Supporting Materials for Session: Presence of Mind: Modeling Integrative, Whole Student Support Presentation/Workshop for AAC&U General Education Conference, San Fancisco 16 February 2019 Presenter: Dr. James F. Walker – WalkerJF@Colorado.edu Program Director: Dr. Joan Gabriele – Joan.Gabriele@Colorado.edu Materials Attached: 1. Link to PREZI Presentation: https://prezi.com/view/GnvDrvvtroTvTUO1oooQ/ 2. Forms (see below)

a) Norlin Scholarship Application – 3 essay prompts (1 page) b) First-year one-on-one interview form (3 pages) c) Annual end-of-year narrative prompts (1 page)

3. Sample Syllabus (see below)

NRLN 2000: Constructions of Knowledge: Ways of Knowing in the Academy and Beyond (11 pages)

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Norlin Scholarship Application Essay Prompts:

1. Using the Norlin Scholars website as a guide, talk in detail about what it is that specifically

attracts you to the Norlin Scholars community over other learning communities at CU. How

does Norlin fulfill your idea of community? How would you fit in with Norlin Scholars? (500

word limit)

2. Tell us about a local, regional, national or international issue you became aware of either in

high school or your first couple years of college and an activity you got involved in as a

response to that issue. Analyze your experience of attempting to be part of the solution

instead of the problem. What did you learn (or what are you continuing to learn) as a result of

the experience? (500 word limit)

3. Name the most intriguing question you have related to your proposed field of study as it

stands right now. If you're unsure, choose an area of current interest that might turn into a

college major. What generated this interest? Where might you go with it? (350 word limit)

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SUEP New Student Interview Form Student_______________________________ Hometown/state_________________________ Date of interview_______________ Interviewer: _____________________________________

Circle one: Boettcher Scholar Norlin Scholar

Preferred Pronouns: He/Him/His She/Her/Hers They/Them/Theirs I. Personal information How are you doing? What are you missing about home?

Where are you living? Are you participating in a RAP?

How is your relationship with your roommate?

How’s it going socially?

What’s coming up for you in relation to the adjustment and transition to life at CU?

Emergency contact information (full names, relationship and phone numbers):

II. Academic and other interests

What brought you to CU?

What’s your major(s) / colleges? If you don’t have one yet, what ideas are you most interested in pursuing? If you know, what are your ultimate career or professional plans?

What classes are you taking this semester? How many credits are you enrolled in?

How is your schedule and workload working? Any classes you should drop or get help with? (Mention

ADD/DROP deadlines, tutoring and reasonable academic progress.) REMINDER: YOU MUST BE

FULL-TIME TO RETAIN YOUR SCHOLARSHIP. PLEASE CONSULT JOAN IF YOU HAVE

AN ISSUE REQUIRING A MODIFICATION TO YOUR STATUS.

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What types of activities or organizations aside from what you’ve already mentioned are you most

interested in pursuing?

What kinds of classroom activities and assignments, study habits and testing strategies do you learn most

from and what kinds challenge you most?

Name a couple of professional skills you’d like to develop and track in your time at CU. What ideas do

you have for developing them?

Boettchers:

Are you interested in doing research or creative work? If so, what ideas do you have? (Mention

Curiosity Lab and the conference).

Norlins: What thoughts and questions do you have about the Norlin research, scholarly or creative work

requirement? (Mention Curiosity Lab and the annual—required—conference).

Would you like to study abroad? If so, where? (Mention Norlin Scholarship’s applicability for CU-

affiliated programs, scholar grants for Boettchers, need-based and merit-based financial aid for

Study Abroad and UROP if applicable.)

What other scholarships are you receiving and/or programs are you in? What obligations are connected

with them?

If applicable, make sure the listed pieces have been covered in discussion:

• Norlin Requirements (courses, workshop and research)

• Norlin Leadership Opportunities (Conference & Office Interns)

• Boettcher Scholar Grants

• Boettcher Service Project

• UROP--include importance of developing faculty relationships

• Top Scholarships--include importance of developing faculty relationships

• Honors courses and graduating with honors

• Concurrent degrees, Law School collaboration, Pre-professional Advising & Career Services

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III. Self-knowledge and self-care

What are your biggest stressors right now and how do you manage them?

What do you like to do for fun?

How difficult is it for you to ask for help? When you do ask, who do you turn to for guidance or support?

What’s your process for making difficult decisions? Name a couple ways you want to grow personally while at CU and what you will do to develop them.

What else do we need to know about you that would help us provide you the best support possible?

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Norlin Scholars Annual Report Narrative

Please answer the following questions in as much detail as possible in short essays. We’re interested in your life here as a Norlin Scholar, your pursuits, and what’s important to you. Use at least a 12-point font, double space between essays and carefully proofread and edit your work. Please note: When you’re ready to graduate, you’ll be asked to complete an additional exit survey. The Annual Report Narrative must be received at suep@colorado.edu by June 1st at 5:00 p.m. Failure to do so will affect disbursement of your Norlin Scholarship for the coming year.

1) Crossroads experiences are times in our lives which lead to "self authorship," a term we use frequently in SUEP. These experiences require us to draw upon our values, to dig deep into what's really important to us and, frequently, to weigh difficult options. Crossroads moments always push us further in our development as humans. Talk about a "crossroads" moment you had this year that led you to either continue with or change course on your scholar's path. What were the most important aspects of this experience? Who, if anyone, helped you through/with it? How did it challenge you intellectually, emotionally, spiritually or in any other ways? 2) Talk about a significant experience you had with another Norlin Scholar this year. What made it significant? How did it enhance your experience specifically as a scholar? 3) How would you describe your role as a member of the Norlin community? When during the year did you feel most like a part of the community? How would you like to develop your role as a member of this community? 4) What are your plans--even if they're just beginning to percolate--about your research, scholarly or creative work requirement for Norlin? Tell us as much as you can! 5) How has SUEP’s emphasis on metacognition, self-reflection and mindfulness affected your growth this year? What practices or strategies are you using that you learned here in SUEP? (E.g. journaling, meditation, improv, yoga, walking meditation, pausing, silence, etc.) 6) SUEP honors joy, play, empathy, humor, compassion, spirit, curiosity, and creativity as essential elements of knowing, learning, relating and being. How did these elements show up in your life and what impacts have they had in these past two semesters? 7) What ideas do you have for deepening the support provided by this community? Feel free to attach an image representing your experience as a Norlin Scholar this year.

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Ways of Knowing in the Academy and Beyond NRLN 2000 – Spring 2019

Tues/Thurs 9:30-10:45

Dr. Jim Walker (he/him/his) WalkerJF@Colorado.edu

M.C. Escher

This course differs from probably all of your other courses in that its primary focus is you. As a skills-based course, it is not one in which you are expected to memorize or regurgitate information. It instead asks you to challenge yourself – repeatedly and continually – to explore, practice, and hone new skills: skills of analysis and critical thought; of self-interrogation and self-challenge.

Working on these skills successfully will require a commitment from you to engaging earnestly in several practices, including: concerted critical inquiry, creative risk-taking, and honest self-reflection; embracing the act of self-authorship as an ongoing process, one involving continual and prolific production, revision, and re-production; and creating a respectful and supportive group environment.

The class will be conducted as a semester-long, collaborative workshop. We will spend much time discussing, writing, and otherwise creating and exploring – inspired by readings, films, activities, other stimuli, and each other. Our focus of inquiry is how we know. What is the difference between a fact, an argument, and an opinion? Is the act of expressing or sharing inherent to knowing? (What is the status of knowledge that cannot be communicated?) What role does technology (increasingly) play in what and how we know? What is the relationship between knowledge, memory, and imagination? What roles do gender, class, ethnicity, ability-status, culture, etc., play in what and how we know?

At all times, as we engage with these and other questions, I encourage you to develop bold responses – and importantly, bold new questions – which challenge your initial viewpoints and habits of thought. Ready Player One! To succeed in the interactive exercise that is this course, select from the options explained here and below, according to category: Response Activities:

Reflect Two (2) at 80pts/each (160 total) Experience Two (2) at 80pts/each (160) Create Two (2) at 80pts/each (160) Lead One (1) at 120 pts (120) 600 (Response Activities total)

Other: Portfolio (3-4 re-done responses, with reflective essay) 150 Journal 100 Daily Participation + other assignments 150 Total points possible: 1,000

Teachers open the door, but you must enter by yourself.

-Chinese Proverb

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Explanations: • Response Activities are due on average every week to two weeks. You choose, from the lists

below, which options you wish to respond to within each category, as well as the order in which you wish to complete them. As there is much crossover with topics we will cover in class (see schedule), you are strongly encouraged to coordinate your responses, thematically, with our readings and assignments. NOTE regardless: Several of the Experience & Create activities require prep time – PLAN AHEAD. A note on formats: If your Responses are written, they should be 1-3 pages (typed, double-spaced), clear, polished, organized, and stapled. You are, however, encouraged to explore – and take risks with – alternative, creative formats as often as possible this semester. You should constantly consider the relationship between form and content. For instance: what types of stimuli prompt your audience to think about things…and which might prompt us to experience or feel something? How does either affect us? How can you manipulate, design, create, formats which evoke the desired response in us, your audience? I encourage you at all times to think beyond “standard” forms of writing – and indeed, beyond words on a page.

• Your final Portfolio is your opportunity to revisit and reflect upon your Responses all semester

long. This document should include 3-4 re-done Responses, accompanied by a summative, reflective essay interrogating – and demonstrating – how you have changed over the semester. For this essay, consider (among other questions): Which of the course activities pushed your boundaries farthest? …in what ways? Which scared you the most (either before or during)? Which surprised you the most? Which would you repeat, or hope/plan to do more of? When and how did you take your biggest “risks” this semester? Which paid off for you, and how? What do you take away from this? What have you learned/are you learning about how you learn? …What else? Also: Make at least one suggestion of a new activity for next semester.

• Attendance & Participation: You are expected to attend every scheduled class session, on time

and prepared. Since illness, emergencies, and other unexpected circumstances occur however, you are allowed three “freebies” – i.e. absences without penalty. Note that there is no distinction between “excused”/unexcused absences; save your “freebies” for when you need them. After three missed classes, each subsequent absence will lower your final grade 100 pts. (I.e. missing more than six classes = failing.) Note that missing classes lowers your Participation grade as well, as does arriving late or leaving early. (Three of these = one absence.) I am of course willing to work with students who encounter some significantly disruptive circumstance – to the extent that course objectives may still be met. As in all things, communication is key.

• Journal: As an integral part of our work this semester, I ask that you write in a journal regularly. This

journal is a place to reflect upon themes from our classroom readings, discussions, & activities – and

relate them to your own life. This activity is designed to encourage you to use informal, reflective

writing as a way of processing your own learning, by and for yourself. Doing so ought to help you

clarify your own thinking about challenging issues, as well as your expression – both of which will

help you in and beyond this class. I will occasionally give you prompts to inspire your journaling,

though I expect you to journal on your own daily (at minimum, once a week) in response to one or

more issues raised by our course that week. Bring your journal to class daily, as sometimes I will ask

you to reflect quietly during our class meetings. Journals will be collected and reviewed a couple times

over the semester. These dates will not be announced, and late journals may not be accepted. While

they must be legible, journals will never be evaluated for “correctness”. Again, your journal is your

personal space within which to take risks, explore questions you don’t have answers to, and connect

course themes and questions to your own life.

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University Policies

Accommodations: If you qualify for accommodations because of an alternative learning style, a physical or behavioral disability, or other reason, please submit to me a letter from Disability Services in a timely manner so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities in the academic environment. Information on requesting accommodations is located on the Disability Services website. Contact Disability Services at 303-492-8671 or dsinfo@colorado.edu for further assistance. If you have a temporary medical condition or injury, see Temporary Medical Conditions under the Students tab on the Disability Services website and discuss your needs with me.

Religious observances: I am happy to make accommodations for students who, because of religious

observances, have conflicts with scheduled classes or assignments so long as you notify me at least two weeks in advance. See the campus policy regarding religious observances for full details.

Inclusive learning environment: We learn best when we are able to be our most authentic selves. If you

prefer to be referred to by a name or gender pronoun different from those indicated by official rosters, please let me know ASAP. Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat all students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which they and their students express opinions. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. For more information, see the policies on classroom behavior and the Student Code of Conduct.

Sexual Misconduct, Discrimination, Harassment and/or Related Retaliation: CU Boulder is committed

to maintaining a positive and welcoming learning, working, and living environment. CU Boulder will not tolerate acts of sexual misconduct (including sexual assault, exploitation, harassment, dating or domestic violence, and stalking), discrimination, and harassment by members of our community. Individuals who believe they have been subject to misconduct or retaliatory actions for reporting a concern should contact the Office of Institutional Equity and Compliance (OIEC) at 303-492-2127 or cureport@colorado.edu. Information about the OIEC, university policies, anonymous reporting, and the campus resources can be found on the OIEC website.

Please know that faculty and instructors have a responsibility to inform OIEC when made aware of incidents of sexual misconduct, discrimination, harassment and/or related retaliation, to ensure that individuals impacted receive information about options for reporting and support resources.

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Academic Integrity:

• All work submitted for this course must be your own and must be created exclusively for this course. The use of sources (ideas, quotations, paraphrases) must be properly identified and documented using MLA or APA citation guidelines. If at any time you have questions about proper citation of sources, please come see me. When in doubt, acknowledge your sources.

• Note: I take issues of honesty, in all forms, quite seriously. There is no substitute for your own integrity. I will give you every opportunity to produce your best work and to clarify any questions you have about properly documenting outside influences. Given this, students found to have willingly plagiarized or in other ways cheated on any assignment will receive an automatic “F” in the course and be referred to the CU Honor Council (honor@colorado.edu; 303-492-5550). Honor Code violations can include: plagiarism, cheating, fabrication, lying, bribery, threat, unauthorized access to academic materials, submitting the same or similar work in more than one course without permission from all course instructors involved, and aiding academic dishonesty. Students who are found responsible for violating the academic integrity policy will be subject to nonacademic sanctions from the Honor Code as well as academic sanctions from the faculty member. I encourage you to familiarize yourself with CU’s academic integrity policy via the Honor Code Office website – and to uphold your own honor in all of your activities.

RESPONSE ACTIVITIES (by category): REFLECT (choose two/80 pts. ea.) Awe What is the relationship – for you – between Science and Awe? Note: your goal in this response – which can take any form you wish – is to convey something of that experience to your audience. Consider carefully: how can you make us feel what you experience(d)? Dream Envision utopia. Narrate an episode from there. First: Identify, for yourself, your top three or four personal values. Next, imagine: What would a society built upon these values look like? …a society in which everyone shares or is able to live up to them? (Remember, “Utopia” involves a society; not a personal fantasy.) …What types of institutions, customs, behaviors, interactions would develop? Now, write: Show these in action – already realized. →For this response, do not reveal what your selected values are. Let us discover them, based upon what you show us. (I.e. the writer’s maxim: Show, don’t tell.) …I love brainstorming this one. Talk to me. Citizen Reflect upon an encounter you’ve either been party to or witnessed in which race, gender, sexual orientation, or gender expression played a role. Letting the tone and spirit of Claudia Rankine’s lyric, Citizen, be your guide (click here to read a brief excerpt), narrate the experience from the perspective of any party or witness to the event – not necessarily yours – using the 2nd person: “you”. AI Am After watching Ex Machina (see schedule below) – and/or another film dealing with artificial intelligence (e.g. HER, Blade Runner, Moon…) – what questions (philosophical/ontological AND practical/legal) does the prospect of real “AI” raise for us as humans? E.g. If an entity is capable of rational thought and self-awareness, does it deserve equal rights? …Do origins matter, among thinking beings? (I.e. whether one is conceived naturally, created by test tube, in-vitro fertilization, or other method, or otherwise “made”?) Apart from the obvious, what distinguishes “programming” from “instincts”?

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Experience (choose two/80 pts. ea.) Routes Interview someone you admire from an older generation. How did they become the person they are? OR: Interview someone working in your field (or a field that interests you). What things do they like most/least about their profession? How has their career choice impacted their life? Again, how did they become the person they are? Mountaintop Attend a religious/spiritual service of a faith or belief other than your own. Find God there. (I.e. without irony or judgment, try to identify and discuss how these practitioners identify and honor their idea of a higher power through their chosen words and/or forms of devotion.) Note: If this experience does provoke judgment (or another response) in you, I am happy to discuss this individually. Ally Attend an ally training or information session for a group to which you would like to be an ally. E.g. the monthly “Safe Zone Trainings” offered by CU’s Center for Inclusion – or, for instance, something allied with CU’s BSA (Black Student Alliance), MESA (Moving to End Sexual Assault), Muslim Student Association, etc. See me for more options, and/or for suggestions on approaching groups respectfully if they do not offer an outreach session. Write about what you learn/experience about yourself through this interaction. Sustain Make one small change to your life or habits, toward greater sustainability. (See the CU Environmental Center’s suggestions at colorado.edu/ecenter/energyclimate/what-you-can-do and/or ask me for ideas.) Whatever you choose should be simple, tangible, immediate, and something you maintain for the entire semester. →After at least three weeks of enacting this change, respond to the following: Knowing that your one, small act will not stop global climate change or otherwise “save the planet”, why do you do it? Shake It Up Attend a cultural event off-campus that you normally would not. Consider: plays, opera, ballet, modern dance, film festivals, lectures, art exhibits, history museums, classes in ballroom/African/other dance, chorales/choirs... Write about, or otherwise create about, how the experience impacts you.

Very incomplete list of suggestions: (search these online, or see me for more) • Avalon Ballroom (dance lessons/events) • 1,000 Voices Project (African

singing/dancing w/Nii Armah Sowah) • Dairy Center for the Arts

• Boulder Ensemble Theater Company

• Kutandara (marimba/percussion

classes)

• Mosaic (non-religious, university gospel choir)

• Boulder International Film Festival MoB (Museum of Boulder)

• Boulder Museum of Contemporary Art

• Umbrella Improv Initiative

• Resonance Chorus or Sound Circle

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Create (choose two/80 pts. ea.) Fix-o-matic! What’s wrong with the world? …What will help fix it? Invent a product or service to help make the world a better place. Give it a catchy name. Create an appealing logo and jingle for it. If possible, present it in an infomercial to the class. (Consider: Who is its primary market? How will your marketing materials, above, appeal to them? Also: How will they afford it? What does it cost to make/deliver? How/where will you attain those funds for initial production/marketing/distribution? I.e. this should be creative – but practical.) Ineffable Identify an experience which changed you in some fundamental way – a moment in which you grew. Convey this experience, change, or feeling to the class through some form other than language. Holiday What needs or deserves to be honored, that isn’t? Create the holiday. Name it. Describe (and/or demonstrate) the practices of this holiday. How did your celebratory forms derive? (Consider: how did we get mistletoe, trick or treat, egg hunts…??) What are your invented forms intended to honor? Creativate Create a work of art for the class. Work outside of any medium that is comfortable for you. (Consider: Song? Dance? Video? Photography? Architecture? Other drawing/sculpture? Legos? Minecraft? Other digital?...) Other Got an idea for something else you want to try – in any of the categories above? …Pitch it to me!

Lead (1 only; 120 pts.) At some point in the semester, each student will lead the class in some experiential or otherwise learning activity. (Expected duration: 8-10 min – followed by discussion.) We will discuss these in class and I will ask you to submit a proposal of your activity to me at least one week in advance. What you choose to do with this activity can vary widely. This may be your chance to convey a significant set of knowledge on a topic of your choosing, to share a unique skill (to some critical or pedagogical end), and/or to present an interactive or creative response to one or more of the prompts above – or inspired by our class discussions and activities.

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Breakouts BONUS! These three activities are required for every student & are factored into your Participation grade. (I.e. they are not part of the categories above.) See schedule for due dates – though you may complete them at any time during the semester…and are encouraged to engage them early.

Power Up Have zero interaction with screen/media technologies (computers, phones, TV, radio…) for a minimum of 24-48 hours. Keep a log of your activities, thoughts, behaviors, interactions with others. What changes? How? What changes in you? In every case, go beyond the obvious. What thoughts and/or feelings do you have about anything you notice? Journal about your experience and observations – and/or convey them in some other form. Access Ability Walk through your entire one-day’s routine while pushing (not pulling) a wheeled suitcase or similar device. Never let its wheels lose contact with the ground, even for a moment. What do you experience and/or notice? Journal about your experience and observations – and/or convey them in some other form. Where in the World? Complete the 30 minute “Abroad 101” session either in person or online at studyabroad.colorado.edu. Then peruse the Study Abroad programs online and/or make a follow-up visit to the Study Abroad Office. Get information on at least one program you realistically hope to go on. Speak with an advisor to get your questions answered. (E.g. how can it fit into your major? How can you afford it? What scholarships or financial aid are available? When should you apply? Etc.) Then: Write an informative and persuasive letter to your parent/guardian describing one program you actually want to go on. Address as many counterarguments to your participation as you can, in an informative way. E.g. What kind of housing will you have while abroad? How long will you be there? What sorts of classes will you take – & how will they fit into your major? Are there language requirements? Scholarships? How (else) can you afford it? Answer these and any other relevant questions carefully. Note: this should be a realistic proposal for your study abroad year.

SCHEDULE NOTE: At all times, our schedule will be a constantly evolving work-in-progress.

Expect fluidity, serendipity, change.

Week 1 T Jan 15 Introductions & exercises (maps, story analysis) R Jan 17 Read entire syllabus. Come in with your questions ready.

DUE (1-2 pgs, typed, printed, stapled): Why are you enrolled in a university…really? What motivates you to be here? What do you hope to gain or achieve by completing a degree? In class: Devising of group norms & expectations (collaborative).

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Week 2 – Education (v.) systems Mon, Jan 21 – Martin Luther King, Jr. Day of Service.

Journal: Do you do anything to honor this holiday? Why/why not? How do you feel about it? (See email for list of events commemorating Martin Luther King, Jr. Day. You may fulfill the “Ally” prompt above by participating in one or more of them.)

T Jan 22 Self-directed class.

Before class: WATCH: Sir Ken Robinson’s two TED talks: “Do Schools Kill Creativity?” AND “Bring on the Learning Revolution” Optional: Read: Paolo Freire, Pedagogy of the Oppressed – Ch. 2 (on Google Drive) JOURNAL…about a truly transformative learning experience in your life. Who (if anyone) was involved? What made it so impactful? I.e. what were/are the crucial elements of truly transformative learning – for you? In class: I will not be present today. In an equitable and self-directing manner, share with each other your observations/responses to the three prompts. Assign 1-3 “scribes” who will summarize briefly, on Thursday, the group’s findings/consensuses (if any) about what makes learning transformative to the learner.

R Jan 24 READ: Excellent Sheep, William Deresiewicz – Ch. 1 (on Google Drive)

Optional: Read: Frank Bruni, “How to get the most out of college” (NY Times) DUE: R1 – first Response assignment (Choose from Reflect/Experience/Create categories described above.)

Week 3 – Neuroplasticity – or, Gray matters T Jan 29 Shawn Achor, “The Happy Secret to Better Work” (TED.com)

Amy Cuddy, “Your Body Language Shapes Who You Are” (TED.com) In class: Review basic MLA citations – and why we cite

R Jan 31 Read: Nicholas Carr, “Is Google Making Us Stupid?” (on Google Drive). → NOTE: You are

strongly encouraged to print this article before reading it. Listen to the CPR interview with Florence Williams, author of The Nature Fix: “Why Nature is Becoming the Rx for What Ails You” → NOTE: Listen to the final 16 minutes (starting at 29:00.) You may, of course, listen to all 45 minutes if you’re interested! DUE: R2 (second Response assignment – your choice)

Week 4 – Mind sets / Set minds T Feb 5 Elizabeth Kolbert, “Why Facts Don’t Change Our Minds” (on Google Drive) TheOatmeal.com, “believe” comic

R Feb 7 YourMorals.org – Create an account, then complete the “Moral Foundations Questionnaire”

& at least one other questionnaire (under “Explore Your Morals” tab). DUE: R3 (third Response assignment – your choice)

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Week 5 – Building the house we live in T Feb 12 Before class:

Watch: “The House We Live In”, part THREE of Race: The Power of an Illusion – streaming via CU Libraries* (60 min). (ONLY watch “Part Three”.) Read: Crystal Marie Fleming, “To be clear, White Supremacy is…” (on Google Drive) Journal on the most interesting or eye-opening information from the video & the reading. How does it relate to your life or the lives of others today? *NOTE: If you cannot connect to the Kanopy streaming video, try downloading & installing CU’s VPN

In lieu of class today: Attend one or more sessions of CU’s Diversity & Inclusion Summit (click for schedule). Journal separately on your experience/observations/learning there. (Do the video or article for today connect with anything you experience at the Summit?)

R Feb 14 Review your notes and journaling on Tuesday’s video, reading and Summit. Come prepared to report on the specific things you learned/witnessed/experienced. DUE: R4

Week 6 – The Boulder Experience T Feb 19 Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack” (on Google Drive)

David Wong, “5 Helpful Answers to Society’s Most Uncomfortable Questions” Optional: Do one or more Implicit Association Tests (IATs) on social attitudes, via Harvard’s “Project Implicit” website Journal about your reactions/responses to the readings (and the IATs if you do them).

R Feb 21 Before class:

Research: What information can you find exploring and explaining the history of Boulder – and CU? BONUS: How did your dorm get its name? Come prepared to give a brief (2 minute) presentation to the group.

**Special class visit to Museum of Boulder’s Boulder Experience** Take the Skip (or other means) and meet directly at the Museum by 9:45. (You will be able to leave early to return to campus.)

Week 7 – Speaking Across Difference T Feb 26 Readings TBA – Debrief Museum of Boulder experience R Feb 28 Watch: Jay Smooth, “How I learned to stop worrying and love talking about race”

Ash Beckham, “I’m So Gay” (Ignite.com) Ken Tanaka, “What Kind of Asian Are You?”

DUE: R5 → Sign-up for Lead activities

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Week 8 – Media & Gender T Mar 5 Watch Miss Representation (90 min) – streaming via CU Libraries (Again: You may need to

install CU’s VPN in order to access the Kanopy streaming video file.) Journal about three (or more) specific issues raised by the film and how they intersect with your life.

R Mar 7 Watch The Mask you Live In (90 min) – streaming via CU Libraries. (Again, install CU’s VPN if

necessary, to access.) Journal about three (or more) specific issues raised by the film and how they intersect with your life. DUE: R6

Week 9 T Mar 12 TBA – Continue/conclude media & gender activities

R Mar 14 “What you can’t see…”

Bring an artifact from your life or something that “represents you”. Come prepared to tell us what we can’t know about you, or your story, by looking at it/you. DUE: “Access Ability” response (journal OK)

Week 10 T Mar 19 First Student Lead activities (1-3) R Mar 21 “Next-gen flexible robots move and heal like us” (CU Boulder Today, 4 Jan, 2018)

“The immortalist: Uploading the mind to a computer” (BBC.com) Exercise: Cyber Art (artifice/mimicry v. authenticity/inspiration) DUE: Where in the World? Study Abroad response (POST to Google Drive folder)

Week 11 – Mar 25-29 SPRING BREAK – Have a restful/fun week!

Week 12 T Apr 2 Locate & watch on your own: Ex Machina (2 hrs) – Hint: Organize a viewing party!

Journal: In what ways is this a film not about robots, but about human ways of knowing? R Apr 4 WATCH: Chimamanda Ngozi Adichie, “The Danger of a Single Story” (TED.com) AND

Brené Brown, “The Power of Vulnerability” (TED.com) Journal: What “single story” experiences have shaped or affected you?

→ In class: Discuss “Beyond the Single Story” projects & final portfolios. DUE: “Power Up” response (journal OK)

Norlin & Boettcher Scholars – CU Boulder Supporting materials for AAC&U presentation 16 Feb 2019

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Week 13 Conference on World Affairs week (CWA) – Apr 9-13 T Apr 9 In lieu of class today, attend one or more CWA events. (Click above for schedule.)

Journal about what you witness/learn. R Apr 11 Debrief CWA, Access Ability experience and Where in the World

(In class: Metacognition Self-Efficacy Survey?) Saturday, Apr 13 – Scholars Conference! 12-6pm; Eaton Humanities Bldg (attendance required)

Week 14 T Apr 16 Debrief Scholars Conference; Student Lead activities: 4-6

R Apr 18 Student Lead activities 7-10

Week 15 T Apr 23 Student Lead activities 11-13

DUE: Portfolio (except for those presenting today) R Apr 25 Final Lead activities 14-16

FCQs administered (in class)

Week 16 T Apr 30 Begin “Beyond the Single Story” sharing

DUE: “Beyond the Single Story” – presented or read aloud in class R May 2 Final sharing of “Beyond the Single Story” projects

Closing activities & celebration!