CSP 105 001 FA 2019

CSP 105 Reading & Writing Seminar “Insiders/Outsiders” (Syllabus & Activity Schedule) - FALL 2019

University of Michigan

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

Class Day/Time:M/W 2:00-3:50 p.m.  Class Room:3353MH   Course Number:CSP 105-001

Office Hrs.: M/W 12:30-1:50  and 4-5 p.m. (or arranged --Fridays])   Location:1150 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 both the perspectives of those within and exterior to racial and ethnic cultural groups, where we may find ourselves on the cultural competency continuum (based on experiences, education, and exposures), and the causes and effects of historically evolved hierarchies of discrimination, culture biases, racism, privilege and ethnic/religious/gender identity definition in a pluralistic society (today ALL societies are largely pluralistic, but a large focus will be on that of America). Course readingsinclude scholarly and literary writings and media as determined relevant from those within each culture: Native American, African American, Latino/Latina, Arabic/Middle Eastern, Jewish/Romani & from intersectional demographics and orientations including: religion, gender, LGBTQ and ability diversity.   

Students will read(view/observe/listen) and write(reflect/create-incl.Media) through an assortment of diverse expressive forms and genre including, Academic discourse: (scholarly and non-scholarly research-based writing and documentary film/TedTalks), and Literary: (fiction prose, short stories, poetry, song lyrics and spoken word, feature films, and music videos etc.).  Students will examine ways by which racial and ethnic identities, hierarchies, and histories affect communities, educational institutions, families, and interpersonal relationships.  This seminar will also encourage the student to examine their own position on the cultural competency continuum and how they might increase their experiences and knowledge in the interest of moving ever-further towards cultural literacy or proficiency in order to become more “globally literate”. Students will work often in groups in order to learn respectful and culturally humble disciplines of discourse with those from diverse backgrounds and will prepare class presentations and projects as a means of increasing their capacity to engage and share experiences in the most diverse settings.

This course meets the LS&A Race & Ethnicity and Humanities requirements.

PRIMARY Course Outcomes:

Increasing Cultural Proficiency: Recognizing &"healing" Biases and Mis-information. Since the entire course evolves around you both “knowing yourself” (in what way you are an “Insider”) as well as where your experiences and knowledge fall on the cultural literacy or competency spectrum to others (“Outsiders”).  The key to success in this course will reside in the student’s willingness or motivation to learn, grow and expand their capacities to respect others (on their terms (giving all cultures/identities the right of self-determination).  We will frequently work in groups to help us develop the necessary mind and skill-sets to embrace recognize and overcome biases (implicit & explicit) Identities/Biases we will Engage: Racial/Cultural/Ethnic, Assumptions of Intelligence/literacy, Generational/Age/Era, Religious/Purpose Identity, Historical evolution of Morality/Values/Purpose, Gender/Sexual, Ability, and Wealth/Poverty.

Note:embracing biases as organically human, accepting diverse visions of history and identity, and practicing the mindsets and discursive techniques to reduce biases, conflict, or converse with humility on diverse topics & embrace challenges is the “outcome” of engaging the most diverse topics from the perspectives of the “insider.”

Required Texts: ALL Readings will be PDF articles located inCanvas: SEE LIST in Canvas Files - Students will need access to Internet for YouTube videos or to access films through Netflix of Xfinity.

Students may optionally  purchase or check the following out from the Library:

• ISBN: 0345514408I know why the caged bird sings, Author: Maya Angelou., Publisher: Ballantine Books Ballantine 2009, 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). NOTE: This list will change as we solicit more insights and ideas from students and faculty in each culture group.

Chocolat, a tale of community, bias, and courage -Roma "outsiders"- 2 hrs.

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.;

Optional:(Extra Credit: 2-5 pts. based on participation)  ANY student may sponsor a FILM night for the class (and your friends)

Class Film Night: Straight Outa Compton, bio of NWA and the fight for freedom and honestly of expression – 2 hrs.27 minutes OR Blackkklansman – a Spike Lee film that highlights the abuse of racism as undercover police infiltrate the klan– 2 hrs. 15 min.’s or "Unlikely" a recent documentary about the deficits and needed changes in Higher Ed. to be equitable and "fair" to all.

Class Film Night: The Kite Runner, based on the novel by Khaled Hosseini - 2 hrs. 8 min’s

Class Film Night: Spirit Game,documentary about Native Nation La Crosse in the International Competitions - 1hr. 55 min’s

Course Requirements/Assignments:

INDIVIDUAL PARTICIPATION: 50 pts.

• Attendance & Participation:(including: required office hour andadvisor visit during the semester) 20pts at Midterm / 30 pts Final= 50 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 or use of computers during class, respectful language, etc. Most of your Participation points will be given for In-Class Group presentations - "outsider" respect (includes topic and group members). Points will be deducted per incident/missed class or tardy/late attendance or work (unless excused);
• Office Hr./Advisor meeting: You should schedule at least ONE office hr. (min.) with your instructor and advisor (each) by Midterm. My email: mnayl@umich.edu
• Create an Annotated Bibliography/Journal:this is the way you collect bib. Info, citations, and ideas for use later in your degree, career, or life.  See: 0-Naylor “Seeing the end…” (20 pts – see below) Note:[if students do NOT score 16 pts. or better, they must resubmit their Bibliography at end of semester with improvements]
• In-Class Presentations: Each person will be placed in a group based on a Race & Ethnicity topics or themes of their choosing.  Collectively in groups, you will lead class discussions with your observations. The goals: learn to develop working communities, practice empathetic and equitable consultation, and learn to present lead discussions in an informed and engaging manner.

CLASS WORK/ASSIGNMENTS:  130 pts

• “Reaction” Essays, Talks, or Discussion Boards(to class readings & discussions) multiple diverse Writing Projects in addition to In-Class presentations, your Mid-term Paper and your FINAL Group Project will be required

EIGHT Reading-Writing assignments will include:

• THREE reflective (supported) Discussion Boards(10 pts. ea. = 30 pts),
• ONE NPR –1-2 page Audio Script(10 pts),
• ONE NPR-Style Audio story/report(15 pts),
• ONE Scholarly Essay Writing Proposal(1-2 pages abstract, main points, quotes/citation support, and “what’s next” – conclusion/proposal) (5 pts),Note:leads to Midterm Research Paper
• ONE pocket production Music/Spoken Word Video or “mini-Documentary” (rap/song/spoken word lyrics or documentary style with visuals & music, done w/ group/ friends) [3-5 min.] (10 pts) posted Online for the Class to see [media presentation recorded with your phone]

• ONE Journal / Bibliography of Class notes and Quotes/citations from Readings/Films (20 pts),

• ONE TEDTalk (6-8 - minute scholarly presentation based on Midterm Topic Research work [top “Talks” will voted by class and repeated at end of semester for College] (15pts)

General:

•  Submission: ALL assignments will be posted on Canvas.  Most will be posted in Discussion Board format so that you are able to post constructive comments to two or more of you classmates works.
• Reading Depth: your “reading” (concentrated observation of text/media) will be evaluated in three formats: 1) Your Journal/Bibliography:maintained throughout the class for use beyond the class, 2) In-class presentations and Discussions: your ability to engage the topics with support orally/visually in class (individually and in groups) and 3) as support for ALL of the Writing projects above. 

• Midterm Research paper:25 pts.4-5 pg. cross-literary paper on a self-chosen topic of “passionate interest” investigating the “insider perspective” of a culture to which YOU are an “outsider”  (Encourage: direct at intersection of issues of greatest importance to your future life/career as may further lead to your Group final project topic). Stages: 1) class lightening talk (2-3 minutes) proposed research project, who, what, and why? (for class feedback); 2) Conduct research (transferred to annotated bibliography) and create writing “flow plan”: list of topics, research, and “needs” (including personal contacts with culture insiders) = 5 pts.  Proposal/Outline (above); 3) Draft/office hr. and submission – based on goals/skills sets.  --25 pts. Paper – submitted in Word.doc format for instructor feedback/editing.

GROUP PROJECT Process: 70 pts.

Group Projects are built through the entire semester as follows: a) Group class projects (designed to get you working as group and build trust and friendships with your group members; 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 group process stages:

• Group Project Plan: 10 pts.  Include: 1) What will be your end-product (A. Documentary style film with interviews, B. audio narrative with images & interviews, and/or C. community resource compilation with video interviews) 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 Project Template (Script):25 ptsAfter completing the Project Plan, with interview, shooting ideas, scripting intros, etc., each group will complete a production Template including: written scripted narrative (anything that you will read/record as introduction or transition materials between interviews, under images, etc), and a list of ALLresearch/quotes/statistics, as well as proposed creative ideas [use of music, B-roll images/animations, etc,[ (including: ALL anticipated additional shooting of video, images, etc. if multi-media) AND a specific “schedule” for group meetings to complete production (using dates/class times as guides), roles and responsibilities of each group member, – ONE plan per Group - Submitted on Canvas
• Editing/post-production: Each group will be expected to “create” an EDIT plan of their own.  You may get assistance from ISS staff, Blue-Corps student, or working with Duderstadt Center (DC) or Scholarspace (SSP) staff to complete their edits.  Each group will be required to have a 1TB flash drive  to save and transport their work [see: Instructor if this is a problem]
• Final Group Project:30 ptsFinal 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: = 30 pts.
• Individual: Class “what I learned”/ “what I’d change” Reflection Post: Canvas = 5 pts.Each individual will submit an individual class and project reflectionreport. This report models your self-awareness, understanding of the ethnicity or group you worked with, an account of the struggles, challenges and how you coped with each, and individual/group processes,  and overall how you felt about what you learned in the class and group project process. That is: we’re looking for the indicators of self-perception and interest as concerns your participation in the class and the classes projects.  Submitted on Canvas.

Grading - Total Points: 250 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. Standardgrading by % in University is as follows:

Grade Distribution
A+ A	97-100% 93-97%	B	83-86%	C	73-76%	D	63-66%
A-	90-92%	B-	80-82%	C-	70-72%	D-	60-62%
B+	87-89%	C+	77-79%	D+	67-69%