Freshman Seminar in Comparative Ethnic Studies 192-001: Identity and Transformation

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Freshman Seminar in Comparative Ethnic Studies 192-001: Identity and Transformation

Freshman Seminar in Comparative Ethnic Studies 192-001: Identity and Transformation

Ethnic 192-001—Fall 2015

TTh 3:30-4:45 / BOL B83

Rachel Ida Buff

Holton 313

Office Hours: T/Th 1-3

Email:

Office phone: 229-6483

Office Hours: Peer Mentor: TBA

Course Description:

What do we mean by identity? What are the forces that shape the formation of self and social identities? How are ideas of identity both meaningful and limiting? Can we choose who we will become or is that chosen for us? How does history affect our sense of identity? Do we need to be alike to get along?

Our thoughtful attempts to work through these difficult questions will help bring an enhanced understanding of who we are—individually and culturally. We’ll examine literature that addresses the concerns and challenges of “fitting in” and mine our personal experiences, background, and beliefs to share with our classmates a notion of “who I am.” Together we’ll provide a supportive and instructional space in which to discuss, explore, investigate and navigate the complex issues of identity.

Whether you come from a small town, a big city, the farmlands, from outside the USA, or someplace in between, where you are from is one way to identify yourself for others. But places of origin, like other “identifying” codes, can give others a false sense of knowing who you are, because people want to simplify, generalize, stereotype. Notions of self-identity are complex, and identification with gender, family, race, custom, and nationhood adds to this complexity. Our identities are shaped by mainstream culture, through schools, mass media and religious institutions, as well as by subcultural practices from punk music to surfing. Forming and sustaining a sense of identity is dynamic for most everyone.

This Freshman Seminar investigates ideas and practices of identity. We will begin by examining ideas of how the self is constructed, and use this personal lens to expand our understanding of how our own individual histories, languages, upbringing, gender and sexual identities, racial and ethnic backgrounds contribute to who we think we are. Through analyzing and sharing our own sense of identity, we’ll strive to gain new understandings about the kinds of diversity existing in our own classroom. Students will engage in research and give presentations on aspects of their own identity as well as about broader social identities. Ongoing small and large group discussions will engage students to become active learners in their own course experience.

Required Materials:

Jennifer Morales, Meet Me Halfway ** note: this book is the UWM 2015 Campus Read; all freshpeople should possess a copy.

Semester-long access to computer w/ Internet and printer (Students should make themselves familiar with UWM’s computer labs—requirements for printing materials, hours available, compatibility with home computers and files, etc.)

Learning Objectives: In addition to learning about various concepts of identity, I expect that you will develop your ability to read with discrimination, to think carefully and analytically, to listen with respect and comprehension, to discuss openly and honestly in small groups, class discussion and presentations, to work efficiently and productively both alone and in groups, to express yourself articulately both in writing and in conversation, and to give adequate attention to detail while also showing appropriate creativity in your research, essays, and final project. That’s a lot! But there’s even more . We will develop critical thinking by: exploring sometimes difficult, controversial and ambiguous topics; understanding and responding to different interpretations and views; and formulating and challenging our own evolving understanding of the topics. The work that we do in this class should help lead, in one way or another, to furthering these learning objectives.

Learning Process: This course will be run as a discussion seminar. Therefore, it will depend upon everyone’s active participation, which includes communicating your ideas as well as listening to others communicate theirs. For some of us, speaking out might come easier than thoughtful listening; for others active listening could feel more natural than speaking one’s thoughts. This course will ask you to develop both abilities. It will demand a high level of engagement and attentive, supportive involvement. We will rely upon one another to make the experience of this course worthwhile and enjoyable. Each of us should do what we can to assure that everyone leaves this course with good memories as well as enhanced knowledge and skills. It is important to do your best for your classmates, who should in turn give their best to you. I encourage you to challenge ideas, offer comments, and speak what is on your mind, as long as it is presented in a civil and non-confrontational way. An open, caring spirit is contagious! We will be forming and sustaining a supportive intellectual space and learning community, and will strive to be generous toward each other and ourselves in all aspects of the learning process.

You will be expected to come to class fully prepared to discuss the assigned material, to turn in all written assignments on time, to facilitate class discussions, and be an integral part of your own and your classmates’ learning experience. Since we have a great deal to do in each class period, I expect you to be on time and be present during the entire period of class. I expect you to grapple with material that may be new, unexpected, and sometimes disconcerting. Please, if you find yourself in difficulty with the course materials, with group work, in completing your assignments, or with any other aspect of the course, let me know as soon as you’re able in case I can help. Many students find themselves in difficulty with a course but mistakenly believe that their professors will not care or be able to help them. Often, we can find some solution by talking about it together.

You should check into our class D2L site at least a couple of times per week for readings, announcements and other information. This syllabus, most assigned readings and other course documents, such as assignments, can be found on D2L.

Freshman Seminar Program

Freshman Seminars locate you at the center of the classroom during your first semester with us and invite you to take an active role in your own education from the beginning of your UWM career. These courses differ in several ways from others you make take in the fall. They are smaller in size and broader in scope, in the sense that they are intended to enhance your skills (inquiry and analysis, critical and creative thinking, oral and written communication) and engage you in reflection about the process of learning at the college level. These transitional courses allow instructors and students to explore subjects of mutual interest, to talk to and learn from each other in spite of and because of their differences, to connect past and present as well as campus and community. Your Freshman Seminar instructors want to welcome you to UWM and involve you in the kind of intellectual activity that defines our work as scholars and teachers.

What is Ethnic Studies?

Comparative Ethnic Studies is an interdisciplinary academic program based in the College of Letters and Science. The program works cooperatively with university departments to offer courses designed to teach all interested students about various ethnic groups in the world.

The Comparative Ethnic Studies Certificate Program examines global and local processes of im/migration, and settlement, including the forces that shape the formation of cultural and social identities. It examines the histories, languages, religions, literature, and folklores of these groups, as well as racial and ethnic populations globally and in the U.S.

Comparative Ethnic Studies strives to produce new understandings about cultural diversity and social justice. The certificate program complements majors in any field. The Comparative Ethnic Studies major situates students in the study of multiracial society in the United States.

Course Policies:

  • Attendance: Part of your responsibility is to arrive for class prepared, with all assignments done for that class period. Another expectation is for all students to be respectful of your peers (and me) and arrive for class on time. Because this course includes a great deal of in-class work and participation, attendance is absolutely mandatory and the course has a strict attendance policy. Ideally, students would attend every class. But illness, and other emergencies are part of life, and I consider two absences without penalty reasonable. After two absences, your credibility and commitment are called into question, and your role in and responsibility to the learning community are compromised. Therefore, each subsequent absence—for whatever reason—lowers your grade. If, for reasons of work or other conflicts, students are habitually absent or late, they should drop the course. Your success in this class is vitally dependent upon your regular attendance; therefore, I expect everyone to attend every class –there are no excused absences. Students missing more than four 75 minute classes will not receive a grade higher than C for the course.

I understand that sometimes absences are unavoidable. Even so, absences are NOT excused, and you are advised to “save” your absences for emergency situations. If you add this class after missing a day or two you will be marked absent for the days you missed; you must also make up the missed class work by the next class or two, depending on when you add. Always speak to me before any planned absence.

  • Lateness and Leaving Early: I consider lateness and leaving early forms of absence. Not only is it rude to come in late, but also missing parts of class causes a distraction for everyone else. If you leave early without letting me know why in advance, you will be marked absent. All the time missed due to lateness or leaving early will be added together toward your absence total.
  • Late Assignments: All assignments are due on time,that is at the beginning of class on their due date, as many of the in-class activities depend on your work being done. Late work will affect the mark you earn for that assignment and in many cases will not be commented on.
  • Make-up Work: You cannot make-up work that we do in class when you are absent.
  • Disengagement: Being physically present in class is only part of what’s expected in attending this class. You are expected to do more than sit at the desk. If you are noticeably asleep in class, you will be marked absent. If you are observed swiping your phone or texting, you will be marked absent. Be aware: I will not call you out in front of the other students, but you may be marked absent for these violations anyway.
  • Extra Credit: The only form of extra credit available will be attendance at specific, announced on-campus films, lectures and events. Students will be expected to sign in at these events, and to do brief written and/or oral reports about them for class. Students are invited to suggest events to me by email at least one week prior. See below.

Required Work:

In-class activities (15%)

Notes on assigned readings and films (20%)

Five short writing assignments (25%)

Two peer-reviewed, revised essays (20%)

Two research projects (one written, one presented orally/visually) (20%)

In-class Activities: Some of our class time will be spent on activities that may involve writing, or sharing ideas, or working in Golda Meir Library. Most of these will be done in small groups, but they may also be done as a class or individually. The purpose of these activities is to practice academic skill such as writing, contributing discussion, and coming up with ideas that relate to the subject matter. They are worth credit, but since they are done during class in concert with classmates, they cannot be made up in case of absence.

Reading Notes: There will be a short reading assignment every week for most of the semester. You are expected to take copious notes on the reading. You should be prepared to hand in one page of handwritten notes at the end of class on the day the reading is due. You may add to your notes as we discuss the reading as a class. We will talk about the most effective ways to take notes on reading, but here are some basic ideas for getting started:

- highlight key terms (words or phrases that are important), or difficult words. Make note of these on your paper, and try to find a definition

- note what you find surprising, interesting, or confusing, and write how you feel about those passages

- look for moments where the text is reminding you of something you’ve seen or read or experiences, and write that down

- highlight a difficult to understand passage, then write your questions about it in the margins, or attempt to make an interpretation in the margins

- note passages you think are important to the author, and then rewrite them in your own words in the margins

- argue with the text, or agree with the text – make a written record

- If it’s a film, write a record of anything that strikes you as interesting, confusing, or memorable that might lend to a discussion about the film in class

Short Writing Assignments: These writing assignments often involve something other than what we traditionally call “writing”. You will explore notions of identity and the self, using a variety of compositional modes that represent the kinds of work you might encounter in college, including essays, but also including graphs, photographs, interviews, and poetry. All work must be typed, double-spaced, in 12pt Times New Roman font.

Formal Essays: You will write two formal, peer-reviewed essays during the semester. Again, these must be 4-5 pages typed, double-spaced, in 12pt Times New Roman. To receive credit, you must have a draft peer-reviewed by a classmate, and you must bring a draft of each to office hours (or alternatively, the Writing Center in 127 Curtin Hall.) You may bring a classmate to office hours with you.

Research Projects: The written part of your project will consist of 3-5 pages typed, double-spaced in 12pt Times New Roman, in which you present your thinking in response to research you’ve conducted on some aspect of identity. You will do this research using any resources at your disposal, but mainly you will use the Library’s database system to find texts. In addition to the written document, you will construct a visual presentation using tri-fold poster, a PowerPoint or Prezi, and deliver a short oral accompaniment to this presentation to the class near the end of the semester.

Extra Credit: You may receive up to 10 points of extra credit during the semester to be added to your final score. To earn up to 5 points, attend and do a review of an art exhibit, a film, a reading, a lecture, or a performance here on UWM’s campus. To receive full credit, the review should be 2 pages long and should contain specifics from the event, as well as a quote from someone from an organization involved with the event, or from an audience member.