Chadbourne Residential College (CRC) Student SEED Seminar SYLLABUS
Spring 2011 * Tuesdays, 4:30-7:00pm, Barnard Buffet Room (B11) * Integrated Liberal Studies 199, section 60 * 3 credits
Course Overview:
SEED = Seeking Educational Equity and Diversity. This seminar is a place for participants to share their lived experiences, learn from the lives of those we are in community with, and build an inclusive community while engaging in deep critical thinking around issues crucial to our world today. This is a unique opportunity to meet in a challenging and respectful environment for much needed (and facilitated) conversations on defining aspects of our identities.
In the Student SEED seminars, participants critically reflect on and share their experiences with race/ethnicity, class, gender, sexual orientation, ability, religion/spirituality and other aspects of identity while simultaneously exploring in community issues of impact in and on the environments they live, learn and work. In other words, we engage the “textbooks of our personal lives” as the basis for exploring the “textbooks of our community lives”.
CRC Student SEED Learning Goals:
· To self-reflect on and share our relevant experiences with power, privilege, oppression and resistance across race, class, gender, sexuality, ability and other social groups historically, currently and in regard to the UW campus and Madison community
· To provide opportunities in which participants are open to being vulnerable with each other in order to have critical, open, and honest dialogues around issues of identity and social justice
· To enhance the CRC experience for class members and their networks in CRC, including actualization of the CRC mission
· To provide space for relationship building between students who otherwise might not have come together and create a sense of inclusive community and support for each participant
· To develop a greater understanding of institutional oppression and examine our individual roles as both oppressors and oppressed
· To promote real world application of knowledge and experiences gained through the course
· To promote the acquisition of integrative learning across often segmented parts of our lives; that is, to increase our awareness and knowledge of the intersections of our academic, physical, social, personal, emotional, and spiritual lives.
CRC mission:
CRC sponsors this SEED course section each spring semester in order to provide opportunities for residents to deepen their relationships with each other, continue on their own journeys toward responsible citizenship, and to actualize our mission:
As a partnership between University Housing and the College of Letters and Science, Chadbourne Residential College (CRC) is a vibrant community of students, staff, and faculty committed
to interdisciplinary learning and civic engagement for the purpose of developing
responsible, invested citizens in our local and global communities.
Theoretical Underpinnings:
While SEED is primarily about intra and interpersonal transformation, the approach and methods are grounded in research and theory. The following resources have informed the creation and facilitation of this course, and they give us all a common language and reference point from which to have our collective experiences. Our intention is for each of us to critically examine everything related to identity, diversity, and difference this semester, including these texts and theories. See our Learn@UW site for more.
“Making Systems of Privilege Visible”, Wildman, Stephanie and Davis, Adrienne. Readings for Diversity and Social Justice: An Anthology on Racism, Antisemitism, Sexism, Heterosexism, Ableism, and Classism. Ed. Marianne Adams et al. New York: Routledge, 2000. 50-60
“The Johari Windows: A Graphic Model Of Awareness in Interpersonal Relations”, Luft, J. and Ingham, H., Proceedings of the Western Training Laboratory in Group Development. Los Angeles: UCLA (1955)
“The Cycle of Socialization”, Harro, Bobbie. Readings for Diversity and Social Justice: An Anthology on Racism, Antisemitism, Sexism, Heterosexism, Ableism, and Classism. Ed. Marianne Adams et al. New York: Routledge, 2000. Pp 15-21
“The Cycle of Liberation”, Harro, Bobbie. Readings for Diversity and Social Justice: An Anthology on Racism, Antisemitism, Sexism, Heterosexism, Ableism, and Classism. Ed. Marianne Adams et al. New York: Routledge, 2000. pp 463-469
Seven Course Requirements:
1. Attendance is absolutely critical to the success of the seminar for all. If you are absent, everyone’s experience is diminished. Our expectation is that you will attend every seminar. If you are unable to attend, communication is key. You are expected to contact a facilitator regarding your absence BEFORE before the scheduled session, unless that’s impossible. You are still expected to participate by turning in your written reflections.
2. Engaged Participation is a fundamental expectation for all participants. Necessary to learning from the ''textbooks of our lives'' is each participant’s willingness and effort to contribute to the dialogue and invest in the topics and issues covered each week. It is critical that every moment of class time is used to share, listen to, and think about ideas relevant to each week’s topic. An engaged participant will consistently...
- listen actively to the experiences, ideas, and thoughts of others
- Respectfully question unclear ideas, concepts, and readings
- Thoughtfully express ideas, opinions, and experiences
- Internalize and personalize concepts and think introspectively
- Honor each of our unique backgrounds, experiences and wisdom
- Embrace the fact that we are all “works in progress”
3. Written & Experiential Reflections Each week you will need to turn in – via the drop box on our Learn@UW site <https://learnuw.wisc.edu/> - a two page (minimum), double spaced reflection in response to an assigned topic. The purpose of the written reflections is to thoughtfully and thoroughly reflect on the assigned readings/topic and their relevance to your life. These written reflections should be turned in by 12:00pm NOON on the Thursday(s) following class. See attached sheet for further information.
4. Course Readings are a key basis for our seminar discussions and are available online at our Learn@UW course site <https://learnuw.wisc.edu/>. The readings are critical to each class because they provide a common ground, common language, and common ideas to prompt discussion about each week’s topic.
5. Openings & Closings: As a way to share each of us will sign up for an "opening" or "closing" sometime during the semester. During the opening or closing part of the class, we will share something about themselves- about our identity, something you particularly like, or anything meaningful in your life. For example, openings/closings could be listening to a song that has particular meaning (with an explanation of that meaning), sharing a memorable story from childhood, leading the class in a meaningful activity (if being a yoga instructor is a large part of who you are- perhaps we all could do a few poses) - the possibilities are endless and creativity and thoughtfulness are encouraged!
6. Diversity Dialogue Attendance and Journal: each member of our course will attend at least one Diversity Dialogue as a way to “see” social justice in action on our campus. Before you sign up, please read the entire web site thoroughly to understand the context of what you’ll be attending as well as the goals. That information, and the times, are here: http://www.education.wisc.edu/cp/Diversity_Dialogue/default.asp. After you attend, please write a one page journal responding to a significant aspect of the experience for you. Avoid summarizing; work to make meaning as you write as you process your experience. Note that the journal needs to be loaded in Learn@UW within 72 hours of your participation.
7. Campus, community, or CRC Social Justice Event attendance: throughout the semester, each of us will enhance our SEED experience and learning through attending at least two social justice focused campus or community events (above and beyond the Diversity Dialogues above). More are encouraged, as you’re able to attend or lead them. You will participate and complete the journal exercise at least once before March 10, and at least once after spring break. In order for the experience to “count” - you will write a one page reflection due to your journal facilitator within 72 hours of the event! Turn in this journal in the Learn@UW drop box like all other writings for SEED.
Here is a starting list of ideas. As the semester progresses, more ideas will be posted in Learn@UW, and you are encouraged to discover your own!
· Multi-cultural Student Center Social Justice Training Series: http://msc.wisc.edu//socialjustice/programs.php
· White Privilege Conference in Minneapolis (CRC Trip) in April: email Meghan Connors at meconnors@wisc.edu
· History of LBGT Activism in Madison presentation in CRC by Scott Seyforth, Educational Leadership and Policy Analysis doctoral candidate, late February, date TBA.
· Rosa Clemente visits campus this week! http://msc.wisc.edu///socialjustice/speaker.php
· Center for Cultural Enrichment (CCE) and Diversity Coordinator events: http://www.housing.wisc.edu/diversity/events.php
Significant Learning Project. To be discussed in class during the first few weeks. Due our final day of class.
Assignment Due Dates:
Written reflections due Thursdays by 12:00 noon on Thursdays in Learn@UW beginning 1/27/11.
Accommodation:
“Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society.” - United States Congress 1997
Any student eligible for and needing reasonable accommodation or academic adjustments due to a disability should make arrangements with their reflection group leader before the third day of class, or three weeks before the adjustment is requested.
Facilitators: Please contact us with any questions or concerns. We need your feedback to make this a positive learning experience for all, and improve this course and initiative in the future. Facilitators do not have set office hours, but will let students know when & how to arrange meetings as needed. Please see your paper copy of the syllabus for contact information. (We did not want to post that online).
Faculty of Record (name on Student Center):
Caton Roberts, Ph.D., Faculty Director, Chadbourne Residential College & Department of Psychology
Caton Roberts, Ph.D., Faculty Director, Chadbourne Residential College & Department of Psychology
Grievances:
As students, you have rights to ethical teaching and appropriate classroom environments. If you have issues or complaints related to the teaching of this course, our policy is that you start by addressing them directly with the instructor. If that is unsatisfactory, you can contact the Faculty Sponsor of this course: Caton Roberts, PhD, CRC Faculty Director at cfrobert@wisc.edu.
Notes Writing Self-Reflective Learning Journals – CRC SEED, Spring 2011
According to Dewey, reflection consists of “turning a subject over in the mind and giving it serious and consecutive considerations.” Learning occurs when we take in information, think about it, make sense of it, and fit it into what we believe to “know.” This may mean changing what we already know, expanding our understanding, or rejecting the new information. Experience by itself does not necessarily result in learning.
Experience becomes learning when critical reflective thought results in knowledge that leads to informed action. It is for this reason that you are being asked to engage in reflection in this class: reflection helps us “make sense of,” or make meaning, of new experiences and information. Essentially, reflection helps us produce knowledge which then helps us make more intentional, informed decisions.
Learning how to analyze content is an important step in the learning process, and learning is enhanced when we incorporate our feelings, honor intuition, and integrate, construct, and connect experiences and knowledge. Reflective writing enables us to document experiences, thoughts, questions, ideas and conclusions that signpost our learning journey. This is a way of creating our own knowledge.
There really isn’t a “right” way to write a journal and that is one of the reasons why your journals will not be graded for content. Instead your entries will be judged by your genuine engagement and learning as represented through your entry. You do not need to have a complete thought before starting to write. These journals should be an act of learning while doing, as discovery through the writing act itself.
Journal entries will count as part of your participation points. The comments written on journals are there to encourage your continued reflection, which can lead to your increased learning. Comments may include: nudging you to another mode of thinking, helping you make connections between issues or observations, raising questions you might consider or providing assurance, encouragement or validation for how you are thinking about challenging issues.
It is important to understand that the reflective journal you are writing for this course is a learning journal, and one which will be read by someone other than you. Having others read your thoughts and feelings can add to the learning possibilities for everyone. Since this is not a totally private piece of writing means that a few, shared guidelines need to be established:
- We each understand that each of us has come to this class with our own set of experiences and are engaged in our own learning process. Everyone has a different comfort level with this type of engagement to learning and we will be sensitive to these differences.
- Information that is very personal should be shared only as relates in some way to the course.
- Permission must be received from the writer before any part of the writing is shared with others.
Student SEED Grading Rubric*
Spring 2011
The following is the grading criteria we will be using to evaluate each participant in the course:
PLEASE NOTE: A student who does every reflection and reading response, attends every class and completes the final paper is not guaranteed an “A.” This course is about personal growth, challenging comfort zones and engaging in honest SELF-reflection. You will be working in collaboration with your facilitator and reflection group to check-in on your own personal growth and commitment to this course. The key to these assignments is to see that you are progressing towards the goals that you’ve set for yourself and being responsive to community feedback.
A: An A-participant consistently exceeds the expectations of the course as outlined in the syllabus. SEEDster is able to share relevant personal experiences in a vulnerable way that helps to facilitate their own and other’s learning. This participant completes all journals and assignments on time and incorporates facilitator feedback into their subsequent reflections. This participant is able to articulate learning through multiple formats including writing, in-class discussions and one-on-one meetings with facilitators. SEEDster understands the individual issues as well as the systemic issues involved in social justice. This participant uses a balance of resources (personal experience, assigned readings, in-class discussions, reflective writing and meetings with facilitators) to engage others in dialogue. SEEDster is able to challenge other participants in ways that help facilitate the learning for all participants. This person is absent no more than twice and both absences are made up as outlined in syllabus. This participant is “on” all of the time and constantly and consistently reflecting and showing that the SEEDster is fully engaged in the process and works to understand the “self” that is present.
AB: An AB-participant usually exceeds the expectations of the course. This participant not only completes all journals and assignments on time but takes the time to incorporate facilitator feedback into their subsequent reflections. SEEDster is usually able to articulate learning either through reflections and responses, class participation or one-on-one meetings with facilitators and how that learning is relevant to their own personal experiences. SEEDster usually demonstrates the ability to participate outside of their comfort zone. SEEDster has a maximum of two total absences of which one may be unaccounted for. This participant is able to clearly reflect on their own personal experiences with power, privilege, oppression and resistance either through reflections and responses or through in-class conversations. This SEEDster frequently contributes to group learning.
B: A B-participant meets the expectations of the course. This participant completes all journals and assignments in a timely manner. This person reflects on personal experiences in writing but rarely engages in other ways. On most occasions this participant is able to articulate some learning either through the reflections, class participation or one on one meetings with facilitators. SEEDster has a maximum of two total absences of which one may be unaccounted for. On occasion SEEDster demonstrates the ability to participate outside of their comfort zone. This participant comes to class and makes an effort to participate in and contribute to group learning.
BC: A BC-participant meets the expectations of the course. This person completes most journals and assignments in a timely manner. Some of this participant’s written work reflects personal experiences, but often this participant stays on a safe, surface level. On most occasions this participant is able to articulate some learning either through the reflections, class participation or one on one meetings with facilitators. This SEEDster has a maximum of two absences. Most of the time, this person comes to class prepared to contribute.
C: A C-participant meets the expectations of the course. This participant completes many of the journals and other assignments in a timely manner; however, this participant rarely engages in deep self-reflection. In this way, SEEDster does not attempt to use self as textbook. SEEDster participates infrequently in class and, thus, rarely contributes to group learning. This participant has been absent from the class up to three times. All-in-all, this person has achieved few of their personal goals for self-growth (as defined in personal assessment).
D: A D-participant fails to meet several of the course requirements including consistently turning in late journals and other assignments, being tardy to class, failing to set an appointment for one-on-one times with facilitator, and/or turning in a late or incomplete final project. This SEEDster may have been in class but rarely participated and, thus, did not contribute to group learning. This participant has missed up to three classes. This participant does not attempt to use self as a textbook and, therefore, has met few or none of their personal goals for growth (as defined in personal assessment).
F: An F-participant fails to meet the expectations of this course. This SEEDster completed few of the journals and assignments in a timely manner. This participant may have three absences that are not accounted for. When this participant attended class, they rarely participated and did not contribute to group learning. This participant may have also failed to turn in the final paper on time. This person may have engaged in behaviors detrimental to group learning or displayed inappropriate class behaviors despite conversations with facilitators.
*late or unaccounted for journal entries will have a significant impact on your final grade for the course
