatory

component of the curriculum.


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Due: at minimum, two posts between each cohort weekend

E. Critical Essay

Your critical essay is an investigation and exploration of one of our course themes or the

intersection of two course themes modernity, the self, and/or integral learning.

Some suggestions might be:

To track how your own personal perspectives has been shaped by modernity or

capitalism. You may want to discuss the legacies of slavery in relationship to

capitalism and modernity? Perhaps you want to look at the philosophical, social

or historical basis of the occupy movement? Perhaps you want to investigate how

the western world view came into fruition?

To investigate some facet of integral learning in more depthperhaps you are

drawn to transformative learning or critical pedagogy? Perhaps you want to

research innovative approaches to teaching writing? Teaching to young people?

You may want to analyze the pedagogies of your former education?

To investigate some aspect of the self within a particular discipline (i.e.

anthropology, psychology, theology et cetera) perhaps you are interested in

exploring gender identity? The prose/poetry of a particular author like Gloria

Anzaldua in relation to identity? Maybe you want to understand Buddhism and its

relationship to the self?

To presenting an interdisciplinary reading of the self.

This is the opportunity to bring your own passion and interests forward in relation to our

course themes, and also to begin to look at the landscape of scholarship available on your

particular subject. As opposed to a reflection paper, the requirements of the critical essay

are different. In the main, you are expected to present a cogent argument, developrelationships and dialog amongst the texts you choose to support your chosen topic and to

continue to build analysis and synthesis skills on the topic and the chosen texts. Each

student is expected to source 6-10 texts in the critical essay.

When choosing your topic, consider where your interests and passion lie. This paper

could become the foundation of a graduate school application, or work you want to do in


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the world. Take it seriously. Write this paper about something you want to write about.

Remember that every student is different. Some students will identify a topic

immediately while other students might not know where to start their research. If the

notion ofresearching from scratch or researching on your own feels too overwhelming,we encourage you to begin with some of the 75+ sources we have provided as the

foundation for this course. Which texts and ideas are you drawn to? Why are you drawn

to them? What central questions emerge as you read these texts? How would you weave

a paper around the concepts presented in this course and the texts?

We will have many opportunities to work with you on your paper as the semester

progresses. This is a gradual process in which the faculty and other students will work

with you. You are not expected to turn in a polished draft each weekend, but to work

with integrity on them to the best of your ability.

The guideline for length of the critical essay is 12-14 pages inclusive of a bibliography.

Submissions should be double spaced, using a standard (i.e. times new roman) 12 point

font.

Seed ideas are due Weekend III. Drafts will be due Weekends IV, V & VI. We will talk

more about the expectations of the seed idea and drafts each cohort weekend.

F. Autobiographical Project (Body Drawing)

As we will see, the relationship between the body and the self is complex. Visual

representation can be used to capture aspects of the self in ways that cannot be expressed

cognitively or through words. We will use the body as a metaphor in which we can

capture and explore representations of the self. With the assistance of some of your

fellow learners, each cohort participant will trace an outline of her or his body on a large

piece of paper during Weekend III. Each of us will use this outline to express our

complimentary or conflicting understanding of self. We may want to represent our

emotional being, inner being, internal self, the physical being, outer being, or externalself. We may choose to express our past, our family history or our fears or our future(s)

or our dreams. Or we may simply tell a story. We might use the whole outline and the

space around it to express a particular aspect of our Self. Or we might use different parts

of the body to represent aspects of our selves. Also, cohort participants are encouraged to

think creativelyusing different materials to represent meaning, cutting out text, et

cetera. Each of us will have an opportunity to consider different elements of him or her


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Self and consider what may be the best way to use this modality to explore the

relationship between self and body.

The body drawing is due on Weekend V.

G. Integral Learning Group Presentation

During Weekend III the cohort will divide into small groups for a collaborative

exploration of Integral Learning with the ultimate goal of presenting your work on the

final cohort weekend. Using weekend discussions, readings, and exploring the dynamics

of your group you will enter into a collaborative and experiential inquiry into some

aspect of integral learning. Although groups will be given time during the course ofsubsequent weekends to meet and plan the presentations, it is expected that some

additional planning may be needed outside of the cohort, which can be done on caucus,

by phone or in person.

In planning your group presentation, consider a range of approaches. Different types of

information, conversation, and group dynamics will lend themselves to different types of

presentations. You may choose to lead us through an experiential exercise, create visual

work, present information using an experimental structure or a more traditional one,

design a performance whether theatrical, musical, experimental, etc. You may also want

to highlight aspects of learning and meaning-making that you feel have been under-

nourished in our class so far. Allow this experience to be a dynamic and imaginative

process in which you engage multi modal skills in the exploration of integral learning.

Presentations should be approximately 40 minutes: 30 minutes for presentation, and 10

minutes from reflection, comments and questions from the cohort. Integral learning

groups will present on Weekend VI.

VII. Coursework Due

Below is a chart showing the due dates for the papers and projects expected for the

semester. This list is subject to change based on developments during the term. If you

are unclear about due dates or changes that may have been made, please consult with

your fellow students and the faculty.


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In order to pass each of the three courses of the term, you must complete all of the

course assignments. In addition, it is your responsibility to keep track of completed

assignments.Please use the chart below to track your own assignments. If for some

reason you are unsure as to whether you turned in an assignment do not hesitate to askSonya, as she also keeps a master list of assignments completed. If you are missing

more then two assignments you will be given a warning or be placed on academic

probation.

Sonya and Sara ask that you post ALL of your written assignments in your portfolio

on caucus as .doc (Microsoft word) files and bring ONE printed copy to the cohort

weekend. You will then receive feedback from either of us electronically or handwritten

on a printed out copy.

During each cohort weekend you will receive, along with your agenda for the weekend, a

detailed list of readings to prepare and coursework due for the following cohort meeting.

Note that readings are not included in the chart below.

COURSE WORK CHART

Due BY: What: Where: Completed

(for you to fillout)

Fri Aug 31 & Fri Sept. 7 Reading Discussion Forum Caucus: Reading forum

Weekend II: Friday Sept.

14thReflective Essay I Caucus: Post in portfolio &

bring 1 print out to class

Friday Sept. 14th Thoroughly read syllabus and come

with questions

Friday or Saturday: In Class

Friday Sept. 28, Friday

October 5th

Reading Discussion Forum Caucus: Reading forum

Weekend III: Friday

October 12thCreative Reflection Friday night: In class

presentation

Friday October 12th Critical Essay: Seed idea Caucus: Post in portfolio &


Friday October 12th Program Planning Essay Caucus: Post in portfolio &



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Friday October 19, Friday

October 26


Weekend IV: Friday

November 2ndReflective Essay II Caucus: Post in portfolio &


Friday November 2nd Critical Essay: Draft I (5 pages) Caucus: Post in portfolio &


Friday November 9,

Thursday November 15th


Weekend V: Friday

November 16th

Reflective Essay III Caucus: Post in portfolio &


Friday November 16th Critical Essay: Draft II (8 pages) Caucus: Post in portfolio &


Friday November 16th

Autobiographical Body Drawings Bring to class

Friday November 23rd,

Friday November 30th


Weekend IV: Friday

December 7thCritical Essay: Draft III (12-14 pages) Caucus: Post in portfolio &


Friday December 7th and

Saturday December 8th

Integral Learning Group Projects In class Friday and

Saturday

Friday December 7th Self Assessment Narratives Email Sonya OR bring one

print out to class

Friday December 14th Integrative Essay Caucus: Post in portfolioAND email to Sonya/Sara

VIII. Caucus:

We will be using caucus as an online platform to keep in touch and learn together outside

of CIIS. You are required to check caucus at least twice a week for updates,

clarifications and requests. Remember caucus is a public space, if you have a private

message for Sonya, Sara or anyone in the cohort; please send it by email or by phone. If

you have technical questions about caucus, they should be sent to March Hajre-Chapman

at [email protected]


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IX. Readings

The readings for the term will be comprised of the texts listed below, the course reader

and handouts provided each cohort weekend.

1. Patel, Shailja. Migritude. New York: Kaya Press, 2010.

2. Cohort N: Self and Society, Modern Perspectives and Integral Learning

Reader. Reader is available for purchase at Simply Brilliant Press. You can

either order on the phone and have the readers shipped to you, or pick up atthe store location.

3. Handouts : Youll receive a few articles in the form of printouts each cohort

weekend. This allows the faculty and students the opportunity to identify and

address themes that emerge particularly from the cohorts experiences of thesemesters curriculum.

You should also have purchase the following reference text for all three semesters:

4. Hacker, Diane. A Pocket Style Manual (4th edition). Boston:Bedford/St,

Martin, 2003.

The articles for this course will draw from:

Self and Society

1. Johnson, Don Hanlon. The Social Body. Body: Recovering Our Sensual

Wisdom. Berkeley: North Atlantic Books, 1992. Read pp. 65-85

2. Grand, Ian J. (1998) Psyches Body: Toward A SomaticPsychodynamics in (Eds.) Johnson, Don Hanlon and Grand, Ian J.

The Body in Psychotherapy: Inquiries in Somatic Psychology.Berkeley: North Atlantic Books. Read pp. 171-193

3. Fienberg, Leslie. We are All Works in Progress. Womens Lives, Multicultural

Perspectives. Eds. Gwyn Kirk, Margo and Okazawa-Rey, 3rd edition, 2004. Read

pp. 164-168


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15. Hermans, Hubert. Introduction: The Dialogical Self in a Global and Digital

Age. Identity: An International Journal of Theory and Research 4 (4) 2004: 297-

320

16. Castillo, Ana. A Countryless Woman: The Early Feminista. Massacre of the

Dreamers: Essays on Xicanisma. New York: Plume Books, 1994. Read pp. 21-41

17. Flores-Ortiz, Yvette G. Voices from the Couch: The Co-Creation of a Chicana

Psychology. Living Chicana Theory. Ed. Carla Trujillo. Berkeley, CA: Third

Woman Press, 1998. Read pp. 102- 122

18. Martnez, Rubn. The Undocumented Virgin in Goddess of the Americas:

Writings on the Virgin of Guadalupe, New York: Riverhead Books, 1996. Read

pp. 98-112

19. Medina, Lara. Los Espritus Siguen Hablando: Chicana Spiritualities. Living

Chicana Theory. Ed. Carla Trujillo. Berkeley, CA: Third Woman Press, 1998.

Read pp. 189-213

20. Rodrguez, Juana Mara. Activism and Identity in the Ruins of Representation.

Queer Latinidad: Identity Practices, Discursive Spaces. New York: New York

University Press, 2003. Read pp. 37-83

Integral Learning

1. Brookfield, Stephen. What is Critical Thinking? Teaching for Critical Thinking:

Tools and Techniques to help Students Question Their Assumptions. Jossey-Bass,

2011. Read pp. 1-25

2. Kinchloe, Joe. Critical Pedagogy Primer. New York: P. Lang, 2004. Read pp.45-105.

3. Rich, Adrienne. Claiming an Education. Conversations: Reading for Writing.

2nd edition. Ed. Jack Selzer. New York: Macmillan Publishing Company, 1991.

Read pp. 608 611


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4. Chaudari, Haridas. The Evolution of Integral Consciousness. Wheaton, IL:

Theosophical Publishing, 1989. Read pp. 15-18 and 79-84

5. Ryan, Jim. The Complete Yoga: The Lineage of Integral Education. Revisions:

Journal of Consciousness and Transformation. 28:2 (2005). Read pp.24- 28

6. Wexler, Judie. A Model of Integral Education Revisions: Journal of

Consciousness and Transformation. 28:2 (2005). Read pp.29-34

7. Freire, Paulo The Act of Study in The Politics of Education:Culture, Power and Liberation. New York: Bergin & Garvey, 1985.Read pp. 1-4

8. Nakashima Brock, Rita and Jung Ha Kim, Kwok Pui-lan and Seung Ai Yang.

Recreating Our Mothers Dishes: Asian and Asian North American WomensPedagogy. Off the Menu. London: Westminster John Knox Press, 2007. pp.

293-306

9. Takacs, David How Does Your Positionality Bias YourEpistemology? Thought and Action. National EducationAssociation. (2003) Read pp. 27-37

10. hooks, bell. Remember Rapture. New York: Henry Holt and Company, 1999.

Read pp. 35-45 and 124-130

11. Cameron, Julia. Breakthroughs. Walking in the World. 2002 Read pp.137-141

(handout)

12. Elbow, Peter. Chaos and Disorientation. Writing Without Teachers. Read pp.

30-35

13. Miller, Tim. Embodied Pedagogy. 1001 Beds. Wisconsin: University of

Wisconsin Press. Read pp.141-150

14. Sawyer, Keith. The Power of Collaboration. Group Genius: Creative Power of

Collaboration, pp. 3-19

15. Boyd, Robert and Gordon Myers. Transformative Education.International Journal of Lifelong Education. 7: 4 (1988): 261 283


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16. Tennant, Mark. Transforming Selves. Journal of Transformative Education 3

(2005): 102 114. (IL, SS)

17. hooks, bell. Teaching to Transgress: Education as the Practice of Freedom.

Routledge: New York, 1994. Read Chapter 4,5,11,12. pp. 45-75, 167-189.


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12. Sloan, Todd. Damaged Life: The Crisis of the Modern Psyche.New York: Routledge, 1996. Read pp. 1-46 (MP, SS)

13. Arrizn, Alicia. Borders of Latinidad and Its Links to Mestizaje. Queering

Mestizaje: Transculturation and Performance. Ann Arbor, MI: University of

Michigan Press, 2006. Read pp. 17-48

14. Crdova, Teresa. Power and Knowledge: Colonialism in the Academy. Living

Chicana Theory. Ed. Carla Trujillo. Berkeley, CA: Third Woman Press, 1998.

Read pp. 17-45

15. Talpade Mohanty, Chandra. Cartographies of Struggle: Third World Women and

the Politics of Feminism. Feminism Without Borders: Decolonizing Theory,

Practicing Solidarity. London: Duke University Press, 2003. Read pp. 43-84

X. Writing:

i. The Writing Process

Revision is inherent to the process of writing. In writing we would like you to

consider building a relationship to revision and the drafting process. Drafting is a

necessary step to synthesizing, creating and presenting your ideas in writing. Also, in any

written work, there comes a time when discussing your writing other people is useful. It

is important to have a community of writers who both validate impressive aspects of your

writing, and also gently point out areas of writing that could use improvement. In this

vain, we have created opportunities for peer feedback from your cohort, dialog with your

faculty, one-on-one-meetings with your faculty, and the opportunity for each of you to

sign up with for multiple individual meetings at the CIIS writing center. On occasion, if

we feel that one-on-one meetings would benefit either your reflective or critical writing,we may require that you visit the CIIS writing center. We ask that you see this request in

the spirit of growth and not as a marker of your failure or inability to write. We highly

encourage each of you, regardless of skill level in writing, to utilize the one-to-one

writing assistance of the CIIS writing center.

To sign up for an appointment at the CIIS writing center, please request a session with a


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writing coach via MyCIIS. Here is the direct link:

https://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnz

On right-hand side of that page, you will find the Request an Appointment box to fill in

their specific request times.

You may also try this link to get directly to the Request an Appointment page:

https://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnz?

portlet=Tutoring_Request_Form )

If the above links arent working, to find the Appointment Request page on MyCIIS,

please follow these instructions:log in to myCIIS, click on the Academics tab, click onCenter for Writing & Scholarship (located on the left panel), and fill out the Request

an Appointment form.

Please note that students have the option to attach a writing sample to their request.

ii. Assessment

The following are some questions you might ask in assessing writing, either your own or

the work of others. These also reflect the questions that your faculty will be considering

as we read your work:

Cohesion: Is the essay cohesive? Does the piece make sense from start to

finish? Does the writer stray from her/his thesis? Does the writer build a

relationship between paragraphs? Does the writer offer transitions when moving

from one idea to the next? Can I follow the essay as a reader?

Voice: Is the writer speaking from her/his own voice? Does the writer try to

mimic some other voice? What hinders the writer from communicating in his/her

voice? How can we help the writer develop her/his voice?

Critical Reflection on Sources: Does the writer critically engage with the text?

Does the writer question the underlying assumptions of the text? Does the writer have

a dialog between the texts? Does the writer consider how the author is making

her/his argument?

Offer a Unique Perspective: Does the writer offer a new or unique perspective
https://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnzhttps://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnz?portlet=Tutoring_Request_Formhttps://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnz?portlet=Tutoring_Request_Formhttps://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnzhttps://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnz?portlet=Tutoring_Request_Formhttps://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnz?portlet=Tutoring_Request_Form


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on the readings? Does the writer bring subtle connections to light? Does the writing

allow the reader to see the readings in a new/different light? Does the writer move

beyond obvious connections to the more nuanced ones?

Specificity: Does the writer offer detail to support her/his argument? Does the

writer give specific examples to support her/his point? Details create depth for the

reader and help them to ground in concepts the writer is trying to convey.

Technical: Grammar and citations. Mastery of the technical aspects of writing

allows the reader to flow through your essay and focus on the content. All that the

writer is trying to accomplish is lost if he/she doesnt take the time to technical

aspects of writing.

Nota Bene: The writer refers to you. The author refers to the writer of the text aboutwhich the writer is writing.

iii. Citing and Sourcing

You are expected to know when to cite sources and when and how to use footnotes, in-

text citations and to create a bibliography. If you have trouble with this aspect of your

work, consult the Diane Hacker reference text for the term. If these resources are not

sufficient, you are encouraged to consult Sonya or Sara. You are not required to use the

MLA style used in this syllabus, we ask that you choose a style and stay consistent.

When considering which style to choose, ask yourself which set of disciplines or

professional field you are most likely to engage. (e.g., if you are heading on in

psychology, you may wish to use the American Psychological Association style manual).

We will let you know when your writing meets standard expectations for college-level

work and where it exceeds them. We will also let you know if your written work contains

consistent grammatical or syntactical errors. However, we will not be correcting or

otherwise proofreading your written work for mechanical problems. Knowing correct

grammar and usage, using accurate spelling, and ensuring careful typing and

proofreading are yourresponsibilities. If these are challenges for you, we can connect

you with a copy editor or some other resource to assist in editing your work.

iv. Formatting


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All written submissions need to be typed; a standard page is considered to be 12 point

type double-spaced with one-inch margins. Please number the pages and put your name

on every page. Please do not submit papers in binders, report holders, individual page

holders, etc. You always need to provide at least one copy apiece for each of thefacilitators; for some submissions you will be expected to bring copies to share with your

cohort members as well and you will be notified ahead of time.

XI. Participation

The emphasis on collective and collaborative learning means that participation during theweekends and engagement with your fellow students is a central feature of your

education. Be careful not to equate participation in the cohort with any one activity, such

as speaking. Thoughtful and careful listening is equally a crucial activity in the cohort.Some suggestions for constructive participation include:

Making attendance for the entire duration of every weekend the highest priority.

Considering what it means to be present to our dialogue.

Taking care of yourself. If you need to stretch, pee, or eat, as long as it will not

significantly impact the experience of others, do it.

Paying attention to times when you feel resistant to participation; reflecting on thesource of that resistance.

Taking risks by experimenting with different approaches to participation: if you are

usually talkative, try listening for an extended time; if you are usually silent, try

speaking up; if you usually rely on words, try a gesture or a sound to express yourideas.

Paying attention to both the content and the process of what is taking place in the

classroom. How something is said may be as meaningful as what is said.

In terms of interactive and experiential activities during the weekends, we

encourage you to take risks, but also to recognize when you might need to step backfrom an exercise. Your participation is strongly encouraged, but also optional, given

your comfort level.

Being mindful of the impact that socialization and historical inequities may be

having on the dynamic within the cohort. Consider the social significance of such

identities as gender, race, and sexual orientation and the ways in which suchdifferences may be affecting they ways in which you and others are participating.

Paying attention to any obstacles to full and satisfying participation that you

experience. Seek ways to discuss them with the cohort. If the conversation seems tomove too fast for you to find the space to share your ideas, suggest a strategy for

sometimes slowing the pace such as relying on raised hands or using a talking stick. If

you feel that conversation bogs downfor instance, because we are rigidly followingthe order in which hands are raisedsuggest a form that will allow for a more free-


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wheeling discussion. Be creative. We will not be able to accommodate everyone at all

times, andwhat we can do is be respectful of a variety of needs.

Considering that it might be okay to disagree with others or be disagreed with.Consider that disagreement need not mean that one person is right and the other

wrong; it may be that there are multiple right answers and truth may be

circumstantial or in the eyes of the beholder.

Being mindful that shaming and blamingeither of yourself or otherstends toclose off communication and close minds. Some of the greatest obstacles to learning

can be negative self-talk and fear of being attacked.

Consider when your participation is digressive, or self-aggrandizing, and how that

affects you own and the cohort process of learning.

Remembering that good intentions are no guarantee that the impact of what you saywill not be hurtful to those hearing it. Try to be open to hearing in return that despite

your best intentions you may have participated in a way that was uncomfortable or

painful for others. Acknowledging the unintended impact of your words or gesturesmay allow others to let go and move on. And be generous; stay open to anothers

good intentions, even if you feel attacked or discounted.

Remembering that this isyoureducation. If something isnt working for you,

nobody will know unless you find a way to tell us.

XII. Assessment:

All of your classes are graded as Pass or No-Pass.

In the course of the semester, the faculty will be providing regular responses to your

work. Our desire is to assist you in further developing your thinking, learning, and

expression. This may take the form of mirroring back to you some aspect of what you

have said or what we imagine you are trying to say, suggesting alternative ways of

thinking about your subject, or posing rhetorical questions. We consider our written

comments on your work to be elements in a dialogue with you and not a reflection of the

value we place on your work. You are not expected to respond directly to our comments,

though you may if you wish. Rather we look for you to consider our responses as you

engage in future writing. If we feel that you need to redo or revise a submission or if we

have any concerns that the overall quality of your work is below reasonable expectations

for successful completion, we will be direct in informing you of this, with specific

expectations stated. It is our intention to engage your work on the basis of the goals that

you set out for yourself. Also, responses to the integrative paper submitted will be folded

into your final evaluations for the term. For each writing assignment, you will receive

feedback from either Sara or Sonya. This allows us the opportunity to engage with


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your writing in more depth with each student.

At the end of the semester, you will be asked to engage in a self assessment narrative.

The self assessment narrative emphasizes your own sense of growth and development as

a student. You do not need to spend more then an hour on the self assessment. You will,in turn, receive a narrative assessment of your work written by the faculty. Again, we

will look at your development in terms of the goals you have set yourself, looking

primarily at the ways in which you have developed and expanded your capacities for

critical consideration of ideas and the process of learning.

At the end of the semester you will also be invited to evaluate the faculty and the

curriculum. We will also do an informal mid-semester evaluation on our third weekend

together.

XIII. Late and Incomplete Work:

It is imperative that you come to the cohort prepared, both by having done the reading

and completed any preparation and writing. Papers and projects are not simply products

to be reviewed at the end; they are an integral part of the learning process.

If you are unable to turn in your work at the time it is expected, it is your responsibility to

communicate with the faculty as early as possible. Let us work with you to understand

and find ways to meet whatever challenges have prevented you from meeting your

deadlines. Not completing your work in a timely way during the course of the semester

carries the risk of receiving a No Pass for some or all of your work. If you are uncertain

as to whether you have completed all of your work or not, do not hesitate to ask.

Communicating effectively with us is part of the learning process.

If for any reason you are not able to complete work by the end of the semester and you

need to take an incomplete grade, it is yourresponsibility to contact Sonya or Sara to let

us know that you need extra time. Such requests must be accompanied by a reasonable

written plan of how and when you will complete the work. There is also a form from theRegistrars office that must be completed. Incompletes will not be given unless they are

formally requested and making a formal request does not automatically mean that an

Incomplete will be granted.


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We look forward to a wonderful semester together.

N Syllabus FINAL[1]

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