Course Syllabus

Dr. Michael L. Naylor / Email: mnayl@umich.edu

Class Day/Time: M/W 12:10-2 p.m.        Class Room:  1804 SSWB         Course Number: CSP 105

Office Hrs.: M/W 2-4 p.m. (or arranged)        Location: 1153 Angell Hall (CSP area)

"People of different religions & cultures live side by side in almost every part of the world, and most of us have overlapping identities which unite us with very different groups. We can love what we are, without hating what – and who... we are not. We can thrive in our own tradition, even as we learn from others, and come to respect their teachings." —Kofi Annan, Former Secretary-General of the United Nations

Overview:

“Insiders/Outsiders” Reading and Writing Seminar examines the causes and effects of discrimination, culture biases, racism, and religious/gender biases in a pluralistic society (specifically America). Course readings and films are 20th-century authors: African American, Native American, Latino/Latina, Asian American, Arabic/Muslim, Romani, & Jewish.  Students examine ways in which ethnicity (ethnic identity), race, and racism affect communities, educational institutions, families, and interpersonal relationships.  This seminar will also encourage the student to examine their own position and experiences against the evolution of current constructs of social/cultural hierarchies, privilege, and inequity from societal, personal and global perspectives. Students will read a range of fiction and non-fiction from poetry to scholarly discourse as well as view films and media in order to formulate their own critical opinions for presentations in class as well as in writing a variety of critical thought discussions, essays/papers, and creative or media relevant projects worthy of publication/posting or adding to the dialogue themselves.

This course meets the LSA Race & Ethnicity and Humanities requirements. Texts, films, and discussions will focus specifically on ways that racial and ethnic intolerance has and is impacting our society. 

PRIMARY Course Outcomes:

RECOGNIZING &"HEALING" BIASES: Since the entire course evolves around you both “knowing yourself” (in what ways you are an “INSIDER”) and especially learning to grow and expand your capacities to respect others (learn to value “OUTSIDERS” on their terms), we will frequently work in groups to help us develop the necessary skill sets to embrace recognizing and overcoming embedded biases. Biases to Engage: Racial/Cultural, Academic/Assumptions of Intelligence, Generational/Age/Era, Religious, Historical, Morale/Values, Gender/Sexual, Ability, Beauty/aesthetic, etc.

Note: accepting and embracing biases, diverse visions of history and identity, and techniques to practice reducing or eliminating biases, converse on tough topics, & engage challenges is the pre-requisite to the topics themselves.

BUILDING QUALITY WORK – over the WHOLE SEMESTER (and carrying it beyond the class…)

Another course goal is to encourage you to BUILD quality and lasting contributions to the world over the 15 weeks of the semester.   That is: for you to "collect" bibliographic/citation support, as might relate to your own inclusion of equity and respect for others to use in your professional career/life.   We will ask you to put something into the world that has value, insight, merit, and worth -- motivated not by the grade, the credit, or academic outcome (exam, paper, etc.), but by genuine concern for justice/equity. 

Note: students will be encouraged to maintain an annotated bibliography of quotes, statistics, media, etc. to carry race & ethnicity equity/justice into their careers and lives, as well as use as support for their essays and final projects.

GROUP & FINAL PROJECTS / Working with Others to Find Common Ground / Pay it FORWARD: Immersion Learning (Learning by immersion in project work with others) and Creating scholarly projects in a group setting (working with those who differ in their backgrounds and experiences) on topics and beliefs we share (finding commonalities), and using the sum total of academic and creative abilities in the group (maximizing group/community efficacy to tell a story or put something of value "into" the world) is critical to the acculturation of selflessness and reinforcement of the belief that our abilities to serve others and improve the conditions of our world, is a mandatory "pay-back" for our education.

This Syllabus – all due dates, requirements, and grading criteria are subject to change during the course of the semester.  

Required Texts: MOST Readings will be PDF articles – located in Canvas: SEE LIST in Canvas Files

• ISBN: 0345514408 I know why the caged bird sings, Author: Maya Angelou., Publisher: Ballantine Books Ballantine 2009 Required Other Textbook Editions OK.
• ISBN: 1555919774 Walking the Rez Road : stories, Author: Northrup, Jim, 1993- Required Other Textbook Editions OK.

Films: In/Outside Class  -- Note: For "in-class" ALL films – they will start immediately at 2:05p.m. and go to 4 p.m.+  ON film days – please plan on getting to class early– and see if you can’t get a 5-10 minute allowance for any 4p.m. commitments (so you can see the entire film).

• 12-Years a Slave, academy award winning picture, 2 hrs.,15min.
• Straight Outta Compton, Biographical portrayal of NWA in reaction to social/racial conditions of the 1980's, 2 hrs, 47 min's.
• Chocolat, a tale of community, bias, and courage (Roma "outsiders"_. 2 hrs.
• The Kite Runner, based on the novel by Khaled Hosseini, 2 hrs. 8 min’s
• Bend it like Beckham, a cross-cultural comedy/drama of fusion and conflict depicting a Punjabi Sikh’s family living in West London, 1 hr. 52 min.;

Course Requirements/Assignments:

Individual work: 190 pts.

• Attendance & Participation:  70 pts. (including: mandatory office hour and advisor visit during the semester) 30pts at Midterm / 40 pts Final = 70 pts.
• Attendance/Participation includes: class attendance (on time), submission of all work (on time), and a "growth/learning" mindset as applies to all class and group work (being present & respectful: no texting during class, respectful language, etc.).  Much of your Participation points will be given for In-Class Group presentations / "outsider" respect.  Points may be deducted per incident/missed class or tardy/late attendance or work (unless excused);
• Office Hr./Advisor meeting: You must schedule and attend (a minimum) ONE office hr. (min.) with your instructor and ONE advisor session by Midterm. My email: mnayl@umich.edu

• In-Class Presentations AND “Reaction” Essays, Blogs, or Discussion Boards (to classes and readings) SEVEN In-Class presentations OR written essays over readings/films in Canvas Discussion Boards or CSP blog format: 10 pts. each = 70 pts. Submission: In-class presentations will be based on the quality of your presentation and teamwork; ALL writing submissions will be submitted on Canvas "text box" entry or attaching a word.doc (blogs require screen shot proof of post);
• Annotated Bibliography/Journal: 20 pts [at midterm] -- This will include a collection of class discussion ideas, quotes/paraphrases, with complete citation, page numbers and headings/sub-headings from all sources [scholarly, non-scholarly, and film]) to use in ALL your work (this class and beyond) = 20 pts.

• Bibliography: collect bibliography info and quotes from readings as you go. These are the most “impactful” phrases, key ‘gems’/ insights from each reading, class, film, etc.  ALL (if collected with intent) are potential sources for your own writing or media projects and can be used throughout your career;

• Midterm Research paper:  3-4pg. cross-literary comparative essay on readings and media used in class, using a prepared “annotated bibliography” of quotes, ideas, and observations from readings, films, class discussions – And additional outside research related to your final project theme = 30 pts.   

Group Process: 90 pts.

Group Projects are built through the entire semester as follows: a) Group class projects (designed to get you working as group and “used” to each other); b) Individual research (group discussions, data base research, discussion board, & individual midterm paper); c) Collaboration on full resources/talents in group – creation of project plan, and d) completion of the following:

See CSP Project List for Group Topics (Canvas/Files)

• Group Project Template: 25 pts.  Include: 1) What will be your end-product (film, live performance/presentation, web-project, etc.) 2) What roles will each student assume (try to divide efforts “nearly” equally), 3) Target dates, meeting day/times, due dates for each phase, Submitted on Canvas- 1 per group
• Group Interview Report: 15 pts. A key to success in any field is networking with those with more experience and expertise then ourselves.  Each group must interview TWO individuals with superior knowledge on their group topic.
• Report Immersion: a) pre-research on subject/interviewee, b) questions proposed/asked, c) summary of Immersion/Interview experience with CSP / UofM faculty or scholar "experts" (and brief summary of responses given and experience), d) plan to excerpt or connect the experience to your research project or group member careers.  Submitted on Canvas – 1 per group
• Final Group Project: Final presentation of Group project to CSP/College, including a planned and well-presented demonstration of all stages of the project process. Oral Presentation (Summary: individual research, group evolution of topic/project, roles, acknowledgement of “experts” and presentation of final work for CSP/University (Optional: to be posted on YouTube/CSP web platform): Total: = 40 pts.
• Individual “Group” Participation Post: Canvas = 10 pts. Each individual will submit an individual group dynamic/participation report.  This report evaluates self-awareness and group accountability.  That is: were you helpful, collaborative, invested (an asset to your group), or were you frequently absent, late, or non-invested, and your opinion of how the other group members participated.  How you evaluate yourself vs. how your group mates evaluate you are indicators of the “healthiness” of your group.  Submitted on Canvas.

Grading - Total Points: 280 pts                        

Grades will be posted in CANVAS.  Point to % Grade Conversions (Canvas automatically converts scores to % and grades.  Follow them through the semester… but know: you will get a good grade if you do “good work” – that simple).

The focus of your evaluation will be in your ability to respect “outsider” views and perspectives, demonstrate insightful/critical and invested thought on the readings/topics of the class, and the building of a ‘unique’ and creative written or presented analysis at both midterm and final semester stages – as may bring some vision and value to the world.