Portland State – University Studies Program State... · Web viewPortland State – University Studies Program By Discover The Networks December 2007 University Studies Overview

Portland State ndash University Studies ProgramBy Discover The Networks

December 2007

University Studies Overview and Justification

Freshman InquiryFreshman Inquiry Sample Theme

Sophomore Inquiry and Upper Division ClustersCluster Sample ThemeCluster Syllabi

Syllabus for the Course Southwestern BorderlandsSyllabus for the Course Introduction to Conflict ResolutionSyllabus for the Course Feminist PhilosophySyllabus for the Course MinoritiesAnother Syllabus for the Course MinoritiesSyllabus for the Course US in Comparative PerspectiveSyllabus for the Course Race Class Gender amp Sexuality in the USSyllabus for the Course Introduction to Womens StudiesSyllabus for the Course American Studies American Pluralism

Other University Studies Cluster Courses of Note

Senior CapstoneSenior Capstone Sample Courses

University Studies The Secret Behind Our Students Success

Our innovative award-winning general education program teaches you how to learn

University Studies provides students with integrated connected learning experiences that lay the foundation for lifelong intellectual development Extending through all four years the program teaches you how to think critically communicate effectively and gain a broad awareness of the human experience to instill a deep sense of responsibility to yourself your peers and your community

University Studies has won national acclaim and received many awards since its inception Universities in Oregon and across the country have modeled their programs after ours and

foundations such as W K Kellogg and the Pew Charitable Trusts have recognized the work of our University Studies faculty and administrative leaders

General Education at PSU

Almost every institution of higher learning requires students to complete some kind of general education program in addition to their major field of study Portland State Universitys nationally recognized approach to education is based on an extensive review of current research Strong evidence shows that tightly structured clusters of courses with an interdisciplinary thematic approach help to create a more effective general education program Using mentored inquiry sections extending the program throughout the four years and integrating carefully articulated goals further increase the programs effectiveness The University Studies general education program is designed to provide those environmental factors and learning opportunities that are known to enhance learning satisfaction and retention for all students

PSUs four-year general education program is required of all students with the exception of those enrolled in Liberal Studies or the Honors Program University Studies begins with Freshman Inquiry a year-long course introducing students to different modes of inquiry and providing them with the tools to succeed in advanced studies and their majors At the sophomore level students choose three different Sophomore Inquiry courses each which leads into a thematically linked interdisciplinary cluster of courses at the upper-division level Students transferring to Portland State are usually required to take a Transfer Transition course to orient them to PSU and build a foundation around the four University Studies goals as introduced in Freshman Inquiry and developed throughout the general education program Finally all students are required to complete a Capstone course which consists of teams of students from different majors working together to complete a project addressing a real problem in the Portland metropolitan community

For an in-depth examination of Portland State Universitys general education reform model download A Model for Comprehensive Reform in General Education Portland State University

httpwwwpdxeduunstabouthtml

Freshman Inquiry

Freshman Inquiry (FRINQ) forms the foundation for the University Studies program This year-long sequence of courses introduces students to Portland States general education goals and to the opportunities available in university life FRINQ courses are interactive and theme-based with each theme exploring topics and issues using an interdisciplinary approach to show how they can be understood from different perspectives

Freshman Inquiry Sample Theme

THE CONSTRUCTED SELF ME US AND THEM(UNST 101 102 103)

This interdisciplinary year-long course is designed to examine the ways in which we as individuals as human beings and as socialcultural groups create and communicate a sense of identity Each quarter we will examine a different aspect of ldquoThe Constructed Selfrdquo The first quarter we will interrogate the various factors that go into the development of individual identity in this American culture such as gender race and class During the winter quarter we will explore what it means to be human particularly the scientific narratives that have been posited to account for our humanness In the spring we will examine the interface between ldquousrdquo and ldquothemrdquo as it is played out in national identity and in national and international conflictsThrough reading fiction viewing films and television programs reading case studies and doing field research we will explore the many complex ldquofacesrdquo of identityDrawing on artwork books media and original projects you will have a wide range of outlets through which to experience and articulate your own questions and ideas as well as those of others as we examine individual and collective identitiesCo-requisite Mentored Inquiry

Fall The Constructed Self Me Us and Them will explore the ways in which we as individuals as human beings and as social cultural groups create and communicate a sense of identity Certain factors of individual identity such as gender ethnicity race and social class will be studied in fall term in order to understand how they connect to the construction of ldquomerdquo and how our understanding of identity is not static but rather transformational But ldquomerdquo cannot exist without ldquousrdquo

Winter In the winter term we will explore how humans have come to understand what it means to be human through spirituality language and culture and how the impact of evolutionary theory western science and technology have shaped our current (and will shape our future) understanding of ourselves The social and national identities which have emerged from this process inform the concept of ldquousrdquo and ldquothe otherrdquo which will be examined in the spring

Spring The cultural dimension of Us and Them will be explored both domestically and internationally First we will examine how the American immigrant has experienced what it means to be the other while assimilating into American society Secondly the contribution of psychological and situational factors in creating enmification in the USThem dynamic will be explored and applied in relation to a selected group We will focus on contemporary international conflict (that might include environmental disagreements over land use practices ethnic violence and national and international clashes over power and self-determination) as well as the possible processes for conflict resolution which will be discussed

Co-requisite Mentored Inquiry

KEY CONCEPTS AND IDEAS OR LEARNING OBJECTIVES

bull Understand some basic theories of self development including Mead Erikson and Freud bull Articulate key theories in the social construction of identity (Berger amp CooleyMead) and be able to apply them to our own personal experiences bull Be able to delineate the differences in social power based on such individual statuses as race ethnicity nationality class and gender within American society bull Define your own construction of identity in one salient status bull Explore the possibility of identity transformation through examining The Autobiography of Malcolm X and Campbellrsquos Herorsquos Journey as well as our own lives Winter bull Analyze Mary Shelleyrsquos Frankenstein as a framework to consider the questions raised concerning the nature and limits of ldquohumannessrdquo bull Articulate the various ways in which humans have attempted to define themselves through spiritual paths utilizing Joseph Campbellrsquos The Many Masks of God bull Understanding scientific method versus revelatory knowledge with a specific emphasis on evolutionary theory bull Examining language and symbolic thought eg Chomsky Lenneberg Pinker Krashen Skinnerbull Explore the ethical and social dilemmas associated with future applications of technology such as genetic engineering robotics and cloning Spring bull Investigate the concept of culture generally and American culture specifically as it relates to the understanding of 4 ourselves and our labeling of ldquothe Otherrdquo bull Explore the dynamics of American immigration and specific immigrant groupsrsquo experiences as they relate to theories of assimilation bull Understand how historically various national cultures have legitimized treatment of ldquothe Otherrdquo through the process of enmification bull Examine the role mass media plays in creating and perpetuating perceptions of other nationalcultural groups bull Apply conflict resolution models to current domestic andor international clashes and explore our social and ethical responsibility towards these conflicts

httpwwwpdxeduunstfrinq_constructedselfhtml

Sophomore Inquiry and Upper Division Clusters

Sophomore Inquiry (SINQ) and Upper Division Cluster courses are interrelated with an individual SINQ being the gateway to each Cluster (See Program Map) For students who began University Studies at the freshman or sophomore level all Upper Division Cluster courses must be selected from a Cluster that links directly to one of the students SINQ courses For all

students (including transfer students not required to take SINQ) University Studies credit will be given only for Cluster courses taken from the same Cluster

Sophomore Inquiry (SINQ)

Sophomore Inquiry (SINQ) courses are gateway classes that introduce students to the concepts questions methods and other content that are to be further explored in the Upper Division Cluster (described below) In these courses students continue to build on the skills developed in Freshman Inquiry and offer an opportunity for students to explore topics of interest that are different from yet complementary to the students majors

A wide variety of SINQ courses are offered each term focusing on a variety of different subject areas All SINQ courses are offered at least once and many are offered several times per year All students who began University Studies with Freshman Inquiry are required to take three SINQ courses Transfer students are required to take one two or three courses depending on the number of transfer credits they have the term they are admitted to Portland State University SINQ courses are usually small with about 35 students per class Faculty-led sessions meet twice weekly and are augmented once per week by mentored inquiry sessions led by student graduate mentors

Once SINQ courses have been completed students choose classes from among the Upper Division Cluster offerings that correspond to the SINQ the student found of most interest These courses do not need to be taken in any specific order

Upper Division Clusters

Upper Division Clusters are comprised of courses from a variety of disciplines The courses call upon the skills and knowledge students have developed in their lower division University Studies courses FRINQ and SINQ By this time in their academic careers students are expected to be increasingly proficient in writing research discussion computer and inquiry skills In Upper Division Cluster courses students gain a rich in-depth study of the thematic lines of inquiry introduced in SINQ Additionally through their choice of Cluster courses in this part of the University Studies program students can design an individualized plan of study based on the theme they found most interesting in their Sophomore Inquiry courses and what will best support their overall academic goals

Students will select three (3) classes from the same Upper Division Cluster to complete this portion of the University Studies requirement Not all courses are offered each term or each year The course planning guide in the back of the Schedule of Classes indicates which cluster courses will be offered each term Cluster courses are identified with a U in the Schedule of Classes and are usually 4 credits however some courses are 3 credits

httpwwwpdxeduunstsinqhtml

Cluster Sample Theme

Womens Studies Cluster

The field of Womens Studies originated as an interdisciplinary effort to uncover womens experience past and present Today the field focuses on gender as a category of analysis and explores the impact of gender on all areas of social life Although feminist scholarship is diverse in terms of methods and theoretical frameworks its common basis lies in this focus on gender difference and issues of inequality organized around gender This focus is central to all courses in this cluster

httpwwwpdxeduunstsinq_womenstudieshtml

Cluster Syllabi

Syllabus for the Course Southwestern Borderlands

Portland State University ChicanoLatino Studies ProgramCHLA 375U Southwestern Borderlands Prof Roberto M De Anda Winter Quarter 2006 Office 217-r Cramer Hall E-mail deandapdxedu Office Hours TR 4-5 pm

Course Description This course provides an overview of the social economic and political organization and representation of the US-Mexico borderlands While conflict has characterizes the history of the interactions among border actors the growing social interdependence and economic integration of border life in the contemporary period will also need to be examined Focusing on the cultural and social formations of Anglo-Americans and Mexican Americans in a dynamic contact zone this course will also explore popular and academic representations of the border experience

Required Reading David Bacon 2004 The Children of NAFTA Labor Wars on the USMexico Border Berkeley University of California Press Oscar J Martinez Troublesome Border Tucson University of Arizona Press 1988 Chad Richardson Batos Bolillos Pochos and Pelados Class and Culture on the South

Texas Border Austin University of Texas 1999 Luis A Urrea The Devilrsquos Highway A True Story New York Little Brown amp Co 2004

Readings Week 1 Opening Remarks 110-12 Topic The Creation of the US-Mexico BorderMartinez ldquoIntroductionrdquo Chpt 1 ldquoWhither the Boundaryrdquo Chpt 2 ldquoMarked Frontierrdquo Week 2 Martinez Chpt 4 ldquoBorder Chicanosrdquo Chpt 6 ldquoContemporary Border 117-19 Issuesrdquo The Ballad of Gregorio Cortez Video ldquoLife Along the Mexican Borderrdquo Week 3 Topic Undocumented Migration and Border Surveillance124-26 Richardson Chpt 3 ldquorsquoOnly a Maidrsquo Undocumented Domestic Workers in South Texasrdquo Dunn J Chpts 1 2 amp 3 The Militarization of the US-Mexico Border pp 1-102 Video ldquoMojadosrdquo or ldquoThe Ties That Bindrdquo Week 4

Paper Prospectus Due131 amp 22 Topic Death at the BorderUrrea The Devilrsquos Highway Week 5 Topic Colonias and Housing Policy27-9 Richardson Chpt 1 ldquoMama Nosotros Somos Migrantesrdquo Chpt 2 ldquoA Nice House The Colonias of South Texasrdquo Ward P Chpts 1-3 Colonias and Public Policy in Texas and MexicoVideo ldquoThe Forgotten Americansrdquo Week 6

Book Review Due214-16 Topic Identity Formation in the BorderlandsMartinez Chpt 5 ldquoNortentildeos and Fronterizosrdquo Richardson Chpt 6 ldquoFrom Mexican to Mexican Americanrdquo Chpt 7 ldquoAhi Viene el Bolillordquo Week 7 Topic Borderlands Cultures221-23 Martinez Chpts 6 amp 7 Border People (1994) pp 141-249

Arreola D ldquoTexas Mexican Social Identitiesrdquo and ldquoTejano Cultural Provincerdquo Tejano South Texas A Mexican Cultural Province (2002) pp 161-203 Video Chulas Fronteras Lila Downs Nortec Week 8 Topic Border Economy and Maquiladoras228 amp 32 Richardson Chpt 4 ldquoSocial Class on the South Texas-Mexico Borderrdquo Bacon The Children of NAFTA pp 1-120 K Kopinak ldquoThirty Years of Mexican Maquiladorasrdquo Desert Capitalism (1996) pp 7-27 ldquoImplications of Economic Restructuring for Regional Developmentrdquo pp 28-48 ldquoHeterogeneous Maquila Development and Corridor Integration in Crisisrdquo pp 181-202 Week 9 Bacon The Children of NAFTA pp 121-323 37-9 Week 10 Topics The Environment and Health314-16 Davidson Chpt 2 ldquoLiving is for Everyonerdquo Barry T Chp 1 ldquoThe Nature of the Borderlandsrdquo Chpt 3 ldquoThe Poison Trailrdquo The Challenge of Cross Border Environmentalism (1994) Leus X et al ldquoLife Histories of Four Chicano Heroin Usersrdquo ldquoLiving with AIDS in a Rural Border Countyrdquo Life Death and In-Between on the US-Mexico Border (1999) Video ldquoFuture Conditionalrdquo 320

Research Paper Due ndash No late papers accepted

http64233169104updxq=cacheB536fBQSZwEJwwwchlapdxedusyllabi375_deandapdf+22Southwestern+Borderlands+22+syllabusamphl=enampct=clnkampcd=1ampgl=usampie=UTF-8

Syllabus for the Course Introduction to Conflict Resolution

Introduction to Conflict ResolutionCR301U CRN40781TuesdayThursday 10am ndash1145am Winter 2008Instructor Amanda ByronE-mail abyronpdxeduPhone 503725-9170Office NH223 Office hours by arrangement

Website httpwebpdxedu~abyron

Required TextPacket Smart Copy (additional reading may be assigned)Text The Mediatorrsquos Handbook Jennifer E Beer with Eileen StiefBook will be sold by In Other Words Bookstore

Course DescriptionThis class will introduce students to the field of conflict resolution studies It will explore boththe nature of conflict and our understanding of what resolution seeks to achieve Particularemphasis will be placed on the strategies students currently employ towards conflict in their ownlives with suggestions and examples that broaden their understanding of what is possible Smallgroups simulated conflict situations role plays and examples from community partners workwill provide students with the opportunity to both understand their own strategies and developnew ones

This course is designed as a service-learning course Students are asked to perform at leastfifteen hours of community service over the course of the term with an agency or organizationthat serves the Portland area This experiential learning will be used to both inform and expandin-class work and assignments

Finally this class will practice what bell hooks calls engaged pedagogy Pedagogy is the ldquoworkor occupation of teachingrdquo engaged hopefully speaks for itself What this means is that studentswill be expected to actively engage with the information offered by the instructor and thematerials both in class and in the assignments Class format will rarely involve lecturing butwill instead employ dialogue between students and students and students and instructorDialogue here is defined as ldquoa kind of speech that is humble open and focused on collaborativelearning It is communication that can awaken consciousnesshelliprdquo This requires that both theinstructor and the students think of themour selves as knowledgeable learners who can bothteach and learn in this class

Course ExpectationsStudents are expected to be present in class and actively participate in discussion Students willbe asked to participate in small in-class discussion groups on a regular basis and will beencouraged to take leadership in discussing course materials

There is a very reasonable amount of reading expected which should free you up to spend carefulattention on the writing assignments Special emphasis will be placed on the development ofclear direct assertive communication that involves active listening and respect for others Thiskind of communication is to be practiced and incorporated into the written assignments as wellas in the weekly small group and class discussions

Attendance PolicyTardiness and absence from class will directly impact your participation points In additionthere will be 5 quizzes over the course of the term which if missed cannot be made up

Reflection PapersEach week you are expected to write a 1-2 page reflection paper on the assigned readings (exceptduring weeks 1 5 and 10) Papers will be collected on Tuesdays at the beginning of class Thepaper should be a reflection on your thoughts about the readings as opposed to a simplesummary or book report and you are encouraged to share any insights or questions that you havein response You can draw upon your own personal experiences to highlight your thoughts andreactions Papers are expected to be well written and proofed for errors

Midterm PaperThe midterm paper is a five to eight (5-8) page research paper on an area of conflict resolutionthat is of particular interest to you Your paper must follow either MLA or APA style and mustuse at least two academic sources outside of the required reading Midterm papers are due inclass on Thursday February 7th

Final PaperThe final paper is a five to eight (5-8) page paper that incorporates all you have learned fromyour service learning project into all that you have learned from the readings and discussions inthis course Using academic writing this paper can be a reflection on your personal experienceemphasizing your learning about conflict resolution Final papers are due on Thursday March13th (the final class period)

EvaluationGrades will be based on class performance and participation seven reflection papers five popquizzes your midterm paper and final paper Reflection papers are worth 70 points (10 pointseach) quizzes are worth a total of 100 points (5 quizzes 20 points each) the midterm paper isworth 100 points the final paper is worth 100 points and participation in class is worth 85 points(17 classes 5 points each) In this system an A=409-455 a B=364-408 a C=318-363 aD=273-317 and an F=272 and below

SCHEDULEWeek OneJanuary 8 Introduction to class and membersReading NoneJanuary 10 Discussion of Engaged PedagogyIntroduction to CR CommunicationReading Packet (P) - hooks ldquoEngaged PedagogyrdquoP- Kornfield amp Feldman Story 1Week TwoJanuary 15 Discussion of ldquoConflictrdquo ldquoResolution and ldquoConflict ResolutionrdquoReading P-Kritek ldquoProloguerdquo and ldquoInitiating the DialoguerdquoText pp 3-24January 17 Developing Listening SkillsReading P-Kornfield amp Feldman Story 2P-Carbaugh ldquoI Canrsquot Do ThathelliprdquoText pp 27-65Week Three

January 22 Conflict StylesReading Read about conflict styles and complete the personalinventory athttppeacemennolinkorgresourcesconflictstylestyleshtmlText pp 67-86January 24 PowerReading P-Kornfield amp Feldman Story 3P-Kritek ldquoRecognizing and Uneven TablerdquoSearch Internet for ldquoPeggy McIntoshrdquo+rdquoWhite Privilege Unpacking theinvisible knapsackrdquo and read articleWeek FourJanuary 29 Context of Conflict and ResolutionReading P-Kornfield amp Feldman Story 4Text pp 105-130January 31 NO CLASS ndash SERVICE LEARNING DAYWeek FiveFebruary 5 Culture and ConflictReading P-Kornfield amp Feldman Story 5Go to Read Stella Ting-Toomey article online httppersonalandersonuclaedurichardgoodmanc4webMindfulhtmFebruary 7 Morals Values and EthicsMIDTERM DUEReading P ndash MacKinnon Ethics and Ethical ReasoningWeek SixFebruary 12 Understanding ViolenceReading P-Barak ldquoViolence and nonviolence pathways tounderstandingrdquoFebruary 14 NO CLASS ndash SERVICE LEARNINGWeek SevenFebruary 19 EnmificationReading P-Kornfield amp Feldman Story 6P-Miller ldquoDomination and subordinationrdquoFebruary 21 NonviolenceReading P-Hanh ldquoLiving Buddha Living ChristrdquoMartin Luther King Jrrsquos ldquoLetter from a Birmingham JailrdquohttpalmazcomnobelpeaceMLK-jailhtmlWeek EightFebruary 26 Media ViolenceReading P-Kornfield amp Feldman Story 7Go to httpwwwfreepressnetcontentbeginners_guideRead entire beginnersrsquo guide5 POINTS EXTRA CREDIT Go to httpmediamattersorg and write aone page reflection on what you read thereFebruary 28 Forgiveness and ReconciliationReading P-Kornfield amp Feldman Story 8Text pp 133-148

5 POINTS EXTRA CREDIT Go tohttpwwwtheforgivenessprojectcom and write a one page reflection onwhat you read thereWeek NineMarch 4 NO CLASS ndash SERVICE LEARNINGMarch 6 NeutralityReading P-Safford ldquoWhat mediation isrdquoWeek TenMarch 11 Goals of Mediation Transformation versus ResolutionReading Text pp 89-102P-Kornfield amp Feldman Story 9P-Davis ldquoInterview with Mary Parker FolletrdquoMarch 13 Conflict Resolution Final un-JeopardyFINAL PAPERS DUEPlease notify instructor if you need special accommodationWork submitted by students will be evaluated for academic honesty Any breechof academic honesty will be met with the consequences established by PortlandState University policy

httpwebpdxedu~abyronintrosyl200801pdf

Syllabus for the Course Feminist Philosophy

Feminist Philosophy Dr Jamie P Ross WS 312U CRN 64351 Spring lsquo07

Syllabus (Subject to change) TuesThurs 10-1150 NH 241

Professor Dr Jamie P Ross Office Cramer 117M Phone 503-725-8370 E-mail rossjpdxeduOffice Hours T 2-3TH 9-10 and by appt

1 Bookstore Hackett amp Haslanger Theorizing Feminisms Oxford 2007 2 Packet at the Smart Copy (PACKET)

Course Description Traditional philosophy is the pursuit of objective knowledge Feminist philosophy challenges this with the claim that philosophy is the study of knowledge from individual points of view in the context of social political and historical constraints Feminist philosophy reinterprets the goal of objectivity from its position as value free to an understanding of objectivity as an ever-increasing subjective plurality This course will explore the sources of the transformation We will explore and analyze this genrersquos initial efforts of a critique of western philosophical methods and update those contributions with contemporary pragmatic methods and analyses Feminism is based on the premises that women and people of color have been and continue to be oppressed in which case the goal is to emancipate and empower women and people of color as well as the premise that gender race and class are fundamental categories of analysis

The course is interdisciplinary in two senses It focuses on feminist theory as a field of study that calls for thought and analysis using experimental methods qualitative methods and qualitative methods from a variety of disciplines in the sciences and humanities In addition it requires students from a broad spectrum of majors to assess the future of issues involving womenrsquos lives The writing emphasis stresses the need for using language and writing as an extension of your critical reasoning skills to communicate your own informed and thoughtful positions

Course Goals This particular course has three specific goals 1 Critique of Reason 2 Critique of Objectivity 3 Critique of Methodology

Course Objectives 1 To familiarize ourselves with the persistent criticisms of positivist interpretations of scientific methodology 2 To discover the value dimension of factual claims 3 To reclaim aesthetics as informing everyday experience 4 To link dominant discourses with domination 5 To subordinate logical analysis to social cultural and political issues 6 To realign theory with practice 7 To resist the turn to underlying truth and instead emphasizing concrete experience

UNST Goals All UNST courses share four common priorities summarized as follows 1 Communications

2 Critical Thinking -Numeracy-Analysis -Graphics -Synthesis -Oral -Connections-Written-Understanding Arguments 3 Social Responsibility 4 DiversityHuman Experience -Issues of power -acceptance of diversity -Making choices -listening and tolerating various -Understanding communities opinions

Course Requirements 1 Reading is due on the day indicated on the syllabus All reading is required 2 Preparation for class attendance at class and participation in class discussions are also required and will play a role in the grade evaluation for the class 3 Attendance is taken More than three absences will lower you final grade by a whole point More absences will lower the grade further 4 Class Preparation Be prepared to pose several questions in class that occurred to you as you did your reading 5 Papers There will be two short papers (4-5 pages) and one longer (10 pages) a Paper 1 will be an essay that combines responses to the issues raised in class with personal reflection b Paper2 will be a critical response to the readings I will provide you with questions in advance c Paper3 will be both a critical response and a personal reflection It must combine both your research with some theoretical perspective and personal voice with theoretical concerns 6 Assignments will be distributed throughout the term in a timely manner and in detailed form If you have any questions regarding the assignments it is your responsibility to meet with me andor your classmates to clarify your questions 6 All written assignments are to be typed double-spaced with one-inch margins And 12-point font using APA MLA or Chicago style citation form 7 Put your name my name the course number and the question that you are answering in your paper at the top of page 8 Late assignments will receive a lowered grade and may not be rewritten 9 All on-time papers may be rewritten in an effort to receive a better grade but they must be substantively improved for any grade change not just grammar changes 10 Grading Criteria for formal assignments are divided into three main categoriesa Insight and Creativity

b How well you express yourself in your efforts to interpret the reading material c The mechanics of the paper ie form flow spelling grammar organization You will also receive a scoring guide that will give you a very good idea of how the quality of your work relates directly to grades 11 Students with disabilities will be accommodated If you require assistance obtaining particular resources for your education please see me 12 University policy calls for sever sanctions for plagiarism or any other form of academic dishonesty While I encourage you to discuss you assignments with other people the final product must be your own containing full citations to any work upon which you draw including course material Grades class participation 15 paper1 15 paper 2 30 paper 3 40

Required Reading WEEK ONE Background concepts4307 -Introduction 4507 -Warren Karen ldquoMale Gender Bias and Western Conceptions of Reason and Rationalityrdquo American Philosophical Association Newsletter on Feminism and Philosophy March 1989 (PACKET)WEEK TWO 41007 Oppression-Young Iris ldquoFive Faces of Oppressionrdquo 41207 Social Construction-Wendell Susanrdquo The Social Construction of Disabilityrdquo -Handout Paper 1 topicquestion WEEK THREE 41707 Epistemic Position-Collins Patricia Hill ldquoThe Politics of Black Feminist Thoughtrdquo 41907 General Approaches - The Sameness Approach-Nussbaum ldquoHuman Capabilities Female Human Beingsrdquo -PAPER 1 DUE

WEEK FOUR 42407 -Amartya Sen ldquoMore Than 100 Million Women Are Missingrdquo -Kimberle Crenshaw ldquoMapping the Margins rdquo 42607 The Difference Approach-Iris Young ldquoHumanism Gynocentrism and Feminist Politicsrdquo WEEK FIVE

5107 - Sara Ruddick Notes Toward a Feminist Maternal Peace Politicsrdquo -Vandana Shiva ldquoWomenrsquos Indigenous Knowledge and Biodiversity Conservation 5307The Dominance Approach -Merchant Carolyn ldquoThe Death of Naturerdquo The Death of Nature Harper Collins (1980) (PACKET)-Rewrite of paper 1 due (original required)-Handout Paper 2 topicquestion WEEK SIX 5807 -Sandra Lee Bartky Foucault Femininity and the Modernization of Patriarchal Powerrdquo -class - logic of domination (Warren) -Rewrites Paper 1 Due (original required) 51007 Localizing Approaches - Postmodern Feminism-Nancy Fraser and Linda Nicholson ldquoSocial Construction without Philosophyrdquo -PAPER 2 DUE WEEK SEVEN 51507-Susan Bordo ldquoMaterial Girl The Effacements of Postmodern Culturerdquo 51707 Feminist Identity Politics -Barbara Christian ldquoThe Race for Theoryrdquo WEEK EIGHT 52207 -Gloria Anzaldua La Conciencia de la Mestiza Toward a New Consciousnessrdquo 52607 -Dorothy Roberts ldquoPunishing Drug Addicts Who Have Babies Women of Color Equality and the Right of Privacyrdquo -Rewrites Paper 2 Due (original is required) WEEK NINE 52907Feminist Allies-Nancy Fraser ldquoMulticulturalism Antiessentailism and Radical Democracy

http64233169104updxq=cacheHRKvmEmcpgYJwebpdxedu~rossjsyllabus_FemPHL_spring_07pdf+22feminist+philosophy22amphl=enampct=clnkampcd=1ampgl=usampie=UTF-8

Syllabus for the Course Minorities

Sociology 337U ndash Minorities Fall 2006

Pooya Naderi Office CH 217V Phone 5037253927 Email psnpdxeduHours MW 2-3 amp Appointment

Class CRN 13360 MWF 1245-1350 CH 171

Introduction This course is designed to describe and analyze the social experience of specific minorities with major emphasis on American society Although racial and ethnic groups are usually emphasized the term ldquominoritiesrdquo is broadly defined to include such subordinate-status groups as women the aged those with disabilities and religious and cultural minorities This ldquominoritiesrdquo course will also study groups that experience prejudice and discrimination based upon physical or cultural characteristics Discrimination can have a decisive effect on a personrsquos ability to access important resources such as decent schools adequate health care a respectful portrayal in the media and even the right to vote This course is designed to hopefully give you a better understanding of what causes discrimination and how it has affected several different groups The class will utilize Margerrsquos text while also integrating outside material and guest speakers Required Text Marger Martin N 2003 Race and Ethnic Relations American and Global Perspectives 6th ed Belmont CA ThompsonWadsworth Check the class download site at httpwwwwebpdxedu~psnminorities

Please note that most lectures activities discussions and speakers will build on the text as opposed to restating it Exams will be designed with the expectation that students both attend class and read the text

GradingEvaluation There will be TWO exams One midterm and one final will be given Each exam will be worth 100 points and in a multiple guess format Each exam will cover material not previously covered This means that the final is NOT cumulative In addition to the exams there will be a group project worth 100 points The group projects will highlight information from the class and are graded individually based on whether or not you have done the work and overall as a group based on the quality of the presentation Total possible points in the class 300

Grades will be issued as shown below A = 270-300 B = 240-269 C = 210-239 D = 180-209

10486231048623= lt179

Class participation will be taken into account for cusp grades (eg AB) Extra-Credit opportunities will be made available throughout the term Missed Exams Attending class is essential to your success As a general rule there will be no make-ups for exams

Group Presentation Each group will present a 15-20 minute analysis of 1 designated racialethnic group from a list provided The presentations will summarize the historical relationship of the ethnic group to social institutions in the United States and access to social resources Also required is a sociological review of the ethnic groups experience with assimilation discrimination displacement and adaptation to US social norms The presentations are an opportunity to explore different aspects of ethnicity that we may not be able to adequately cover in class Academic Honesty It is important that everyone does their own unique work Cheating on exams quizzes or other assignments in this class will not be tolerated Anyone caught cheating on an assignment will immediately receive a zero for the assignment In addition to receiving a zero score a copy of all documentation and evidence will be submitted to the Office of Student Affairs for their review and action Cheating is a serious offense and it will not be accepted in this class If you have any questions regarding academic honesty please talk to me

Course Calendar ndash Winter 2006 Date Topic Reading 925-29 Intro to the Course Sociological Theory

Race and Ethnicity 102-6 Ethnic Relations Chapter 1 109-13 Explaining Ethnic Relations

Anglo-Saxon Core of Ethnic Antagonism

Chapter 2

1016-1020

Ethnic Whites African Americans

Chapter 3

1023-27 Midterm 1025 Minorities amp Access to Care FILM ldquoMad Hot Ballroomrdquo

Chapter 8

1030-113 Native Americans Chapter 4 116-1110 Latinos

Asian Americans GROUP PRESENTATIONS

Chapter 5

1113-1117

GROUP PRESENTATIONS Chapter 6

1120-24 Sexual Minorities Chapter 7 1127-121 FILM ldquoCrashrdquo

People w Disabilities Chapter 7

FINAL 126

Final exam 1200-1350 Ch 4-8 ONLY

httpwwwsociologypdxeduf06syllabi337_naderipdf

Another Syllabus for the Course Minorities

SOC 337U ndash MinoritiesFall 2006InstructorOfficeEmailHoursJeremy TanzerCH 217YjtanzerpdxeduMW 1020-1120 amp ApptCRNTimeLocation13358MWF 0900-1015CH 271

IntroductionWhat is it to be a lsquominorityrsquo What are the effects of minority status Are therebasic similarities in the minority experience These are the kinds of questions whichsociologists ask when looking at the study of minorities As a term lsquominorityrsquo is ratherbroad ndash and it should be There are many groups which can fit under this heading andrightfully so Issues of race ethnicity gender class (dis)ability citizenship and othercategories can all be examined as minority groupsEmphasis for this classThis class will focus on the concepts of race and ethnicity I do this for severalreasons First the classic sociological literature and our fundamental understanding ofwhat it is to be a minority is rooted in the study of first race and then ethnicity Secondlybecause of the wide diversity of topics from which to choose some sort of delimitationwas required in order to make sure that we were getting well into the necessary conceptsThird the area in which we focus is not necessarily done elsewhere in the university inthis way

Our Approach ndash Historical and SociologicalHistory presents itself as a handy laboratory in which to examine the plight ofgroups of people While much of the history which you experienced in high school and

possibly in college deals with ldquodead white men in Washingtonrdquo our historical focus willbe different Will we talk about the dead white rich men Sure But we talk about thosepeople in a context which includes and indeed is focused on minorities Rather thantaking the approach most textbooks in this area do where each chapter focusesindependently upon a different group we are going to look at how the different groupsinteract play off one another engage in competition with each other for scarce resourcesand develop a more holistic picture of what it is to be a minority in the United States

The ldquoBIGrdquo GoalsI am hoping that by the end of this class you will be able to do at least the following10486231048623Define and explain (to anyone) concepts of race ethnicity prejudicediscrimination and minority10486231048623Explain how history and events both affect and effect groups of people10486231048623Utilize your understanding of the concepts of prejudice and discrimination toexamine other groups which may or may not fall into our study in this course

Rules of the CourseIt is imperative that you treat others in this course kindly Over the course of theterm we will encounter subjects which may make you or others feel uncomfortable Wewill be discussing the tools of language and image which may not be pleasant I make noapologies ndash it is neither my language nor my images I bring them to you and presentthem so we can together understand and most likely attack the ideas that they representI will not tolerate or accept ad homonym (against the person) attacks Attack ideas ndash fineDO NOT attack others If you engage in attacks against others in the classroom you willbe asked to leave

In addition to our treatment of others I ask that you please turn off cell phonespagers etc Our class is an hour and five minutes ndash it can wait Music listening devicesare not appropriate in the classroom If you want to have a side conversation please feelfree to do so but please do it outside where you wonrsquot disturb others who came toparticipate

Communication InformationThe best way to get hold of me (other than face-to-face interaction) is by email Ionly check the phone for messages when I am here and I am not a fan of the phoneEmail however I usually check at least twice a day and often more than that If youwant a prompt response email is the way to goIn using email I ask that you put something in the subject line which will identifywhich course you are in ndash either the course number or title (ie ldquo337rdquo or ldquoMinoritiesrdquo) Iask that you do this for two reasons First I teach several courses and it will help meidentify you and answer your question more easily Secondly PSUrsquos email system has awonderful propensity to collect a lot (and I mean a LOT) of spam messages Thespammers are getting better and better about making their messages look legitimate and Ihave taken to deleting most things which have common email subjects (eg ldquohirdquoldquohellordquo ldquoquestionrdquo ldquohelprdquo etc) that are from people I do not recognize immediately

Books and Other Information SourcesTakaki Ronald 1993 A Different Mirror A History of Multicultural America NewYork Little Brown and CoE-reserve Readings (httppsu-ereslibpdxedueres)Bonacich Edna 1972 ldquoA Theory of Ethnic Antagonism The Split Labor MarketrdquoAmerican Sociological Review 375 (547-559)Espenshade Thomas J 1995 ldquoUnauthorized Immigration to the United Statesrdquo AnnualReview of Sociology vol 21 (195-216)Course Webpage httpwwwwebpdxedu~jtanzerf06337htm

Grading and EvaluationThere will be three (3) mixed-mode exams consisting of multiple guess and shortanswer questions The tests are not cumulative in the traditional sense but I do expectthat basic concepts will be retained throughout the course and that you will be able toidentify patterns throughout history While the exams are not open book you may bringyour reading notes and notes you have made on your own from the lectures Copies ofmy downloadable lecture notes are NOT permitted Any notes which you use will beattached to the back of your exam and returned to you when I have finished grading theexams In other words it is in your best interest to take good notes and be well organizedfor the courseTo each exam you will need to bring the following items10486231048623A Scantron form 882-E (sold at both the bookstore and at the university marketin the Smith Center)10486231048623A 2 pencil10486231048623Your notes10486231048623Pen is preferred but not necessary for the short answer and essay questionsMissed ExamsAttending class is essential to your success As a general rule there will be nomake ups for exams Under documented health circumstances a makeup exam will beallowed through the PSU testing center ndash they charge a fee for their servicesGradesThe exams are worth the following percentage of your gradeExam 1 20Exam 2 40Exam 3 40-----------------------Total 100A grade calculator will be posted on the course webpage after the second exam tohelp with the calculationsI follow the standard rules for A-F grading with one exception if you achieve90 or better in the class you will receive an A for the course I only utilize A- to pushpeople on the line between B+ and A over the line

Things that You Can Do to be Successful1 Attend class regularly and fanatically Much of the information that winds up onexams is talked about in class The lecture notes online while helpful are not a

replacement for coming to class but rather a tool you can use to enhance yourclassroom experience2 Download the lecture notes Everything (text wise) that is up on the screen is onthe lecture note downloads There will be video and (hopefully) music whichwonrsquot be in the notes If you have the notes with you you can fill in the blanksand take more effective notes because you are not madly writing down everythingup on the screen or everything I say (both of which are pointless to do)3 Take good reading notes As you read USE your book Highlight UnderlineMake notes in the margins ldquoDog-earrdquo corners This isnrsquot high school anymorewhere you are the fifth person to use the book and there will be a dozen after youndash this is YOUR book But after you are done marking and underlining go backand make notes on the chapters or articles yoursquove read The summaries you willfind are more valuable to you than searching back through your book foranswers4 If you donrsquot know or understand something ask I like to think of myself asbeing fairly clear but that isnrsquot always the case If you run into something thatrsquosconfusing ask If I donrsquot have the answer Irsquoll help you find it If you askquestions during our time together in class chances are (research tells us) that youare not the only one with that question Do yourself and your shyer colleagues afavor ndash ask questions

Course Web PageI have established a web page for this course It is nothing fancy but it is awonderful clearinghouse for information Lecture notes will be posted for each week aswell as a copy of this syllabus and the calendar Any updates will be listed on that webpage This is NOT WebCT This is a World Wide Web page which you can access fromanywhere without a login and password All lecture notes and most other materials onthe web page are going to be in Adobe Acrobat reader files If you do not have AcrobatReader installed on your system (all PSU systems should have it already) you candownload it for free at httpwwwadobecomIn addition to the course-related information I have started a list of interestinglinks which you may find of use in this class or other endeavors If you have any reallygood suggestions please let me know I am always looking to expand

A Word on Academic HonestyThe world of academia is based on integrity To take someone elsersquos work andclaim it as your own is in the academic world the worst of offenses The process ofcreating your own work and ideas is sacred and expected If you violate this sacred trustby cheating you will receive a zero score on the assignment and the offending paper willbe turned over to the Office of Student Affairs Sanctions which can be levied by theUniversity for cheating include suspension and expulsion ndash I take dishonesty veryseriously For more information on the student code of conduct check out the followingweb page httpwwwpdxedudosconducthtmlCourse CalendarSOC 223D ndash Theoretical Foundations of SociologyDates Topic Reading

1 925-29 Introduction to the CourseA Bit of TheoryT ndash Chapter 12 102-6 European Colonialization amp The Origins ofWhite SupremacyT ndash Chapter 23 109-13 T ndash Chapter 3W ndash EugenicsArchive4 1016-20 1016 Exam 1 covering 925-1013Reservations and PlantationsT ndash Chapter 45 1023-27 Early Industrialization and European Immigration T ndash Chapter 5-66 1030-113 Mexican IncorporationEarly Asian ImmigrationT ndash Chapter 7-8E ndash Bonacich7 116-10 116 Exam 2 covering 1018-113Great Depression amp World War II1110 No School ndash Veteranrsquos Day (observed)T ndash Chapter 98 1113-17 T ndash Chapter 10-119 1120-24 Civil Rights1124 No School ndash Thankstaking HolidayT ndash Chapter 12-1310 1127-121 T ndash Chapter 14E ndash Espenshade124-8 Final will be held on 125 from 0800-0950Reading KeyT = Takaki A Different MirrorW = Web (httpwwweugenicsarciveorg)E = E-reserve readings

httpwwwsociologypdxeduf06syllabi337_tanzerpdf

Syllabus for the Course US in Comparative Perspective

Sociology 350U Fall 2006 Broadway Bldg 222 TR 2-350 pm

Bob Liebman liebmanrpdxedu 503-725-3601 wk 244-7371 hm Alan Hakimoglu alahpdxedu 503-704-5076 Office hours Bob W 2 - 3 Th 4 - 5 amp email Alan for an appointment Schooling and Work in the US

A Comparative Approach ldquoOnly comparison affords explanationrdquo Emile Durkheim Suicide (1951) 41 Sociology 350 examines how institutions such as schools firms and families shape the choices and life-chances of individuals in the US Japan and Europe We look at testing tracking job training family influences and careers to see how these structures reflect the contradictions between equality and meritocracy and between democracy and hierarchy in the US The goal of studying Americansrsquo conflicting ideals and competing purposes for education and employment is to inspire clear thinking about why things are the way they are and encouraging -- through comparisons ndash visions of how might be different and how we might get there At the heart of the course are deep questions of social justice collective well-being and individual freedom The course has three purposes 1 to learn to develop sociological explanations through comparative analysis How do social patterns (like gender roles or rates of mobility) differ among advanced nations Are these patterns becoming similar Comparative analysis enables sociologists to address such questions through the study of similarities and differences in their origins dynamics and consequences 2 to judge calls to change American education and industry by copying other countries Comparing other societies with your own helps understand what we could and should borrow from abroad Sociologists study other countries to learn how different social patterns took hold in different times and places Asian schools and firms are held as models worthy of emulation by America But can we borrow and copy Japan is a good comparison because the American Occupation after WW II tried to reorganize its schools colleges and industrial organization with mixed results 3 to use sociological thinking to be better critics and citizens parents and teachers We focus on schools and workplaces because they are organizations in which all of us have first-hand experience and exercise influence as students workers voters and volunteers Drawing questions from experience and observation is at the heart of sociological thinking In a democracy sociology is a tool for problem-framing and advocacy Sociological thinking involves description interpretation and explanation For description the course relies on case studies The statistical content is minimal and presumes nothing greater than a knowledge of algebra For interpretation and explanation it introduces the use of theoretical constructs and social research strategies Rather than certifying you as a sociologist it gives you a sociological perspective on the workings of organizations which shape the lifetimes of most Americans The final project asks you to apply your learning from the course to your work experience Soc 350U Course Organization and Requirements The 2 hour class meetings alternate between lectures videos discussions and debates To work well discussions depend on everyones participation Your careful preparation is crucial Regular reading and on-time attendance are required If you know you will miss more than 3 or 4 classes you should not register Writing requirements A writing intensive course it combines short in-class ungraded exercises and short take-home essays based on readings and lectures All writing draws on the 2

books the packet lectures and your observations therersquos no library work The reading and writing are tightly coupled and you need to organize your material for the essays using the review questions in the coursepack To organize notetaking the course uses social science citation style to record sources (eg NY Times 6306 Rohlen 33 lecture 1024) Expected length for essays 3 single-spaced pages (about 1000-1200 words) A sample essay -- with comments -- is in the packet Alan is the writing assistant and will prep and comment on your in-class exercises which are dress-rehearsals for parts of the takehome essays The final grade is a weighted average of the essays [80] class participation [20] plus a boost for improved writing Noone who attends regularly does the reading thoroughly and writes the in-class and takehome essays should score below C What matters to us as instructors 1 Attendance participation and preparation Wersquoll make 3-4 person teams to do group exercises and become study and support groups -- better yet friends -- for you Teamwork counts toward your final grade You can change teams Please remember that readings must be read in advance for discussions 2 Dialogue - Respect for others views and quiet so we can listen to each other 3 Feedback - We exchange drafts in class and give comments on your writing and how to improve it We are ready to help you do the writing exercises Please e-mail questions to Alan or for a time to talk things over 4 Progress ndash Improved writing adda 10 to your final grade We give prep and handback sheets for essays to help strengthen your thinkingwriting which is the point of the course 5 Notify Alan or me of problems - Illness (yours or others) family troubles job crunches etc are legitimate reasons for extensions I will be understanding but its your obligation to check with me before due dates so new deadlines can be set Grades for unexcused late papers will be reduced Because most of you canrsquot come to office hours I will write a weekly headrsquos up memo by email to which you can reply if you have questions 6 Late papers will be penalized one grade per 48 hour period Readings (books at PSU Bookstore)

Kanter Rosabeth M Men and Women of the Corporation Basic Books 1979 Rohlen Thomas P Japans High Schools University of California Press 1980 These books are now classics and to bring them up to date I prepared a packet of readings () available at Smart Copy (6th and Hall) A supplemental readings (marked S) will be distributed For starred readings() use handwritten page numbers not original pagination NOTE The length of assigned readings varies You should plan your time to stay on top of them WRX stands for writing exercise US in Comparative Perspective ndash Fall 2006

Dates and topics may change for illness or workflow Prepare readings by date assigned - Due dates bolded

Bring packet to every class DATE

TOPIC READINGSASSIGNMENTS CLASS EXERCISES

What is a meritocracy and does it fit with American ideals of social equality Should the US copy from Japanese schools practices like standardized curriculum and admission to high school by exams If we did would the changed school organization have the same outcomes as in Japan The section focuses on the differing meanings of equality in the US and Japan distinguishing between uniformity versus special education that serves individual or group differences S 26 1 Comparative Sociology Why schooling amp work matter

2 What do schools do School reform seen through sociological theory socialization allocation amp legitimation School Reform Oregon Educational Act for the 21st century

No Child Left Behind Organize teams

Schools of Thought Teaching Children in US amp Japan In-class video exercise

Competing goals of US schools

Scan packet study questions exercises sample essay

Rohlen High Schools (JHS) intro ch 1 amp pages 107-110 10 A Nation at Risk httpwwwedgovpubsNatAtRiskriskhtml12 Math amp Science Global Learn from China S501 Chinese Medicine for American Schools (Kristof) S505 Worried About Indias Review Schools video ex

On Japanrsquos alternative schools Free to Be Jan 12 2003 NYT Education Life 36ff ON LINE Lexis-Nexis

PT I - EDUCATION THE CONTRADICTION BETWEEN EQUALITY AND MERITOCRACY L1A Math amp Science Education in a Global Age What the US can learn from China May 2006 pp21-22 Chinese students seeking university entrance are knowledgeable about the factual information and can perform complex algorithmic operations but researchers and ministry officials believe that the ed system fails to encourage creativity and the ability to carry out

scientific inquiry Call for changes including more consideration of individual students for active learning L1B S 28

and Chinas Booms (Friedman)

O 3 amp 5 1 Comparing US and Japanese education

2 Does school reform change anything JHS chs 2 4 Appendix

Bowles and Gintis Schooling in Capitalist America 70 locus of learning 71 non-cognitive traits 72b qualities for employers 94 Trends in enrollment 95A-C Jpn educational pathways S510 Diane Ravitch Every State Left Behind NYT 11705 O 3 -Exercise 91AB Graphing meritocracy

O 5 - As American as Public School 1900-1950 O5 1st inclass wrx From Schools of Thought Do US schools teach creativity

O 10 12 amp 17 Schools as organizations comparing schools in US amp Japan

JHS intro chs 5 6 8

51ab OR lack connections 94 95A-C 97 Jpn school organization 99 Tracking (J Oakes) 100-103AB 108AB tracking GoodladShankar 109 Math Teaching in Japan 98AB Lost amp Santa Paula REQUIRED for O12 Read 139A-F Small classes amp spending O10 - 96 Lake O Staffing Who teaches basics

O12 2nd inclass wrx Are small classes worth the price Do they boost learning (partners) O17 - As American as Public School 1950-1970 O17 - Video wrx

O 19 Schools amp Society

1 Higher education and the exam system HS ch 3

124 Tokyo U entrance exam 126 Zeugner Puzzle Jpn hi ed S520 Traub The Test Mess 1 Discuss standardized tests

2 Debate USJpn College Admissions Possible V College

2 Family amp education 133ff Stevenson

134 Praise effort not intelligence (look smart not get smarter) HS ch 9 Conclusion As American as Public School 1980-1990s

Handout 1st takehome wrx

Making the Grade

Summary and review

175 Liebman What can we learn from J education

Debating Reform Reports 139D School Spending 114 Value for Schools 140A-C Why Schools Differ httpwwwspinninglobenetagainstschoolhtm

Whatrsquos next Hi Ed Testing NYT 62706

Why did Oregonrsquos educational reform program fail to launch Was it a lack of money or the wide sweep of its planned reforms Some consider No Child Left Behind as the step-child of A Nation at Risk Do you agree L23 1st inclass wrx draft will be returned with comments for your revision L45 L6 L7 O 26

S530 Destined for Failure (Scott) Bring takehome outline to class

Be prepared 1st takehome wrx due Tues Oct 31 - Be sure to read 175 (Liebman) and 98AB (Lost in the MiddleSanta Paula) PART II -- BUREAUCRACY AT WORK CONTRADICTION BETWEEN HIERARCHY AND DEMOCRACY ldquoMost of us have jobs that are too small for our spiritrdquo Studs Terkel Working NOTE For Kanterrsquos Men amp Women read only assigned chapters (not entire book) L9

O 31 amp N 2 Bureaucracy in US amp Japan The career as a control system

Kanter Men amp Women ch 1-2 6 and 267-275

179 Ouchi Theory Z 180 Intel job description 182AB Japanese Resume 183-204 Rohlen Who Gets Ahead O 31 V Young workers

N2 4 Debate Promotions Inclass wrx How do you stand

N 7 amp N 9 Men amp women in corporate life in the US amp Japan Career as a control system

MW ch 3 (47-68) 7-8

205B-207 182C Professional Image 220 Kriska Salaryman (224-229 254-255 276-277) 238-240 Kriska

N7 Hand back and review takehome wrx1 N11 wrx linking film amp Kanter (propositions)

Office Layout V Clockwatchers

N 14 amp N 16 A womanrsquos place

MW ch 4 9-10 amp Afterword

206 Tokens PSU 207 On Kanter Women S600 Women as Tyrants S610 Japanese Womanrsquos World 220-237 Kriska Uniforms (Quality Circles)Handout Kanter exercise

5 Case study Women in management Inclass group wrx

N 21 Permanent employment Mobility between jobs amp firms

S620 Think Japan Inc is Lean and Mean

S630 Praising the ProcessS640 From Lifetime Job to No Job at AllVideo Japanese Mobility

N 28 Work ethic amp job redesign

Project work amp productivity

250 High-performance work systems Video Nummi Test of Japanese Mgt

(On the Line at Subaru)

Summary amp review 260 Liebman What can we learn from Japan Work

L10 11 L12 Be prepared 2nd takehome wrx (Kanter) due November 21 L13 Nov 23 Thanksgiving L14 N 30 2 page work redesign exercise due December 5

Finals week for consultation and rewrites

Case Study materials on the Oregon Educational Act for the 21st century (CIMCAM) and No Child Left Behind On the history of Oregon school reform in the past 25 years httpwwwosbaorgcoveredcurriculedimprovhtm How to pay for it

httpwwwosbaorghotopicssurvey Editorial on the unmaking of CIMCAM httpwwwregisterguardcomnews20051213ededitcimcam1213p1phpsection=opinion No Child Left Behind httpwwwedgovnclboverviewintroedpicksjhtmlsrc=ln Compare States Districts and Schools httpwwwschoolmatterscom Interested in teaching English abroad httpwwweslcafecom The Japan Exchange Teaching Program (JET) hosts an informational session Thursday October 19th 330-500 236 Smith Memorial Union To read more about JET visit (wwwusemb-japangojpJETProgramhomepagehtml)

httpwwwsociologypdxeduf06syllabi350_liebmanpdf

Syllabus for the Course Race Class Gender amp Sexuality in the US

WS 399U Race Class Gender amp Sexuality in the US

Race Class Gender amp Sexuality in the USSummer 2006

Course Syllabus

Isbel Ingham5037259195 inghampdxeduwebpdxedu~inghamOffice Hours By appointment onlyTEXTS Race class and gender in the United States an integrated study edited by Paula S RothenbergWorth Publishers Inc 2004Privilege power and difference by Allan G JohnsonA few articles that are linked to the syllabus

DESCRIPTION This class will discuss the socially constructed nature of gender race sexual

identity and class in the United States It is argued by some that these constructions are at best interesting and normal and at worst benign and neutral etc However in most places the US in this case the categories that arise as a result are used to disadvantage some to the advantage of others We will look at some of the ways this plays out as well as some of the ramifications We will also look at the fact that the resulting inequities impact all of our lives regardless of who we are and which group[s] we belong toidentify with

PEDAGOGY This class is completely online which means that all of the discussion we would otherwise be able to have in the classroom will occur online via WebCT However as much as we can online this class will endeavor to practice what bell hooks calls engaged pedagogy [ 1 ] Pedagogy is the work or occupation of teaching engaged hopefully speaks for itself [2 ] What this means is that students will be expected to actively engage with the information offered by the instructor and the materials both in the discussions online and in the assignments As much as is possible the class will consist of a dialogue between students and students and students and instructor [3 ] Dialogue here is defined as a kind of speech that is humble open and focused on collaborative learning It is communication that can awaken consciousness[4 ] This requires that both the instructor and the students think of themour selves as knowledgeable learners who can both teach and learn in this classIn every class I teach I learn new things--and you are the people who teach me those new things

GOALS That students will learn about race class gender and sexuality as it is constructed in the USThat students will learn what happens when these categories intersect as they do for all of us at least some of the timeThat students will have a chance to think critically about their world in terms of these topicsThat students will place themselves in the world--definitively thoughtfully consciously and criticallyThat students will come out of the class thinking through a different lens about the ways in which their own identities have been constructedThat students will get a chance to practice academic writing and move to the next level of academic expertise with their writing

REQUIREMENTS Students are asked to write six reflection papers as noted and described in the syllabusYou are also asked to do several online exercises also described in the syllabus As stated above communication and participation are very very important to this class Please read the evaluation section carefullyThere will be no final exam Instead you are to write a 5-7 page final paper described below

WRITING REQUIREMENTS Please be sure to check this link out so that you understand clearly what the writing requirements are for your reflection papers and midterm interview paper

EVALUATION Grades will be based on your participation online the reflection papers (RPs) and the final paper The reflection papers are worth 60 points (6 papers 10 points each = 60) the final paper is worth 90 points and participation online is worth 100 points (10 classes 10

points each = 100) Each week there will be at least one online exercise In addition to doing this I expect that you will also post at least twice to WebCT If you want an A in the class you should post three times

IMPORTANT All attachments are to be sent to my PSU email address inghampdxeduDO NOT SEND PAPERS THROUGH WEBCT It is very time-consuming for me to download your papers through WebCT so please send them to this alternative address

ONLINE PARTICIPATION For the purposes of this class we will be using WebCT All course information should be available on WebCT by the week before classes start If you have any problems accessing WebCT please contact the front deskThere are various ways you will be expected to participated online

GRADES A=250-225 B=224-200 C=199-175 D=174-150 F=below 150

Course Schedule

620 - The nature of human beingsThe social construction of gender race class and sexuality And where does anti-Semitism fit

Readings Race pp 1-21 31-93Privilege forward and chapters one and two

RP1 - Due by June 24th This first paper is an autobiographical essay and should be sent to me as an attachment--to the following email address inghampdxeduPlease write three pages about you and why you are taking this class I want to know something about your life so as to enhance your and my experience in the class and I also want to understand your interest in the topic[s] of this class Please spend a little time exploring the themes of the class as they relate to your own lifeWhat experience scholastically have you had with this topic What do you hope to get out of the class How can I help you achieve your learning goals

627 - Systems of oppression - and how they are different from discrimination prejudice andor mistreatment

Readings Race pp 22-30 110-116 165-178 273-276 444-456 465-504History of anti-Semitism - Please read the entire exhibit guidePrivilege chapter eight

RP 2 - Due by July 5th This paper must be at least three pages long and should cover the articles you read for this weeks class on the systems of oppression It is very very important that in your paper you distinguish between oppression and mistreatment (which can come in the guise of prejudice discrimination or simple bad manners) If you are still unclear about the difference plug systems of oppression into a good search engine (teomacom allthewebcom

dogpilecom) and sort through the results You can also download the following pdf article Law and the Cultural Production of Race and Racialized Systems of Oppression Early American Court Cases by Rodney D CoatesYou will not receive points for this paper unless you do the above

74 - Understanding racism sexism heterosexism anti-Semitism and class privilege Where do we all fit

Readings Race pp 119-132 160-165 178-192Privilege chapter three

RP 3 - Due by July 10th This paper should answer the above question Where do you fit into all of this I invite you to be as personal with this paper as you like with two caveats 1) Refer to the readings as you talk about yourself--which readings could you relate to Which readings made no sense to you Which readings seem to be written expressly with you in mind And 2) Write about how you fit into both oppressor and oppressed group This paper must be at least three pages long and cover all of the above You need not write about your own personal experiences unless you want to

711 - The economics of oppression

Readings Race pp 193-207 226-232 254-268 273-330 (I know this is a lot--so you pick about 40 pages of this to read--your choice)Privilege chapters four and five

RP 4 - Due by July 17th Pick any three of the articles and then write to me about them three pages minimum

718 -Many voices many lives

Readings Race 333-432 (again pick about 40 pages of this--your choice)Privilege chapters six and seven

RP 5 - Due July 24th This paper should be about Privilege (one of your texts) Tell me what you think of it so far Whats good What works for you What doesnt Three pages minimum

725 - Creating and maintaining hierarchy stereotypes language ideology violence and social control

Readings Race pp 511-594 (pick 40 pages)Privilege chapter eight

RP 6 - By now you have a sense of what boxes you have been shoved into Detail some of the ways this is obvious to you especially as regards stereotypes language ideology violence and

social control Three pages minimum

81 - Resistanceand then healing

Readings Race pp 435-508 (pick 50 pages--try to spread them out so you read a little about a variety of different groupsPrivilege chapter nine

No paper dueto give you some space to work on your final papers But notice as you read the way the various laws that were enacted over the history of the US have acted as resistance against true diversity and equality

88 - Revisioning the future

Readings Race pp 595-637 (pick 40 pages)Privilege chapter ten|

Final Paper due no later than August 8th

There will be no final exam

Reflection Papers (RPs) Each week there are several readings assigned Your RPs should reflect on those readings and also answer whatever question[s] I might have asked for the weeks paper Each RP must be three pages long for you to receive full points They must also be cited and referenced correctly See WRITING REQUIREMENTS for help with thisPapers that are not cited andor referenced correctly will be returned to you for corrections

WebCT Most weeks there is an assignment for you to complete on WebCT Please check there for more information

Final Paper Your final paper can be written about any of the topics we have covered over the course of this class It must meet the following criteria1 It must be between 7-10 pages long and academically written2 You must use at least five of the readings from class to explicate and defend the thesis of your paper3 Your paper must contain in text citations and references4 You are welcome to use this paper to argue with anything we have covered in the class HOWEVER To do this you must not simply be argumentative You must first give some credence to whatever it is you disagree with and then present a cogent organized and well-defended argument

Extra Credit There are several ways for you to get extra credit points in this class1) You can write extra papers on any of the articles we read for the class You may also write

about something you have found on your own--as long as it is academic in nature2) You can go to events that relate to the class These events are worth 10 points each You must write a paragraph or two that synopsizes the event for me For an extra 10 points you can write a 2-page paper that describes the event in more detail[1] hooks bell (1994) Engaged pedagogy In Teaching to transgress Education as the practice of freedom NY Routledge

[2] The compact edition of the Oxford English dictionary (1971) Oxford University Press p 2110

[3] This is also sometimes referred to as and is certainly akin to critical pedagogy feminist pedagogy literacy of power education for critical consciousness etc The concept will be thoroughly discussed in class

[4] Boyce Mary E (2002) Teaching critically as an act of praxis and resistance Electronic journal of radical organization theory [Online] 2 (2) Available httpwwwmngtwaikatoacnzejrot

httpwebpdxedu~inghamsyllabiWSRCGampSexualityhtml

Syllabus for the Course Introduction to Womens Studies

UNST 280Introduction to Womens StudiesSpring 2005Course Syllabus

Isbel Ingham5037259195 inghampdxeduOffice Hours By appointment - NH 225

TEXTSListen up Voices from the next feminist generation (Voices) edited by Barbara FindlenWomen Images and Realities A Multicultural Anthology (Women) edited by Amy Kesselman Lily D McNair and Nancy Schniedewind These books are available in class (first class) and at In Other Words Bookstore[1]

DESCRIPTION Introduction to womens studies investigates various answers to the very simple question what is it to be a woman in the United States and in the rest of the world With any luck this will lead us to answer the questions

what and why is feminism--and is it even necessary In order to do any or all of these things we will look as deeply into womens lives as we have time for in ten weeks--our lives and the lives of women quite different from us To do this adequately it will be necessary for us to understand the dynamics of various types of oppression and more importantly (to this instructors mind) internalized oppression The class will focus largely on US society with some attempts to look at other places in the world We will examine gender and the various ways it intersects with race ethnicity body image sexuality etc This will be a challenging class in many cases challenging beliefs constructs and opinions you may hold quite dear We will also have some fun together I hope--certainly we will grow and learn together

PEDAGOGYThis class will practice what bell hooks calls engaged pedagogy [2] Pedagogy is the work or occupation of teaching engaged hopefully speaks for itself [3] What this means is that students will be expected to actively engage with the information offered by the instructor and the materials both in class and in the assignments Class format will rarely involve lecturing but will instead employ dialogue between students and students and students and instructor [4] Dialogue here is defined as a kind of speech that is humble open and focused on collaborative learning It is communication that can awaken consciousness[5] This requires that both the instructor and the students think of themour selves as knowledgeable learners who can both teach and learn in this classIn every class I teach I learn new things--and you are the people who teach me those new things

GOALS That students will gain a working knowledge of what feminism has

meant and means to generations of US women and women in other places in the worldIdentify the main branches of feminist thoughtTo look at the world through a feminist lens however brieflyTo understand ourselves as women in relationship to other womenTo understand ourselves as women better

REQUIREMENTS Students are asked to write five reflection papers as noted in the

syllabusYou are also asked to conduct an interview which you will write up for your midterm project This is described in more detail belowThere is no final exam or final paper Rather there is a final project an article in a zine to be produced over the course of the class largely in your mentor sections This class will rely on student participation in the form of class discussions about the readings and anything else you want to bring into class to enrich the mix I will lecture very little--in general

classes will be student-led WRITING REQUIREMENTS Please be sure to check this link out so that you understand clearly

what the writing requirements are for your reflection papers and midterm interview paper

EVALUATION Grades will be based on your participation in class the reflection

papers the midterm interview and the final project The reflection papers are worth 50 points (5 papers 10 points each = 50) the midterm is worth 50 points the final projectarticle is worth 50 points and participation in class is worth 100 points (20 classes 5 points each = 100) There will also be ample opportunities for extra credit points in the form of extra reflection papers and events

TIMELINESS None of us myself included like it when people we are waiting for

dont show up or are late Especially because the class is largely student-led your presence will me missed if you dont come to class Because of this if you miss more than four classes your grade will go down a notch Miss more than 6 classes it will go down another notch--8 classes you will not pass the class Similarly if you are late three times it will count as one absence six times will count as two absences etc To this end please sign the class list as you enter the room

Grades A=250-225 B=224-200 C=199-175 D=174-150 F=below 150

Course Schedule March 29 Introduction to class and each other

Introduction to womens studies What is feminism Reading What is Womens Studies pp 1-35 (Women) Class feminist Gilbert-Levin amp Bringing feminism a la casa Hernaacutendez (Voices) Handout Engaged pedagogy by bell hooks--to be read for Thursdays class

Extra Credit

Go to the University of Marylands Womens Studies Database Click on conferences If you were to go to one of the conferences listed here which one would you choose and why Which would least interest you One page - 5 points

March 31 Discussion of engaged pedagogy

RP 1 This first paper is an autobiographical essay due next Tuesday the 6thPlease write three pages about you and your relationship to feminism and women to date I want to know about your life and I also want to understand your orientation to and feelings about feminism thus farHow were you raised to think about women and womens roles

How did your family talk about feminism and feminists April 5 Feminist Foundations

Reading from Feminism as a Social Movement pp 503-514 518-520 524-539 542-564 (Women)

Imagine my Surprise Neuborne Selling out McCarry and One bad hair day too many Myhre (Voices)

Extra Credit

NOW has an online summary of the Seneca Falls Feminist History Tour Explore the various links and write a short paper about what you find Two pages 10 points

April 7 Continuation of Tuesdays discussion April 12 Dominant ideas about women Otherwise known as sexism racism classism etc Reading In Women read three articles from each of the following sections Take a Closer

Look Racism in Womens Lives The Legacy of Class Are You Some Kind of Dyke The Perils of Heterosexism and Understanding and Valuing DifferenceSo you are expected to read twelve articles--your choice You must however read--and comment about in your next RP--White privilege Unpacking the invisible knapsack by Peggy McIntoshYoure not the type Gilbert (Voices)

April 14 Continuation of Tuesdays discussionExtra Credit This project involves an exploration of the media Find some pictures in various media

newspapers magazines journals the internet etc How does the media depict various different groups of women How do these kinds of depictions impact our understanding of these women How does the media do thisPlease attach the pictures you find to the paper Three pages 20 points

RP 2 Please see instructions below (and linked here) for the remainder of your RPs This second one is due next Tuesday the 20th

April 19 Internalized sexismReading Learning gender pp 68-115 (Women) Ruminations of a feminist fitness instructor Valdeacutes and Bloodlove Doza (Voices)

Your life as a girl Sittenfeld Handout Work Together to End Internalized Oppression of SexismExtra Credit

Spend some time noticing how women treat one another To what extent does it mimic or parallel the way women are treated by men How do you feel when you are treated poorly by another woman Does it feel different than when youre treated poorly by a man How Write two pages about your musings for 10 points For an additional 10 points interview two of your women friends and one of your male friends Ask the women the above questions Ask the man what he thinks about the way women treat one another

April 21 GenderReading AboveExtra In many other cultures there are more than two genders Read the linked article about

Credit the way some Native American tribes look at gender--write a one-page synopsis and a one-page reflection on the authors premise 10 points

April 26 SexualityReading Sexuality and relationships pp 149-160 (Women) Lusting for freedom Walker Tight jeans and chania chorris Shah Handout April 28 SexualitiesReadings From Women pp 164-171 Chicks Goin At It Higginbotham (Voices)RP 3 Due Tuesday May 4th Midterm Interview Paper DueExtra Credit

Write a two-page reflection paper on the ways in which you learned about female sexuality Did you get the information primarily from your parents The media Your friends How much of the information you received was empowering What was dis-empowering or confusing Where have you been able to get accurate and helpful information Two pages 10 points

May 3 Women and workReading From Women pp 187-206 amp 236-249 The Wage Gap Myths and Facts National Committee on Pay Equity May 5 Sexual harassment in the workplace--how does it affect women (and men)Reading From Women pp 207-213Extra Credit

Each term Im surprised by the numbers of women in my classes who have already experienced extensive sexual harrassment in both or either the workplace or the classroom Tell me your story Interview some friends and tell me their stories It is particularly interesting to interview women who are working in or taking classes about areas where men typically dominate (the sciences for example) Three pages 15 points

May 10 Women and Violence Reading Violence Against Women in Intimate Relationships pp 447- 502 (Women) Handout The Sexual Victimization of College Women Cindy HanfordExtra Credit

You have a couple of different options for this paper You can write a paper about some way you have experienced violence in your own life You can also interview someone you know who has experienced violence in her life Alternatively you can find some stories in books or on the internet written by women who have experienced violence The goal To explore the ways in which this violence impacts all of our lives How has the experience of violence in your own life or the awareness that other women experience violence impinged on your life Does it limit the things you do Five points per page up to five pages

May 12 PovertyReading Knowledge is power Rangel The immaculate conception Richards (Voices)

In Women pp 231-249RP 4 Due Tuesday May 18thExtra Credit How does or has poverty impact your life Two pages 10 points

May 17 Womens bodiesReading Female Beauty pp 107-134 in Women This place called home Smith Betrayal feminism Chambers Extra Credit

Read the linked page on womens bodies and disability The author makes some very bold claims What do you think (Dont just argue)

May 19 Body imageReading Its a big fat revolution Lamm The Body Politic Chernik What is Mine

Lennon (Voices)Extra Credit

This is another personal reflection paper How did you learn what your body should look like Who were your role models--both positive and negative What did they teach you both overtly and unconsciously about how you should look to the world Two pages ten points

May 24 Womens rightsReading The Legal System pp 159-187 and Women and the Health Care System pp 266-287

in WomenExtra Credit

Go to the WomenWatch website Find some topic there that interests you and write a two-page paper about it Consider doing an in-class presentation 10 points

May 26 Reproductive RightsReading One Resilient Baby Green Abortion Vacuum Cleaners and the Power Within

Muscio And so I chose Crews Woman Who Clears the Way Tiger(Voices)RP 5

Your fifth RP is an evaluation of the class This paper is very important to me and I pay close attention to your feedback As I hope you know by now Im very commited to making this class work as well as it can for everyone involved Please be as honest as you feel comfortable with and answer the following questions1) What has worked well for you personally about this class2) What hasnt worked so well3) What was your favorite topic Why4) What was your least favorite topic Why5) What would you encourage me to continue or even expand upon6) What would you encourage me to drop or do less ofThank you very muchThis paper is due next week either Tuesday or Thursday

Extra Credit

Abortion is a very volatile issue that in my opinion is very difficult to think about clearly Everyone has a lot of feelings about a whole array of important issues that are entwined in the debate These feelings tend to overshadow peoples best thinking about women our rights our bodies the rights of children and just how complex this issue is If you are pro-choice find some information about or interview someone who is

pro-life If you are pro-life find some information about or interview someone who is pro-choice Write a two-page paper wherein you try to separate your feelings from your thinking This is a chance for you to explore the issue and become more informed and empathetic about its importance to both sides of the debate If the paper is well done you can receive 10 points

May 31 Women and powerReadings Women organizing Many issues many voices (Women) Dont Call Me a Survivor Morgan Why I Fight Back Walker Two Jews Three

Opinions Neidorf (Voices)Extra Credit

The National Organization for Women (NOW) is sponsoring a program called The Drive for Equality Go to their website and explore what this is all about What do you think of this idea Do you think it will work Does it in any way encourage or inspire you Two pages 10 points

June 2 Continuation of Tuesdays discussion

Reflection Papers Each week there are several readings assigned from two different texts You are asked to write three full pages on at least four of the readings Write a brief (one paragraph) synopsis of the readings you liked the best--you will use these during class discussions The rest of the paper should consist of your thinking opinions musings arguments etc In order to get full credit you must write three full pages And again please check the writing requirements that are linked to this syllabus to make sure you understand what is being expected from you (back)

Midterm Paper This is a five-seven page write-up of an interview you will conduct with a woman from a background quite different from yours Include a brief discussion of how what youve learned so far in this class has affected your understanding of the woman youre interviewing as regards the context of her life Please be sure you anwer the following questionsHow has being female shaped her life How have the other factors of her life--her socio-economic background religion family situation sexual orientation race etc--determined or not the course of her life What wereare her dreams To what extent wereare they realized Andor any other questions you think are relevant to this interview and paper Introduce your paper by telling me how you found your interviewee Conclude your paper by reflecting on what you learned by both the interview and your analysis of the interview To what extent arewere you able to see her as the subject of her own life as opposed to an object in yours How do you see that gender has impinged on or enhanced (or both) her lifePlease be sure to quote your interviewee to back up your analyses

You must reference at least three of the readings weve done for classYou must let me know who you will be interviewing by Tuesday of the third week of classes (April 13th) (back)The paper is due absolutely no later than Thursday April 29th

Final ProjectOur class will produce a zine consisting of articles written by each of you either individually or in groups (your choice) Content of the articles will be discussed at great length in class and in your mentor sessions If this project does not appeal to you you may read a biography or autobiography of a woman involved in one of the three feminist andor civil rights movements and write a book review Please check with me if you choose this option

Extra Credit There are several ways for you to get extra credit points in this class1) You can write the extra credit papers suggest in the syllabus (in red)2) You can go to events on PSU campus that relate to the class These events are worth 10 points each You must write a paragraph or two that synopsizes the event for me For an extra 10 points you can write a 2-page paper that describes the event in more detail3) You can to to events off-campus that relate to the class These events are worth 20 points each The same requirements apply to them as the on-campus events 4) You can give a brief (3-minute) presentation on some aspect of womens studies not covered in the class (10 points) You must give me a brief write-up of your presentation which includes your references5) Suggest something else to me (back)

[1] In Other Words is located at 3734 SE Hawthorne Blvd Tel 5032326003

Return Policy Returns are accepted up to two weeks after the first day of the term (one week for summer courses) In order to receive a refund books must be in

brand new condition with no bends or marks

Buy Back Policy Buybacks are based on projections of future need so we may not buy back every title

[2] hooks bell (1994) Engaged pedagogy In Teaching to transgress Education as the practice of freedom NY Routledge

httpwebpdxedu~inghamsyllabiWSWS04html

Syllabus for the Course American Studies American Pluralism

University Studies 212C American Studies American PluralismSophomore Inquiry Fall 2007

Perplexities of American Pluralism INSTRUCTOR Michael A Toth PhD Office CH 271T Office Hours Monday amp Wednesday 130 - 230 pm amp by appointment Phone 725-3620 or email tothmpdxedu Mentor

Shannon Rileyemail srileypdxedu

Many downloads on this site are in pdf or Adobe Acrobat formatif your computer does not currently have Adobe Acrobat Reader you may download a free copy by clicking here

Required Reading

1) Packet of Select Readings available from Smart Copy 1915 SW 5th Streetand2) One of the following six autobiographies (to be assigned)

The Rice RoomGrowing Up Chinese-American by Ben Fong-Torres

Between Mecca and Main Street Muslim Life in America After 911 by Geneive Abdo

Standing Tall The Lifeway of Kathryn Jones Harrisonby Kristine Olson

Crossing Over A Mexican Family on the Migrant Trail by Ruben Martinez

Makes Me Wanna Holler A Young Black Man in America by Nathan McCall

Bread Givers by Anzia Yezierska

Working Schedule

Date Course Topics Readings Additional Resources

1 Sep 24 Introduction to the Term

Explanation of Syllabus

Syllabus Schedule 1 2 3 amp 4

PBS NPRThe OregonianThe New York TimesWhadda Ya Think

Sep 26

American ExceptionalismHistorical Overview 5 6 7 amp 8 American Exceptionalism

Historical Overview

2 Oct 1 Working Concepts

Frames of Reference 9 10 amp 11Street Calculus CartoonYour Own Status CalculusStatus Set Worksheet

Oct 3 Seeing the World(s)

Drawing the Line(s) 12 13 amp 14Brief Multiple Reality QuizDrawing the Line ExerciseQuestioning Eruvs

3 Oct8

Ethnicity Race Religion Nationality GenderDilemmas Myth or Reality

15 16 17 18 amp 19

Family TreeAmerica Me EssayClues of Category

Oct 10 Assimilation

HistoricalContemporary 20 21 22 amp 23Understanding American ExceptionalismEllis Island Website

4 Oct 15

Anglo Primacy The Melting Pot (the old immigration and platitudes) 20 21 22 amp 23 Myth of the Melting Pot

Oct 17

Outliers Indigenous People (Leave Us Alone) 24 amp 25 Wounded Knee Massacre

5 Oct 22 What is a Nation

What is a People 26 27 amp 28Nationality amp Peoplehood Things to Think AboutPluralism amp Unity

Oct 24

Outliers Black Exceptionalism (We Shaped the Culture But Canrsquot Get In)

29 30 amp 31Synopsis of Black HistoryBlack Culture QuizAnswers-Black Culture Quiz

6 Oct 29

Asian Americans (Not Always Quiet Absorption)

32 Japanese American InternmentOrdeal at Wausau

Oct 31

Hispanic Americans(Changing the Rules) 33 amp 34 Practice Questions

Time Immigration Poll

7 Nov 5

Review and ReflectionsDiscussion Central Message of the Readings

Exercise

Nov 7 MuslimArab Americans

(Fundamentalist Challenge) 35Exam - Part IA Test of FaithsAnswers to Test of Faiths

8 Nov 12 The Anomaly of SexGender 36 amp 37 Lives Together

Worlds Apart

Nov 14

Contemporary Strains New isms and Identity Politics 38 amp 39 Where We Are Now

9 Nov 19

Post-Culturalism Possible Summing Up 40 41 amp 42 About the Portfolio

Exam - Part II

Nov 21 ~ Thanksgiving Holiday Break ~

10 Nov 26 GROUP PRESENTATIONS

Nov 28 GROUP PRESENTATIONS

11 Dec5 Completed Portfolio and All Assignments Due - Cramer 217T

List of Required Portfolio Items TBA

httpwebpdxedu~tothmpluralism

AJ 320U - Theories of Crime

Course Description An overview of historical sociological biological psychological economic and Marxist theories of crime causation Particular attention is made to critically analyzing each theory presented in terms of its internal consistency and logic as well as its fit with data on crime criminals and victims Policy implications stemming from these theories will be discussed

AJ 465U - Criminology and Social Justice Theory

Course Description Begins with an analysis of critical criminology theories and their underlying assumptions Explores the connections between critical criminology and social justice the social justice movement and the communities wherein social justice is practiced Application of social justice theory to criminal justice policy and practice has created a new set of social response mechanisms to crime and delinquency mediation restitution and restorative justice

BSt 419U - African-American Women in America

Course Description Designed to investigate the evolution of the African American woman from slavery to the contemporary period African American womens agency will be examined in the antislavery suffrage club civil rights nationalist black feminist and current movements for social justice

Introduction to Peace Studies 4 credits CR399U CRN 10796 TR 1200-1350 PCAT 140This course is designed to introduce us to the subject of Peace Studies The fields we will examine include history of nonviolent thought and action the writings of the greatest practitioners conflict resolution negotiation intercultural communication cross-cultural conflict resolution from local to global international political conflict interpersonal communication social movement theory war system amp peace system analysis philosophical and spiritual approaches psychological elements of war and peace and how these disciplines merge to provide background and tools for understanding conflict management methods leading to either war or peace

Geog 347U - Environmental Issues and Action

Course Description Examines environmentalism as a phenomenon reflecting cultural appraisals of nature and societyrsquos relationship to it Explores the history and ideology of the environmental movement and investigates the contemporary structure concerns effects critiques and directions of environmentalism

Hst 341U - Women and Gender in America 1848-1920

Course Description Explores the diverse experiences of women in the United States between 1848 and 1920 Key themes include slavery emancipation and Reconstruction colonialism and resistance womens rights and social reform education and wage labor immigrationmigration and Victorianism and sexual modernism

Phl 310U - Environmental Ethics

Course Description Critical study of issues raised by the attempt to formulate an adequate environmental ethic Some of these issues deal with how our treatment of the environment affects other human beings ie future generations Others have to do with how non-human beings are to be treated Do animals have rights Do species have rights Do our proper moral concerns extend to such things as trees rivers and possibly the planet itself A number of current problems will be considered such as population control limits to growth global warming and endangered species

Psy 310U - Psychology of Women

Course Description Review and evaluate assumptions underlying psychological research on women Survey the research in areas such as the development of sex differences acquisition of gender roles and maintenance of gender stereotypes Explore the pertinence of these findings to topical areas such as womenrsquos work roles women and mental health and the womenrsquos movement

Sci 347U - Science Gender and Social Context

Course Description Two-term course explores the strengths and limitations of science to describe and predict nature through laboratory and field investigations These activities will illustrate the transition from a reductionist view of our natural environment to a systems-oriented view It will place this historical shift in understanding and scientific practice in the contexts of gender race and class using selected case studies in environmental management Includes laboratory andor fieldwork

Sci 357U - Sustainability in the United States-Mexico Border Region

Course Description Explores environmental and economic sustainability issues at the US-Mexico border Dialogue with US and Mexican border residents tours of immigration facilities and multinational factories homestays with working class families and service with Mexican-based agencies Spanish language skills not required

Sci 365U - The Science of Womens Bodies

Course Description The female human body is studied from a multidisciplinary perspective including anatomy physiology genetics cell biology endocrinology and human development as well as biochemistry Current social cultural and political topics related to the science and policy of womens health are also discussed This course is the same as WS 365 may only be taken once for credit

Sp 337U - Communication and Gender

Course Description Study and practice of the skills involved in competent communication (primarily comprehensive listening and reading and speaking and writing) in order to separate myths assumptions and notions from the facts realities and truths about communication and about women and men Examination of communication and gender topics will include the role of anger in communicating about gender issues the impact of the type of information on discussions about gender gender difference as a ldquocatch allrdquo explanation for gender problems the facts of differences being confused with attitudes about differences perception of women and men as speaking different languages and communicator behaviors as choices

WS 306U - Women Environment and Activism

Course Description Study of gender issues in an international perspective Courses will focus on a theme that can be studied comparatively such as gender and public policy or on a particular country or nationalethnic group such as Filipina women This course is repeatable with different topics

WS 308U - Topics in Gender Literature and Popular Culture

Course Description Media popular culture and literature from a feminist perspective which focuses on how gender and other dimensions of power relations are expressed reproduced and challenged within cultural expression Such topics as lesbiangay literature genderdifference in television and women in contemporary film

WS 347U - Science Gender and Social Context

Course Description Two-term course explores the strengths and limitations of science to describe and predict nature through laboratory and field investigations These activities will illustrate the transition from a reductionist view of our natural environment to a systems-oriented view It will place this historical shift in understanding and scientific practice in the contexts of gender race and class using selected case studies in environmental management Includes laboratory andor fieldwork This course is the same as Sci 347 348 may only be taken once for credit

WS 360U - Introduction to Queer Studies

Course Description An interdisciplinary course that focuses on the lives of lesbian gay bisexual and trans people in historical and social context Looks at the historical roots and political uses of sexual norms and sexual identities and explores the complex interactions of race class gender and desire Finally looks at some of the current political contests around sexuality

Senior Capstone

Senior Capstone is the culmination of the University Studies program Capstone courses are designed by Portland State Universitys faculty to build cooperative learning communities by taking students out of the classroom and into the field In Capstone courses students bring together the knowledge skills and interests developed to this point through all aspects of their education to work on a community project Students from a variety of majors and backgrounds work as a team pooling resources and collaborating with faculty and community leaders to understand and find solutions for issues that are important to them as literate and engaged citizens

httpwwwpdxeduunstcapstonehtml

Senior Capstone Sample Courses

UNST 421 Ballot Initiatives Society and the Environment Josh Binus binuspdxedu Students will explore and analyze the use of ballot initiatives in Oregons past that have attempted to regulate government society and the natural environment During the term students will be introduced to various research writing and editing strategies and will then work as researchers for the Ballot Measure Archive Project a collaborative effort to document

Oregons most important ballot measures Specifically students will actively gather campaign-related historical materials such as photographs manuscript records audio and video recordings maps ephemera and artifacts for preservation in the archives of the Oregon Historical Society Different ballot measures are researeched each term with a wide variety of topics available for study A sample of issues covered includes environmental (fishing forestry land use water quality hunting and trapping recycling and nuclear power) criminal justice (mandatory minimums victims rights sentencing guidelines evidence and parole and death penalty) social justice (gay rights right-to-die and abortion rights) education public utility regulation campaign financing taxes and more

UNST 421 Civic Leadership for Social Change Stephanie Blackman stblackmanyahoocom Students in this Capstone will build skills in leading projects with Hands On Portland (wwwhandsonportlandorg) which provides opportunities for volunteer service throughout the Portland area Using the TeamWorks model HOP has already created students will participate in a series of volunteer projects related to a specific topic area and create a curriculum to prompt reflection on and understanding of related issues Students will document their efforts in a binder that can be used for HOP teams in the future Possible topic areas include sustainability literacy and immigration among others please contact the instructor at blackmanpdxedu prior to the start of the term for more information on which topic has been chosen Scheduled class meetings include volunteer service time

UNST 421 Inside-Out Understanding Marginalized Communities - Dialog and Understanding Amy Spring springapdxedu This Capstone course you are in provides an opportunity for a small group of students from Portland State University and a group of residents from Coffee Creek Correctional facility to exchange perceptions about crime justice and the ways in which marginalized communities are affected by public policy It is a chance for participants to gain a deeper understanding of how income communities of color and specifically women are affected by incarceration policies in Oregon and the US This will be accomplished by marrying theoretical knowledge and practical experiences in weekly meetings extended throughout the term This course will be held with a group of women at Coffee Creek and topics will include criminal justice correctional as well as issues of interest and concern to women especially as these topics relate to incarceration This class will take place inside the prison located 20 minutes from PSU Participation requires all students to pass a background check

UNST 421 Local Justice Social Justice Education for Adolescents Cynthia Gomez gomezcpdxedu This course is an advanced exploration of diversity and social justice in the United States This Capstone provides students with an exploration of adolescent development theory a framework for understanding specific forms and the interlocking systems of oppression a process to explore

how oppression affects our lives a pedagogical framework for teaching and training about concepts of oppression and diversity and an application of these ideologies and skills in secondary schools

UNST 421 Preserving LGBTQ History Christa Orth corthpdxedu This course introduces methods of preserving lesbian gay bisexual transgender and queer history The course examines the ways community and academic historians document the often hidden history of LGBTQ communities The Gay and Lesbian Archives of the Pacific Northwest is our community partner as we learn about recording oral histories and processing the archival collections of our queer history in Oregon

UNST 421 Sexual Minority Youth Molly Gray mcgpdxedu This course examines the paths that sexual and gender minority youth navigate in society exploring such questions as What challenges do LGBTQ youth encounter How do they cope survive find understanding and celebrate themselves amidst homophobia and intolerance How do LGBTQ experiences vary across race class religion gender and expression Has the growing mobilization for LGBT rights included the needs and voices of youth What resources are available locally for youth and how can youth needs be brokered by the community at large Our community partner is the Sexual Minority Youth Resource Center (SMYRC) Thank you for your help

UNST 421 Womenrsquos Oral Narratives Girl Power Sally Eck eckspdxedu In this course we will be working with our community partner the local non-profit feminist bookstore IN OTHER WORDS and their sister organization The Womens Community Education Project Our project is to coordinate a series of rap sessions with local teen girls about current issues in their lives We will use these group conversations to encourage the girls to become a part of our ZINE project -- where they will write edit and publish a grassroots mini-magazine with our class In preparation for this project we will read feminist scholarship about teenage girls as well as focus groups and zine publishing methodologies

Beyond War Challenge to Change Our Thinking About War Debbie Kaufman dkaufmanpacifiercom Students will be challenged to examine their assumptions about war and to become part of an alternative solution to conflict--personally in our community and in the world This course will teach students about the foundational ideas of Beyond War principles for everyday living and prepare them to facilitate discussions challenging others to change their thinking about war Topics will include the interdependent nature of our living system the effects of using war as a method for resolving problems alternatives to war including nonviolent conflict resolution processes and cooperation and collaboration among peoples and nations Projects will include

various roles in researching and developing materials arranging andor making presentations and coordinating and leading discussion groups on Beyond War principles

Community Action Theater Eden Isenstein edennaomigmailcom This course will provide students the opportunity to develop skills as educators activists and leaders Students will learn about the dynamics of sexual assault on college campuses Students will also study different forms of activist theatre and use this knowledge to create interactive performances for the PSU community Outside of class assignments include journaling reading and committee work

Debt Cancellation and the Millennium Development Goals Grassroots Advocates Changing the Terms of the Debate Pat Rumer activistapyahoocom Debt cancellation is one of the United Nationrsquos Millennium Development Goals that seek to eradicate poverty by 2015 More than half of African nations continue to spend more on debt than health care for their citizens Sub-Saharan Africa pays almost $15 billion in debt services to the wealthy nations and international financial institutions This course will explore such questions as What are the origins of the debt burden Does this debt burden impact South-North migration What impact do global advocacy networks have on international institutions Our community partner will be Jubilee Oregon that engages the public through education advocacy and direct action

Us and Them A History of Intolerance in AmericaBeth Stafford bethpdxedu Through various mediums students will explore events in our history when intolerance arose from the fear suspicion and anger of ordinary people--the same impulses that still cause discord today--and will be brought face-to-face with the negative and often tragic consequences of prejudice and hate but they will also learn about the hope and heroism that true moral conviction inspires Exposure to intolerance will include both historical and fictional accounts of the struggles of alienated groups throughout our countrys history to the present time and will lead to class discussions and writings reflecting on important issues the works evoke Besides the required course work you will engage in collaborative projects of your choice which will consist of outreach activities in the community Faculty will provide more information on this in class but students should be prepared to spend at least four hours per week outside of class to devote to projects




Freshman Inquiry


THE CONSTRUCTED SELF ME US AND THEM (UNST 101 102 103)







Cluster Syllabi








Race Class Gender amp Sexuality in the US Summer 2006 Course Syllabus



















Senior Capstone


foundations such as W K Kellogg and the Pew Charitable Trusts have recognized the work of our University Studies faculty and administrative leaders

Almost every institution of higher learning requires students to complete some kind of general education program in addition to their major field of study Portland State Universitys nationally recognized approach to education is based on an extensive review of current research Strong evidence shows that tightly structured clusters of courses with an interdisciplinary thematic approach help to create a more effective general education program Using mentored inquiry sections extending the program throughout the four years and integrating carefully articulated goals further increase the programs effectiveness The University Studies general education program is designed to provide those environmental factors and learning opportunities that are known to enhance learning satisfaction and retention for all students

PSUs four-year general education program is required of all students with the exception of those enrolled in Liberal Studies or the Honors Program University Studies begins with Freshman Inquiry a year-long course introducing students to different modes of inquiry and providing them with the tools to succeed in advanced studies and their majors At the sophomore level students choose three different Sophomore Inquiry courses each which leads into a thematically linked interdisciplinary cluster of courses at the upper-division level Students transferring to Portland State are usually required to take a Transfer Transition course to orient them to PSU and build a foundation around the four University Studies goals as introduced in Freshman Inquiry and developed throughout the general education program Finally all students are required to complete a Capstone course which consists of teams of students from different majors working together to complete a project addressing a real problem in the Portland metropolitan community

For an in-depth examination of Portland State Universitys general education reform model download A Model for Comprehensive Reform in General Education Portland State University

httpwwwpdxeduunstabouthtml

Freshman Inquiry

Freshman Inquiry (FRINQ) forms the foundation for the University Studies program This year-long sequence of courses introduces students to Portland States general education goals and to the opportunities available in university life FRINQ courses are interactive and theme-based with each theme exploring topics and issues using an interdisciplinary approach to show how they can be understood from different perspectives

Cluster Syllabi

Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Cluster Syllabi

Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Cluster Syllabi

Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Cluster Syllabi

Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Cluster Syllabi

Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Class CRN 13360 MWF 1245-1350 CH 171

10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


10486231048623= lt179

Chapter 2

1016-1020

Chapter 3

Chapter 8

Chapter 5

1113-1117

FINAL 126

JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


JHS intro chs 5 6 8

Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Making the Grade

Summary and review

MW ch 3 (47-68) 7-8

Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Course Syllabus

Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Course Schedule

Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Extra Credit

Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Required Reading

Working Schedule

Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Sep 26

Historical Overview

3 Oct8

15 16 17 18 amp 19

Oct 10 Assimilation

4 Oct 15

Oct 17

Oct 24

6 Oct 29

Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Oct 31

7 Nov 5

Exercise

Worlds Apart

Nov 14

9 Nov 19

Exam - Part II

Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Senior Capstone




Freshman Inquiry









Cluster Syllabi



























Senior Capstone


Documents

Portland State – University Studies Program State... · Web viewPortland State – University Studies Program By Discover The Networks December 2007 University Studies Overview