EL 16a Syllabus Fall 2016 - Brandeis University 16a Syllabus Fall 2… · POL 184a: Global Justice...
Transcript of EL 16a Syllabus Fall 2016 - Brandeis University 16a Syllabus Fall 2… · POL 184a: Global Justice...
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EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 1
EL16aSyllabus Fall2016 (Two-creditExperientialLearningPracticumCourse)
TheImmigrantExperienceinWaltham:AService-basedPracticumClassmeetingtime:Wednesdaysfrom12:00–12:50p.m.startingWedSept7,Schwartz110.Instructor:MarciMcPhee,InternationalCenterforEthics,JusticeandPublicLife [email protected] x67744 Office:ASAC311(AbrahamShapiroAcademicComplex) Officehours–W&Th3:30–4:30,orbyappointment–contactBarbara:[email protected] VisitMarci'sofficehoursgoogledoctosignupforatime(linkinmyemailsignaturelineandonLATTE) MakesureIseeyouthroughmyglassdoorwhenyouarrive,soI’llknowyou’rewaiting.Associatedfour-creditbaseclass(tobetakenconcurrentlyorwithinthepastyear):AAAS177a:TheOtherAfricanAmericans:ComparativePerspectivesonBlackEthnicDiversityAMST55a:Race,Ethnicity,andImmigrationinAmericanCultureANTH1a:IntrototheComparativeStudyofHumanSocieties(Fall2016:JanetMcIntosh)IGS10a:IntrotoInternationalandGlobalStudies(Fall2016:KerryChase)POL184a:GlobalJusticeSOC122a:TheSociologyofAmericanimmigrationEL16aPracticumcoursedescription:TheEL16acourse“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP)isa2-creditcoursethatmaybetakeninconjunctionwiththebasecourse.Thissupplementalcourseisdesignedtoprovidestudentswithhands-onexperiencethroughcommunityworkwithimmigrants,applyingsomeoftheframeworksandanalysismethodsofthebasecourse.Thepracticumisalsointendedtoprovidestudentswithanopportunitytorealizeasocialjusticeaimbycollaboratingwithanorganizationthatisaddressingneedsofimmigrants,andothersocialjustice/socialpolicyissuesofinteresttothestudent.
ThecombinationofthebasecourseandtheEL16ashouldcontainthefollowingfourelements:1.Directorhands-onexperiencesthatengagestudentsintellectually,creatively,emotionally,socially,and/orphysically,toenablethemtoexperiencethetheoriestheylearnanddiscussinclass.2.Unknownoutcomesallowingstudentstolearnfromnaturalconsequences,mistakes,andsuccesses.(Weareallco-learners:InstructorandEL16astudents.)3.Opportunitiesforstudentstotakeinitiative,makedecisions,andbeaccountablefortheresults.4.Structuredassignmentsandprocessesthatenablestudentstoreflectontheirdirectexperiencescriticallyandtoconnecttheoryandpractice.
Inordertodeveloptheirreflectiveskillsandtoenablefacultytoassesstheirprogress,studentsinEL16awillpresenttheirELexperienceinwrittenandoralform.Students’papersandpresentationsshouldfocusonthelearningprocessthroughtheirdirectexperienceinthecommunityorganization,asitconnectstotheirlearninginthebasecourse.BASECOURSES:
AAAS177acoursedescription:TheOtherAfricanAmericans:ComparativePerspectivesonBlackEthnicDiversity.Explorestheidentities,immigrationandintegrationofBlackAfricansandAfro-CaribbeansintheUnitedStatesandUnitedKingdomfrominterdisciplinaryperspectives.Itexaminesintra-racialandinter-ethnicsimilaritiesanddifferences,conflictsandcollaborationsthatanimatethelivedexperiencesofnativeandnewBlacks.
AMST55acoursedescription:Race,Ethnicity,andImmigrationinAmericanCulture.Providesanintroductoryoverviewofthestudyofrace,ethnicity,andcultureintheUnitedStates.Focusesonthe
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EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 2
historical,sociological,andpoliticalmovementsthataffectedthearrivalandsettlementofAfrican,Asian,European,AmericanIndian,andLatinopopulationsinthelatenineteenthandtwentiethcenturies.Utilizingtheoreticalanddiscursiveperspectives,comparesandexplorestheexperiencesofthesegroupsintheUnitedStatesinrelationtoissuesofimmigration,populationrelocations,governmentandcivillegislation,ethnicidentity,genderandfamilyrelations,class,andcommunity.
ANTH1acoursedescription:Examinesthewayshumanbeingsconstructtheirlivesinavarietyofsocieties.Includesthestudyoftheconceptofculture,kinship,andsocialorganization,politicaleconomy,genderandsexuality,religionandritual,symbolsandlanguage,socialinequalitiesandsocialchange,andglobalization.Considerationofanthropologicalresearchmethodsandapproachestocross-culturalanalysis.
IGS10acoursedescription:"Globalization"touchesusmoreeveryday.Introducesthechallengesofglobalizationtonationalandinternationalgovernance,economicsuccess,individualandgroupidentities,culturaldiversity,theenvironment,andinequalitieswithinandbetweennations,regionsoftheglobe,gender,andrace.POL184acoursedescription:GlobalJustice.Exploresthedevelopmentofthetopicofglobaljusticeanditscontents.Issuestobecoveredincludeinternationaldistributivejustice,dutiesowedtotheglobalpoor,humanitarianintervention,theethicsofclimatechange,andimmigration.SOC122acoursedescription:TheSociologyofAmericanImmigration.Mostofusdescendfromimmigrants.FocusingontheUnitedStatesbutinaglobalperspective,weaddressthefollowingquestions:Whydopeoplemigrate?Howdoesthisaffectimmigrants'occupations,genderedhouseholds,rights,identities,youth,andracerelationswithothergroups?
PotentialPartnersforyourcommunitywork:1.CharlesRiverPublicInternetCenter154MoodySt.crpic.org781-891-9559x207ContactJudithWebsterjmwebster@crpic.orgBrandeisIPstudentswillbetutorsinaworkshopseriestaughtbyCharlesRiverPublicInternetCenterstaff,tobeofferedonweekdayevenings(probablyMondayandWednesday).TheworkshopwillcoververybasiccomputerliteracysuchaccessingtheinternetandMicrosoftWord,fornon-nativeEnglishspeakers.AllofthecommunityparticipantsareenrolledinEnglishasaSecondLanguage(ESL)classesatothertimes.2.ProspectHillCommunityCenter(PHCC)44HansenRdprospecthillcc.orgContactwgprospecthillkidsclub@gmail.com
BrandeisIPstudentsworkincollaborationwithvolunteersfromtheWalthamGroup'sProspectHillKidsClubandBentleyUniversityvolunteerstoprovideafternoonenrichmenttochildrenwholiveintheProspectHillTerracelow-incomehousingneighborhood.TheCenterisopenonweekdaysfrom3:00-5:15pm.IPstudentssignuptobeattheCenteronthesamedayeachweek.Theafternoonsincludehomeworkhelp,tutoring,andfunindoorandoutdooractivities.ChildrenwhoattendtheCentercomeprimarilyfromsingle-parenthouseholdsandareinelementaryandmiddleschool.ManyparentsinProspectHillare
immigrantswhoarearenon-nativeEnglishspeakers,withthemostcommonlyspokenlanguagesbeingSpanish
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EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 3
andHaitianCreole.Afterthefirstfewweeksofthesemester,transportationwillbeprovidedbyWalthamGroup,leavingcampusaround2:45pm.Beforethen,transportisonyourown.ALLPHCCVOLUNTEERSNEEDACORIBACKGROUNDCHECKbeforebeginningtheirvolunteerwork,whichusuallytakesaweekormore.ContacttheOfficeofCommunityServiceinSCC2ndfloororwhiffen@brandeis.edu.3.WalthamFamilySchool510MoodySt.781-314-5696www.WalthamFamilySchool.orgContactBrittaMcNemar,BrittaMcNemar@k12.waltham.ma.usIPstudentsworkingwithWalthamFamilySchool,afamilyliteracyprogram,willserveastutors/teachingassistantsinEnglishasaSecondLanguageclasseswithadultsorpreschoolchildren(usuallyadults).Studentsmustbeavailableforatleast3hoursaweekduringthefollowingtimeblocks:Tues(9-10:30;10:30-12),Wed(9-10:30;10:30-12),orThurs(9-10:30;10:30-12)andpossiblyFri10:30–12:00.IPstudentschooseaconsistentdayandtimetovolunteer.
4.WATCHCDC"BreakingBarriers"program24CrescentStreetSuite201(offMoodyStreet)[email protected](781)891-6689x202BreakingBarriersatWATCHCDCisanadulteducation,training&leadershipprogramforimmigrantsofallnationalities.TheprogramexpandstheskillsandstrengthensthevoiceofimmigrantsintheWalthamcommunity.Afterinitialtraining(ideallyThursSept15,6-8pm)volunteersassistwithEnglishclasses,whichareheldMonthroughThursfrom6-8:00pm.IPstudentschooseaconsistentday&timetovolunteer.
EL16aTimeCommitment:a. 1-hourweeklyclassmeetingwiththeInstructorandotherstudentstoworkshop,reflect,troubleshoot,etc.b. Atleast3additionalhoursperweekofindividualorgroupworkonproject/practicum.Activitieswillinclude
identifyinganorganizationwithwhichtowork,volunteeringandsupportingtheorganization,andpreparingthefinalpresentation.
Transportation:Studentsareresponsiblefortheirowntransportationtoandfromthecommunitypartnersite.BESUREYOUHAVEABACKUPMODEOFTRANSPORTATION.Ifyouneedhelpwithtransportation,considerbrandeis.edu/publicsafety/safety/escort/scheduleCommunityWorkHours:LogcommunityservicehoursWEEKLYintwoways:1)Loghoursanddescriptionofthetimespentonthegoogledoc2)LogyourhoursagainonSAGEtohelpyouANDtheUniversity.Seedetailsat
brandeis.edu/studentlife/communityservice/awardandtrackinghours/trackinghours.htmlDonotincludetimespentdoingthehomeworkforthebasecourseorthepracticum(readingsorwritingassignments).However,timespentpreparingforthefinalpresentationshouldbeincluded.
PhotoofbusbyKiraSetren.PhotoofWFSentrancebyTawannaJohnson.
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EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 4
Grading:(Seepage9forgradingrubrics)1) Workwiththecommunityorganization:50%(targetis30hourstotal,withprofessionalbehaviorlikean
employee,notavolunteer.Seegradingrubriconpage9) 2) Attendance/participationpracticumclass:20%3) Writtenassignments:20%(5%perreflectionfor4assignments)4) Finalpresentation:10%(includingyourteamworkinpreparingandpublicizing–seepage5)
Extracreditoption:Attendoneormoreeventsofyourchoicerelatedtothethemesofthepracticumandwritea2-3pagereflectionconnectingtheeventtothebasecourseANDyourcommunityexperience.Well-writtenreflectionsmaybringupyourgrade.Oneortwoextracreditpaperswillbeaccepted.ClassAttendanceandPunctuality:Regularattendanceiscrucialtothesuccessfulattainmentofthecourseobjectivesinthissmalldiscussion-basedpracticum.Particularlybecausetheclassmeetsonlyonceaweekandclasstimeissoshort,punctualityisessential.Missinganypartofclasswillbeconsideredafullabsence.
Oneabsencewillbeconsideredawarning.Twoormoreabsenceswillaffectyourattendance/participationgradebyonelettergradeforeachsubsequentabsence.Incasesofanaccident,illness,etc.youmustnotifytheinstructorassoonaspossible.Excessiveabsenceswillhaveanegativeimpactonyourclassparticipationgradeandwillseriouslyaffectyourabilitytoachievethepracticumlearningobjectives.AWordaboutLanguage:Animmigrantisdefinedassomeonewholeavestheircountryoforiginintendingtosettleinanothercountry.Visitingstudentsortemporaryworkerswhorelocateforthepurposesofeducation,tourism,ortemporaryworkarenotconsideredimmigrants.SomeconsiderthephraseIllegalimmigrantoffensive;thepreferredterminologyisundocumentedimmigrant.Inthisclass,wemayalsodiscusschildrenofimmigrants,whetherornotthosechildrenthemselvesareimmigrants.Assignments:ThefourassignmentsaredueviaemailtoMarcimcphee@brandeis.edunolaterthan12noonusuallyonFridays(datesbelow).Pleaseplanaheadforweekendtravel,personalcircumstances,etc.Infairnesstoallstudents,lateassignmentswillreceivealowergrade.FreewritingcoachingisavailableattheWritingCenterintheGoldfarbLibrary.Visitbrandeis.edu/writingprogram/writingcenterforhoursanddetails.
• Assignment#1:PracticumLearningGoalsandWorkplanDue:FriSept30by12noonviaemail.Description:Submita2-3pagereflection(double-spaced)inwhichyoudescribetheworkyouhavedonesofaronyourpracticum,goalsyouhavesetwithyourorganization,yourpersonallearninggoals,challengesyouhaveencounteredsofar,andwaysyouforeseeovercomingthem.Inshort,whatwouldyouneedtoaccomplishbytheendofthesemestertofeelthatyou’vedonewhatyouwantedtodo,andlearnedwhatyouwantedtolearn?Yourpaperalsoshouldconnect1-2experiencesinyourcommunityworkto1-2specificconceptsfromthebasecourseclasslearnings.Includeaspecificquoteoranauthoryou’vediscussedinthebasecourse.
• Assignment#2:DesertRootsReflection
Due:FriOct21by12noonviaemail.Description:EitherreadtheintroductiontoProf.MitraShavarini’sbookDesertRoots:JourneyofanIranianImmmigrantFamily(12pages,onLATTE)ORwatchthefirstthreevideosfromthebooklauncheventatbrandeis.edu/ethics/news/2012/2012.September.7
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EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 5
(about45minutestotal:Prof.Shavarini,author;LeilaPascual’14,studentrespondent;Prof.KristenLucken,facultyrespondent).Writea2-3page(double-spaced)responsepaperconnectingMitra’sstoryto
1)aspecificconceptortheoryinthebasecourse(listaquoteoranauthor),AND2)anexperiencefromyourcommunitywork.
• Assignment#3:InformalImmigrantInterview
Due:FriNov18by12noonviaemail.Description:Interviewanimmigrant.Ideallythiswillbeanimmigrantyouhavemetinthecourseofyourcommunitywork.Writetheirstoryin2-3pages(double-spaced),orsubmitoriginalartwork,ashortvideo,photoessaywithcaptions,orotherproduct.Ifyouchoosesomethingotherthanapaper,pleasesubmitashortnarrativeofexplanationandcommentary.Seepage8formoreinformationaboutthisassignment.
• FinalPresentation:
WedDec7duringclasstimeinLurias,Hassenfeld(upperSherman),opentothepublicDescription:Presentasummaryofyourworkthroughoutthesemester.Someideasforfinalpresentationsmightbe:avideoorslideshow,aposter,abooklet,ascriptedskit,etc.Allpresentationsshouldincludetheseessentialelements:
Astoryaboutyourcommunitywork–aclient,amomentSpecificacademicobservationsfromthebasecourseSomelivelyaudienceinteraction–makeitexperientialforyouraudience,helpingthem
toexperiencewhatyoudidasavolunteer.Note:Yourpresentationgradeincludesyourteamworkinpreparingforandpublicizingthispresentation,asreportedinyourfinalpaperbelow.
• Assignment#4:FinalReflectionandHandoffLetter(twoseparatedocuments)Due:MonDec12by12noonviaemail.Description:Writea2-4page(double-spaced)reflection,whichsummarizesyourcommunityworkandpracticumclassexperiencebyaddressingthefollowingquestions:- Whatdidyoulearnaboutyourselfthroughthisexperience?- Whatwereyourgreatestchallenges?- Howdidthisexperienceaffectthewayyouexperiencethebasecourse?- Howdoyoufeelthatyourworkwiththepracticumsupportsorchallengesthe
informationyouhavelearnedinthebasecourse?- Whatconclusionscanyoudrawabouttheintersectionofthebasecourselearningsand
theimmigrantexperienceinWaltham?- DidyourworkactuallymeettheneedsofimmigrantsinWaltham?Howdoyouknow?- Whatwasyourroleinpreparationforthepresentation?Then,inaseparate1-2pagepaper(double-spaced),writeyourhandofflettertonextsemester’sIPstudents.Whatsuggestionsdoyouhaveforfuturestudentsworkingwithyourcommunitypartner?Includingyournameonthispageisoptional.
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EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 6
Readings:• Requiredtexts:
1. "TenMythsAboutImmigration,"(2pages)onLATTEorattolerance.org/immigration-myths.2. Selectionsfrom“MassachusettsNewAmericansAgenda,”(8pages)availableonLATTE.Theentire
reportisdownloadableatwww.mass.gov/ori3. EthicalInquiry,“ShouldUndocumentedStudentsbeEligibleforIn-StateTuitionRates?"
brandeis.edu/ethics/ethicalinquiry/2010/april,researchedandpreparedbyVanessaKerr'11andMorganManley'11
4. Introduction,DesertRoots:JourneyofanIranianImmigrantFamily,byBrandeisprofessorMitraShavarini,(12pages)availableonLATTE,ORwatchthefirstthreevideosfromthebooklauncheventatbrandeis.edu/ethics/news/2012/2012.September.7(about45mintotal-Prof.Shavarini,theauthor;LeilaPascual’14,studentrespondent;Prof.KristenLucken,facultyrespondent).
• Suggestedreading(optional):1. “Driver'sLicensesforPeopleWithoutSocialSecurityNumbers”aboutundocumented
immigrants,byKenyonFraser'16andNathanNeedle'15,in“AdvocacyforPolicyChange"(2pages)athttp://www.brandeis.edu/ethics/pdfs/advocacy/Advocacy-for-Policy-Change-report-September-2015.pdfpages35-36
2. "PilgrimFather/IllegalSon:StoryofTwoImmigrants"byWen-tiTsen,(2pages)athttp://masshumanities.org/ph_pilgrim-fatherillegal-son-story-of-two-immigrants/
3. “TheoryforPractice:AFrameworkforThinkingaboutExperientialEducation,”byRebeccaCarver,(10pages),availableonLATTE.
Noticetostudentswithdisabilities:IfyouareastudentwithadocumenteddisabilityonrecordatBrandeisUniversityandwishtohaveareasonableaccommodationmadeforyouinthisclass,pleaseseemeimmediately.Ifyouhavequestionsaboutdocumentingadisabilityorrequestingacademicaccommodations,contactBethRodgers-KayinAcademicServices([email protected].)Academicintegrity:Youareexpectedtobehonestinallofyouracademicwork.AllegationsofallegedacademicdishonestywillbeforwardedtotheDirectorofAcademicIntegrity.Sanctionsforacademicdishonestycanincludefailinggradesand/orsuspensionfromtheuniversity.PleaseconsultBrandeisUniversityRightsandResponsibilitiesforallpoliciesandproceduresrelatedtoacademicintegrity.
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EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 7
IMMIGRANTPRACTICUMCLASSSCHEDULE:WSept7 Class.Structure&expectations,connectingwithcommunityorganizationsWSept14 Class.WorkinginthecommunityWSept21 Class.GuestspeakerProf.KristenLucken(SOC)aboutimmigrationpolicy.Beforeclass,read
"TenMythsAboutImmigration,"(2pages)onLATTEorattolerance.org/immigration-mythsWSept28 Class.Beforeclass,read"MassNewAmericansAgenda"(8pages)onLATTEFSept30 Assignment#1dueby12noon–PracticumWorkplanWOct5 ClassWOct12 NOCLASS–YomKippurWOct19 GuestspeakerMarinaOffner,Admissions.Beforeclass,readtheEthicalInquiry,“Should
UndocumentedStudentsbeEligibleforIn-StateTuitionRates?”atbrandeis.edu/ethics/ethicalinquiry/2010/aprilresearchedandpreparedbyVanessaKerr'11&MorganManley'11.(possibleclasslocation–Lurias,Hassenfeld(upperSherman)ASSIGNMENT:Bringapagetoturnin(1-2paragraphs)answeringthreequestionsaboutthereading:"What?"(Whatfactorideastandsouttoyou?)"Sowhat?"(Whatdoesitmean?)"Whatelse"doyouwishyouknewaboutthis?
FriOct21 Assignment#2dueby12noon–DesertRootsreflection(seeLATTEforthereading).MidtermcheckofhoursloggedonGoogledocandSAGEdue12noon(pass/fail)
WOct26 ClassdiscussionofimmigrantissuesraisedbyDesertRootsPreparationforacademicdiscussionnextweek
WNov2 ClassdiscussionofacademicconnectionstoyourcommunityworkGuests:Prof.JanetMcIntosh(ANTH1a),Prof.KerryChase(IGS10a)
WNov9 Class.ASSIGNMENT:Bringapagetoturninwithyourintendedimmigrantintervieweeandproposedproduct(i.e.paperwith"valueadded,"photoessay,artwork,etc.)Seesyllabus,p.8
WNov16 Class(lastclassInourregularclassroom!)FNov18 Assignment#3dueby12noon–InformalimmigrantinterviewWNov23 NOCLASS–ThanksgivingWNov30 Presentationpreparation.ClassmeetsinLurias,Hassenfeld(upperSherman)withDaniel
Langenthaland/orAlyssaCanellioftheOfficeofExperientialLearningWDec7 PresentationinLurias,Hassenfeld(upperSherman)–opentothepublic,advertisedasan
EthicsCentereventMonDec12 Assignment#4dueby12noon–Finalreflectionandhandoffletter.Allcommunityhoursmust
beloggedonthegoogledocandonSAGEbythistimeaswell. (THIS IS OUR FINAL PRESENTATION. WE CAN SHAPE THE FOLLOWING PLACEHOLDER TITLE & DESCRIPTION TOGETHER.) The Immigrant Experience. Our Experience. Wednesday, December 7, 2016 Time: 12:00 – 12:50 pm Location: Lurias, Hassenfeld (upper Sherman) What’s it like for immigrants who live in Waltham? What’s it like for Brandeis students who work with them? Join the students in the practicum “The Immigrant Experience in Waltham”, taught by Marci McPhee, as the students share what they learned from a semester working with Charles River Public Internet Center, Prospect Hill Community Center, Waltham Family School, or WATCH. Refreshments served. Cosponsored by the Office of Experiential Learning and Teaching. For more information, please contact [email protected].
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EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 8
Assignment#3:InformalImmigrantInterviewDueFridayNov18by12noon
Inyourworkwithyourcommunityorganization,youarelikelytomeetandbuildrelationshipswithseveralpeoplewhohavemigratedtothiscountry.Whenyoufeelthatsufficienttrustisestablished,approachsomeoneandaskiftheywouldbewillingtosharetheirstorywithyou.
Ideallytheimmigrantwillbesomeoneinyourcommunityorganization.Ifnecessary,youcaninterviewsomeoneoncampus(student,faculty,orstaff).Theymustbeanimmigrant:someonewholeaveshiscountryoforiginintendingtosettleinanothercountry.Visitingstudentsortemporaryworkerswhorelocateforthepurposesofeducation,tourism,ortemporaryworkarenotconsideredimmigrants.Ifyou’reunabletolocateanappropriatepersontointerview,youmayinterviewaprofessionalwhoworkswithimmigrants.Inthiscaseyouwillgatherstoriesofimmigrantswithwhomtheywork.Thenyou’llcompletetheassignmentasifyouhadinterviewedtheimmigrantsyourself.Thismayresultinacompositeproduct,i.e.combiningstoriesofvariousimmigrantsintoasinglestory.
Writetheirstoryin1stpersonor3rdperson,asanarrative,poem,shortperformance,essay,etc.Ifwritten,yourpapershouldbe2-3pages(double-spaced).Non-writtenproductsmightbeoriginalartwork,music,poetry,ashortvideo,photoessaywithcaptions,etc.TwostudentsCANinterviewthesamepersoniftheyproducedifferentproducts.Thewritingorartmustbedonebyyouasthestudentinterviewer,notbytheimmigrant.
Inmostcasesyou’llwanttochangethenameofyourintervieweeinyourwriting.Ifyou’reincludingphotosorvideo,you’llprobablywanttotakethepicturesinsuchawaythattheidentityofthesubjectcannotbeidentified.
Ofcourse,itisessentialtobuildaleveloftrustwiththepersonbeforeyouconducttheinterview.Suggestionsincludereassuringthemthattheiridentitywillbeprotected,andallowingthemtocommentonyourproductbeforeyousubmittheassignment.Onlyyourinstructorwillseethepaperunlesstheychoosetoshareitwithsomeoneelse.
Possibleinterviewquestionsmightincludequestionssuchasthese.Theseareideasonly;youshouldconducttheconversationinthewayyoufeelisbest,withrespectforthepersonbeinginterviewedasthetoppriority(NOTgettingthestoryasthetoppriority).
• Whatwasitlikewhenyouweregrowingupin[country]?Orwhathavepeopletoldyouitwaslikein[country]whereyouwereborn?
• Howdidithappenthatyou,oryourfamily,movedtotheUS?Whydidyouwantorneedtoleave?Whydidyouwantorneedtocometothiscountryinparticular?
• Whatdidyoubringwithyoufromyourhomecountry,andwhy?Isthereaparticularobjectrelatingtoyourstorythatyoukept?
• Whatareyourhopesforthefuture,foryourselfandforyourchildren?
Inyouropeningparagraph,describein2-3sentenceshowyouknowtheperson,yourprocessinconductingtheinterview,andwhetherthepaperisanindividualstoryorcompositestory,factorfiction(i.e.whatanimmigrantmighthaveexperienced,butnotanactualinterview).Ifyouchoosesomethingotherthanapaper,pleasesubmitashortnarrativeofexplanationandcommentary.
Ratherthanasimplereport(“hesaid,shedid...“)yourinterviewshouldhavesomevalueadded:eitheracreativefashioning(seeabove),areflectiononwhattheirstorymeanstoyou,howitconnectstoyourcommunityworkand/orinsightsfromthebasecourse,etc.
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EL16aSyllabus–“TheImmigrantExperienceinWaltham:AService-basedPracticum”(IP) 9
ASSESSMENTRUBRICforpapers:Evaluatingpapersconsidersthequalityofthesis,evidence,analysis,structure,andstyle.Pleasereadtheassignmentcarefully;papersmustaddressallpartsoftheassignment.
• AnApapermakesaninteresting,complex,andimportantargumentandsupportsthatargumentwithwell-chosenevidence.Thestructureislogicalandengaging;thewritingisclearandconcise,andallaspectsoftheassignmentarethoroughlywellexecuted.
• AhighBpapereitheraimsatmakinganengaging,complexargumentbutishinderedbyproblemsofstructure,analysisorstyle,orelseithasasimplerargumentthatisthoroughlywellexecuted.
• ABpaperaddressestheassignmentanddemonstrateseffortstoproduceacomplexargumentbutishinderedbyeitheralackofcomplexityorimportanceinthethesis,orbystructural,analytical,orstylisticproblemsintheexecutionofideas.
• AlowBpaperdemonstratesefforttoaddresstheassignment,buttheargumentisultimatelytooobvious,undeveloped,orobscuredbysignificantstructural,analytical,orstylisticproblems.
• ACpaperdemonstratesfrequentlapsesinclarity,unclearrelevance,littledepthofanalysis,noattempttodemonstrateconnectionstootherlearnings,andsomeattemptatself-criticism,butwithoutawarenessofpersonalbiases,etc.
• ADpaperdoesnotmeettheminimumpagerequirement,doesnotaddresstheassignment,plagiarizes,ordoesnotmeetstandardsforacademicwritingorargumentation.
AdaptedfromtheTeachingEffectivenessManualpreparedbytheAl-Quds/BrandeisTeachingEffectivenessPartnershipTeam,July2011,page6atbrandeis.edu/das/downloads/SomePrinciplesofEffectiveTeachingASSESSMENTRUBRICforcommunitywork:YouarerepresentingBrandeisUniversityandyourself.Treatyourcommunitypartnerwithmaturityandrespect,usingyourbestprofessionalbehaviorlikeanemployee.A=Committedvolunteerisengagedandreliable,informingcommunitypartnerofanychangestotheagreed-uponschedule,eitherpersonal(illness)orinstitutional("BrandeisMonday"conflict,breaks,etc.)asfaraheadaspossible.Participateswithenergyandcommitment.Ideally30hoursormoreloggedfrequentlyonGoogledocandonSAGE.
B=Awarevolunteerdemonstratesminorlapsesinengagementandcommitment.Fewerthan30hours,butrecordedfrequentlyonGoogledocandonSAGE.
C=Novicevolunteer,withfrequentlapsesinengagementandcommitment,withfarfewerthan30hours,notloggedfrequentlyonGoogledocoronSAGE.
D=Unacceptable,withoneormoreno-showswithoutinformingthecommunitypartneraheadoftimeandlittleengagement.