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Cohort N First Semester Core Curriculum 1

Cohort N Fall 2012 First Semester: Core Curriculum Self and Society Modern Perspectives Integral Learning Faculty Team: Sonya Shah, sshah@ciis.edu work: 415.575.6191, Room 502. Sara Salazar, sarazalas@gmail.com 415.359.5253 Please try first to contact us through email.

I. Overview Welcome to the first semester of the Bachelor of Arts Completion Program at the California Institute of Integral Studies. It is a great step you have made to work towards completion of an undergraduate degree. This document is intended to give you an overview of your semester, the expectations involved and the purposes for our work together. We will explore the syllabus as an open and emergent curriculum as opposed to a strict contract to which we must adhere. The crucial ingredient to allow our term to come alive is your passion, creativity, a collaborative spirit and commitment to the work of learning.

II. Curriculum A. Self and Society The concept of the self has long been debated in human society. It can be seen as the central subject of a wide range of academic disciplines ranging from theology, philosophy, psychology to biology and literature. In addition, the nature of the self defined differently across culture, history, religion and geographical location. Beginning from a working hypothesis that the self is the product of complex interactions between the individual and her/his social, physical, cultural, historical and spiritual

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environments, we will examine the ways the I is constructed. Autobiographically, we will explore the stories that shape our lives through multiple modes of inquiry such as writing, visual art and movement. We will reflect on our personal experiences and how such factors as race, class, and gender shape identity. Interdisciplinarily, we will explore some of the dominant disciplinary frameworks for understanding the the self. In the main, we will read from psychology, sociology, cultural studies, and literature. In alignment with Modern Perspectives, we will also analyze how the self has been shaped by modernity, and how current movements in contemporary culture are resisting that shaping. In this inquiry, we will explore current personal, cultural, political, educational attempts to re-vision an integrated self that does not separate mind and body, spirit and knowledge, human and nature. We will consider how we can move from a dualistic and/or reductive ways of being into an integrated and/or holistic ways of living. The degree learning outcomes that will guide the Self and Society course are: Over the course of the first semester, students will be able to: o Analyze multiple frameworks of self across disciplines, such as psychological, spiritual, and sociological o Integrate theories of social construction of self with the role of personal history and social location

B. Integral Learning Integral Learning serves as the philosophical underpinnings of both CIIS and the Bachelor of Arts Completion Program. In writing this syllabus, we cannot offer you a singular and succinct definition of Integral Learning, as it is not one mode of learning but an approach to learning that draws from various innovative pedagogies such as critical pedagogy and critical theory, transformative learning, collaborative learning, reflective thinking, and multi-modal inquiry. The following serves as CIISs working definition of Integral Learning; we plan to engage, unpack and question this textured statement over the course of the term: Integral Education at CIIS is designed to foster rigorous intellectual development and personal growth through self-reflection. We believe that teaching and learning are most effective when they recognize and reflect

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diverse ways of knowing and connect difference and similarity. CIIS advances the education of the whole person (body, mind and spirit) by integrating knowledge of the interior and exterior dimensions of our lives. Committed to building a better and more inclusive world, academic programs encourage students to pursue inquiry that transcends disciplinary boundaries and situates their work in communities outside their own.

Below are some of the applied ways in which we will engage integral learning and these frameworks to our learning process over the course of the year: The relationship between process and content: In the BAC program we believe that what we learn (the content) and how we learn it (the process) are intrinsically connected; that the most spacious learning environment can exist when we do not separate the two. Integral learning acts as a container for this exploration. In the cohort learning environment curriculum design, class projects, small group discussions, collaborative projects, and the process of reflection are intentional structures and methodologies to foster this deep connection between the process of how we learning and the content of what we are learning. Learning integrally or through multiple modes: Each cohort weekend we will engage with course content through multi-modal inquiry, by this we mean we will employ visual, literary, somatic, analytical, cognitive, spiritual, interactive and performative approaches to learning. In the BAC program, we are committed to the notion that the most engaged learning is not through a few modes (i.e. written, spoken, and reading) but that multi-modal exploration can offer the learner unique perspective on the topics and help to unearth concepts, spark dialogue, and create new pathways into the exploration of course themes. Each of us comes to the cohort with different skills and learning styles. Each of us has areas of ease as well as edges of competency. Part of the rationale for a multi-modal approach is to give opportunity for all of us to experience these and make them visible to one anotherto recognize that there are a great many ways to perceive and make sense of the world.

Critical pedagogy and critical theory:

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At the center of a BAC education is critical pedagogy and critical theory: a learning environment that questions both the power structures in education and in local and global spaces and systems. Over the course of the semester we will make visible how power operates in our classroom, in our communities, in our locality and around the world. We will explore alternative frameworks that attempt to shift systems of power i.e. we will discuss the difference between power over and power with; we will grapple with concepts of harm, equity, inequity, oppression, marginality and privilege; we will engage issues of social justice that exist inside each of us, our educational institutions and our communities.

Collaborative learning: Throughout the course of the term, you may notice that a noteworthy portion of class time is spent in small groups discussing texts, preparing a project, or reflecting on an exercise. We believe that a collaborative education allows participants to develop skills such as decision-making, problem solving, and team building; skills that are often overlooked but necessary to professional, scholarly, community-based and personal environments. In addition, knowledge is created through dialog and interaction. Since the foundation of the collaborative process is dialogical and interactive, it serves as a container for participants to develop a relationship to knowledge-making and the coconstruction of knowledge.

Transformational learning: Transformational learning is learning that produces significant change. As Carolyn Clark states, transformational learning produces more far- reaching changes in the learning than does learning in general, that these changes have a significant impact on the learners subsequent experiences. In short transformational learning shapes people; they are different afterwards, in ways both they are others can recognize. The process can be gradual or sudden, and it can occur in a structured education environment or in the classroom of ordinary life. Transformational learning is, in short, a normal part of our lives and intimately connected to the developmental process. We hope that the BAC education has the potential to produce long lasting or personal change within each of us and our cohort community.

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The degree learning outcomes that will guide the integral learning course: Over the course of the first semester, you will be able to: o Demonstrate a conscious awareness of learning process and co-create the learning environment. o Articulate and differentiate between philosophical and political underpinnings of learning systems (integral, critical, transformative). o Articulate a position and analyze assumptions across a variety of issues.

C. Modern Perspectives There are a number of ways that one could weave a coherent story based on this semesters themes: self and society, integral learning, and modern perspectives. Each story would likely have its particular center of gravity and explanatory framework (psychological, spiritual, literary, to name a few), and each would have its strengths and limitations. Although we honor the many ways one could approach these issuesand we hope to explore quite a varietythe organizing principle we would like to offer is socialhistorical in emphasis, focusing on the emergence and contemporary manifestations of capitalism and modernity as crucially significant forces shaping our experience of selfhood, society, learning and the production of knowledge. It is an enormous topic to define, but in brief we could say that beginning roughly 600 years ago, capitalism emerged as the dominant economic foundation for the provision of everyday life, while modernity became its cultural result and precondition. Capitalism and modernity have had both liberatory as well as profoundly destructive consequences. The Modern Perspectives curriculum will be offered to you throughout the semester in a cluster of readings, exercises, and discussions with the intention of exploring manner in which modernity has shaped selfhood, society, learning and knowledge. We will make specific connections to integral education, for it is in many respects a response to the negative consequences of modernitys legacy, an effort to address the divides that capitalism and modernity have created both within and between the peoples of the world, within and between nature and humanity, mind and body, spirit and knowledge. It is our hope that a broad historical perspective on some of the sources of these dividesas well as various pathways of resilience and hopewill provide a useful (if incomplete) frame for our investigations this semester.

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The degree learning outcomes that will guide the Modern Perspectives course are: Over the course of the first semester, students will be able to: o Analyze the social, cultural, political, global and historical context which knowledge is produced. o Situate themselves in relationship to the specific modern context examined

III. Major Learning Outcomes for the BAC Core Curriculum: Our Major Learning Outcomes for all three semesters of the core curriculum focus on four themes. These are: Intellectual and Practical Skills Interdisciplinary Knowledge Situated Knowledge Social Justice and Social Change Intellectual and Practical Skills Intellectual and Practical Skills encompass more than cognitive capacities. While an emphasis is placed on critical thinking, we define critical thinking to include the ability to critically self-reflect upon and analyze assumptions of theoretical frameworks across disciplines. The examination of multiple frameworks requires students to demonstrate strong information literacy skills. Students are asked to do this in the context of a collaborative learning community that they co-create. This ongoing practice of critical engagement and analysis, results in a summative senior project that maybe theoretical, applied, performative, and/or critical reflective. 1. Articulate a position and analyze assumptions across a variety of issues 2. Demonstrate a conscious awareness of learning process and co-create the learning environment 3. Analyze multiple frameworks of self across disciplines, such as psychological, spiritual, and sociological 4. Examine ones own epistemology, i.e. How do you know what you know? 5. Critically reflect upon and synthesize what they have learned in the program 6. Demonstrate information literacy skills including the ability to navigate, to access, evaluate, interpret and situate information from a variety of sources and

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to locate that information in relation to bodies of knowledge 7. Create, and present a culminating body of work: research paper, performance, community-based activity, and/or creative work 8. Co-create a collaborative learning environment and experiment with dynamics of group collaboration skills

Interdisciplinary Knowledge Interdisciplinary Knowledge is central to our academic program. Students academic study focuses around the themes of self, culture and community, and global studies within the context of critical and integral pedagogies. While addressing the above themes from various disciplines, students are asked to examine social, cultural, political, global, historical, and philosophical underpinnings. Students are also expected to demonstrate competency in corresponding research paradigms and their related representation of quantitative or symbolic information. 1. Articulate and differentiate between philosophical and political underpinnings of learning systems (integral, critical, transformative) 2. Integrate theories of social construction of self with the role of personal history and social location 3. Analyze the social, cultural, political, global and historical context which knowledge is produced 4. Understand research paradigms, the methods they use, and distinguish the kinds of knowledge they produce 5. Interpret concepts of epistemology and ontology in academic and personal contexts 6. Examine how knowledge is produced in the Global South 7. Represent and communicate quantitative or symbolic information as appropriate in the arts, humanities, or social sciences

Situated Knowledge Situated Knowledge is a critical approach to understanding what we know and how we know it. Drawing from our three main themes, students analyze how knowledge of self, culture, community, and global perspectives co-vary and are co-created across contexts, time, and space. As part of this process students actively participate in cocreating their learning environment while also taking responsibility for directing their interests and passions.

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1. Demonstrate a conscious awareness of learning process and co-create the learning environment 2. Integrate theories of social construction of self with the role of personal history and social location 3. Situate themselves in relationship to the specific modern context examined 4. Examine and critically reflect on the historical construction and significance of culture, cultural values, and cultural difference 5. Situate oneself within various communities and cultures 6. Examine and question ones relative privilege and marginalization with ones own community and in relationship to the global 7. Critically analyze the relationship between the global south and global north and ones own location within 8. Situate social change within personal, cultural, historical, global context and through the communities we inhabit 9. Take responsibility to identify their interests and passions and critically position themselves within the context of a particular community, practice, or scholarship. Social Justice and Social Change Social Justice and Social Change are themes that are infused throughout our curriculum. Students are asked to analyze social justice and social change in the context of local communities, the larger society, and global perspectives. These analyses include an understanding of historical constructions of cultural values and differences. Students are also asked to examine their respective relationships to these systems. 1. Examine and critically reflect on the historical construction and significance of culture, cultural values, and cultural difference 2. Examine and question ones relative privilege and marginalization with ones own community and in relationship to the global 3. Examine how different people and communities attempt to change social structures, institutional systems, and value systems in our local communities and around the world 4. Problematize real world challenges such as globalization, violence or the ecological crisis 5. Analyze large systems political, economic, environmental and co-create alternatives

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IV. Cohort Weekend Schedule: Interdependence of Themes: Although we will dedicate time on each cohort weekend to discussing each of the semesters themes, our goal throughout the semester will be to look for relationships among them and the way that they inform each other. Although the schedule will change from weekend to weekend, a typical weekend schedule may incorporate: Friday Evening: 6:15 6:20 Opening. A brief ritual opening to transition us into the cohort weekend. The opening marks the beginning of our work together. Check-in. Students and faculty connect through a brief check in, as it relates to our educational experience. Housekeeping. During this block we address any scheduling issues, announcement, reminders, etc. and set out the specifics of the weekends agenda. Break Seminar on Course Themes: May take the form of a small group reading discussion, experiential inquiry or lecture that explores one of our course themes.

6:20 7:05

7:05 7:15

7:15 7:30 7:30 9:15

Saturday: 9:0011:30 Seminar on Course Themes. May take the form of a small group reading discussions, experiential inquiry or lecture that explores one of our course themes (with one 15 minute break in between). Lunch Seminar on Course Themes. May take the form of a small group reading discussion, experiential inquiry or lecture that explores one of our course

11:301:00 1:00 3:15

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themes. 3:15 3:30 3:30 5:30 Break Experiential Session. These time blocks are set aside for presentations, performances, experiential inquiries etc. Particular foci will vary from weekend to weekend, depending upon preparation and goals. Dinner: While there are no specific program expectations for this part of the day, we encourage the cohort to consider making collaborative plans for dinner, either in the form of pot-lucks or dining out together. Integrative Seminar: This part of the weekend provides an opportunity for us to reflect on group process, look into which themes integrate or dont integrate, plan for future weekends, clarify preparation and discuss readings and assignments for the next cohort weekend. Experience, Integration, Reflection and Group Work: As with the experiential seminar, this period will be fluid. It may be a time for us to plan with our small groups on projects, be led in an exercise, continue discussion on a theme from our weekend that needs more time, view a film, or presentation. Closing: A closing to transition us out of the cohort weekend and mark our work together.

5:30 7:00

7:00 7:45

7:45 - 8:55

8:55- 9:00

V. REQUIRED Cohort Weekend Dates Our class will meet each weekend in Room 306 in our Mission street building. Cohort Weekends are as follows: August 24, 25 Sunday September 9 (9-5pm only for the Anti-Oppression workshop) September 14, 15 October 12, 13 November 2, 3 November 16, 17 December 7, 8

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In addition, the cohort is required to attend the Communicating about and Across Differences workshop on Sunday September 9thm from 9am-5pm in Namaste Hall. The facilitators for these workshops are: Elena Featherstone and Alec Macleod.

VI. Coursework A. Program Planning Essay The Program Planning essay may grow out of the personal statements that you wrote for your application to the program and/or our fieldtrip on our second Saturday. This essay serves several purposes. Primarily it is to assist you in setting your focus for the term and the year. It is also a way to help you focus your activities so that as you do your work, you can ensure that it is moving you towards your goals. By referring to it as you progress through the program you can get a sense both of your movement in relation to your goals and of the ways in which your goals change. It also gives your faculty members a way of understanding your desires, aspirations, fears and expectations as a student, so that we can respond to you, your work and participation in the ways that will best serve you. As with most aspects of the program, there is no prescribed form. Find the approach that suits you. If the idea of writing an essay seems too formal, try writing a letter to Sonya and Sara, yourself or your cohort, telling us what your main goals are for the year. As you formulate this essay, consider the following questions as a potential place to begin (please do not feel bound to address each or any one of these questions): o What are your goals while in the program? Can you identify both concrete short term as well as guiding or longer-term goals? o What kind of skills or capacity building are you interested in developing this year? o What challenges, fears or areas of growth would you like to set the intention to work through this year? o What are your professional or educational aspirations beyond the BAC and how can the program help you get there? o What is your relationship to writing? Receiving Feedback? Is there anything in specific you want your faculty to know. o What is your relationship to time management or study skills? How do you plan to create work-life-school balance? While Sonya and Sara will review these documents, we will not respond directly to them. Rather, we will use them to inform our responses to your other work. The guideline for length is 2-3 pages. The Program Planning essay is due on Weekend III.

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B. Reflective Essays The reflective essay provides you with an opportunity to bring meaning to your studies on an ongoing basis and to integrate the ideas of our curriculum with your experiences, whether from the weekend, the larger curriculum, or your life in general through a dynamic creative writing process, the essay. Think of the reflective essays primarily as an opportunity to explore peak moments of cohort weekend, to analyze or synthesize the readings, to offer your perspectives related to our curriculum, to explore how the work of the semester is impacting our learning, or daily life. Most important, the reflective essay should not be a list recounting what we did over the weekend. If you feel unsure as to how to approach the reflective essay, your faculty will provide you with a question or two each cohort weekend to help you frame your essay. Why reflective essays? Praxis is the practical application of theories. It is the process by which a theory, lesson, or skill is enacted, practiced, embodied, or realized. In this exercise, praxis takes the form of a cycle of action and reflectiondoing something and then thinking about it. While the action refers to the cohort weekends, your caucus discussions and the course readings, the reflection part of the praxis cycle is the process of writing your essay. Engaging in a cycle of action and reflection enhances critical thinking skills and allows for a deeper integration of theories and ideas. Written reflective essays are due on Weekend II, IV and V. The guideline for length is 46 pages.

C. Creative Reflection Project On the third cohort weekend, we will ask each member of the cohort to engage a creative reflection using a non-expository (non-essay) modality. This can take the form of a series of movements, a visual project, media, poetry, or any other creative modality. You may draw from a medium in which you are familiar or push your own boundaries to experiment into another; there is no right way to engage this process. In this process, think about how you can communicate or creatively distill your experience of the second cohort weekend or the readings into a creative project. There

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might be a group discussion or lecturette that you feel moved to explore. There could be a line in a reading that resonates with your personal experiences. Remember, there is no correct way to reflect, we only ask that you engage meaningfully with the creative process. Please take this project as seriously as you would any written assignment. On Friday night of cohort weekend III, each student will have five minutes to present reflections.

D. Integrative Essay The Integrative Essay is a final and extended reflective essay in which you are asked to consider your learning for the semester. Our expectation is that you will reflect on your learning for the term, both in terms of how you learned and what you learned. Work with the muscle or skills you are building through the reflective essays. Strive to craft a fluid essay in which you can move cogently, creatively and meaningfully between an exploration of learning through the weekends, the texts and your life experiences. As you formulate this essay, consider the following questions as a potential place to begin (please do not feel bound to address each or any one of these questions): Step back and take a look at your semester. Ask yourself what is it that you have learned and unlearned? How have your assumptions, goals, notions of learning changed from the beginning of the semester to now? What have you learned about the process of learning? What have you learned about the self? Its relationship to society? What have you learned about the impact of capitalism and modernity? How have you engaged integral learning? Re-read your papers from this term. Ask yourself what is missing. What conversation would you have started if you had more time? Write from this place. In what ways have you made use of multiple modalities of learning and ways of knowing (such as the somatic, cognitive, analytical, visual, spiritual, interactive)? Has critical reflection or praxis (the cycle of action and reflection) influenced how

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you learn? Has it affected the way that you approach an inquiry or subject? How would you describe the process or nature of the development of any desired academic skills--reading, writing, speaking, listening, risk-taking, and inquiry? Look at the learning outcomes for the term. How have you or we as a class engaged these outcomes? What progress do you see yourself as having made towards the goals described in your personal statement for admission or program planning essay?

Remember, this essay should not be a list of lessons learned, or recounting weekends, but rather a fluid piece of writing in the exploration of learning. The guideline for length is 7-9 pages. The integrative essay is due on Weekend VI.

D. Caucus Reading Discussion Groups

Due: at minimum, two posts between each cohort weekend

In preparation for each cohort weekend, the faculty will create three to five reading groups on caucus to discuss the required texts and course reader. During integrative time, the faculty will present a synopsis of the readings and each student will chose a reading group. In between cohort weekends, your group will use caucus as a platform to discuss, analyze, consider, and tackle the readings you have chosen. Through discussion, the groups task is to return to cohort with a few central questions or key concepts to engage with on the following cohort weekend. Think of caucus reading discussions as a kitchen table conversation as opposed to a rigid platform where you can only post researched arguments. Use this platform as a way to converse, dialog, test out ideas, ask each other questions and not as a way to showcase how much you know to each other and your faculty. The learning goals of these reading discussions are to engage in collaborative learning and a dialogical process, which are the building blocks for the coconstruction of knowledge. You are expected to post at least twice in your discussion group, but feel free to post more. If another discussion group is also intriguing, you may jump into a conversation and share your thoughts. Engaging in the reading discussion groups is a mandatory component of the curriculum.

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Due: at minimum, two posts between each cohort weekend

E. Critical Essay Your critical essay is an investigation and exploration of one of our course themes or the intersection of two course themes modernity, the self, and/or integral learning. Some suggestions might be: To track how your own personal perspectives has been shaped by modernity or capitalism. You may want to discuss the legacies of slavery in relationship to capitalism and modernity? Perhaps you want to look at the philosophical, social or historical basis of the occupy movement? Perhaps you want to investigate how the western world view came into fruition? To investigate some facet of integral learning in more depthperhaps you are drawn to transformative learning or critical pedagogy? Perhaps you want to research innovative approaches to teaching writing? Teaching to young people? You may want to analyze the pedagogies of your former education? To investigate some aspect of the self within a particular discipline (i.e. anthropology, psychology, theology et cetera) perhaps you are interested in exploring gender identity? The prose/poetry of a particular author like Gloria Anzaldua in relation to identity? Maybe you want to understand Buddhism and its relationship to the self? To presenting an interdisciplinary reading of the self.

This is the opportunity to bring your own passion and interests forward in relation to our course themes, and also to begin to look at the landscape of scholarship available on your particular subject. As opposed to a reflection paper, the requirements of the critical essay are different. In the main, you are expected to present a cogent argument, develop relationships and dialog amongst the texts you choose to support your chosen topic and to continue to build analysis and synthesis skills on the topic and the chosen texts. Each student is expected to source 6-10 texts in the critical essay. When choosing your topic, consider where your interests and passion lie. This paper could become the foundation of a graduate school application, or work you want to do in

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the world. Take it seriously. Write this paper about something you want to write about. Remember that every student is different. Some students will identify a topic immediately while other students might not know where to start their research. If the notion of researching from scratch or researching on your own feels too overwhelming, we encourage you to begin with some of the 75+ sources we have provided as the foundation for this course. Which texts and ideas are you drawn to? Why are you drawn to them? What central questions emerge as you read these texts? How would you weave a paper around the concepts presented in this course and the texts? We will have many opportunities to work with you on your paper as the semester progresses. This is a gradual process in which the faculty and other students will work with you. You are not expected to turn in a polished draft each weekend, but to work with integrity on them to the best of your ability. The guideline for length of the critical essay is 12-14 pages inclusive of a bibliography. Submissions should be double spaced, using a standard (i.e. times new roman) 12 point font. Seed ideas are due Weekend III. Drafts will be due Weekends IV, V & VI. We will talk more about the expectations of the seed idea and drafts each cohort weekend.

F. Autobiographical Project (Body Drawing) As we will see, the relationship between the body and the self is complex. Visual representation can be used to capture aspects of the self in ways that cannot be expressed cognitively or through words. We will use the body as a metaphor in which we can capture and explore representations of the self. With the assistance of some of your fellow learners, each cohort participant will trace an outline of her or his body on a large piece of paper during Weekend III. Each of us will use this outline to express our complimentary or conflicting understanding of self. We may want to represent our emotional being, inner being, internal self, the physical being, outer being, or external self. We may choose to express our past, our family history or our fears or our future(s) or our dreams. Or we may simply tell a story. We might use the whole outline and the space around it to express a particular aspect of our Self. Or we might use different parts of the body to represent aspects of our selves. Also, cohort participants are encouraged to think creativelyusing different materials to represent meaning, cutting out text, et cetera. Each of us will have an opportunity to consider different elements of him or her

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Self and consider what may be the best way to use this modality to explore the relationship between self and body. The body drawing is due on Weekend V.

G. Integral Learning Group Presentation During Weekend III the cohort will divide into small groups for a collaborative exploration of Integral Learning with the ultimate goal of presenting your work on the final cohort weekend. Using weekend discussions, readings, and exploring the dynamics of your group you will enter into a collaborative and experiential inquiry into some aspect of integral learning. Although groups will be given time during the course of subsequent weekends to meet and plan the presentations, it is expected that some additional planning may be needed outside of the cohort, which can be done on caucus, by phone or in person. In planning your group presentation, consider a range of approaches. Different types of information, conversation, and group dynamics will lend themselves to different types of presentations. You may choose to lead us through an experiential exercise, create visual work, present information using an experimental structure or a more traditional one, design a performance whether theatrical, musical, experimental, etc. You may also want to highlight aspects of learning and meaning-making that you feel have been undernourished in our class so far. Allow this experience to be a dynamic and imaginative process in which you engage multi modal skills in the exploration of integral learning. Presentations should be approximately 40 minutes: 30 minutes for presentation, and 10 minutes from reflection, comments and questions from the cohort. Integral learning groups will present on Weekend VI.

VII. Coursework Due Below is a chart showing the due dates for the papers and projects expected for the semester. This list is subject to change based on developments during the term. If you are unclear about due dates or changes that may have been made, please consult with your fellow students and the faculty.

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In order to pass each of the three courses of the term, you must complete all of the course assignments. In addition, it is your responsibility to keep track of completed assignments. Please use the chart below to track your own assignments. If for some reason you are unsure as to whether you turned in an assignment do not hesitate to ask Sonya, as she also keeps a master list of assignments completed. If you are missing more then two assignments you will be given a warning or be placed on academic probation. Sonya and Sara ask that you post ALL of your written assignments in your portfolio on caucus as .doc (Microsoft word) files and bring ONE printed copy to the cohort weekend. You will then receive feedback from either of us electronically or handwritten on a printed out copy. During each cohort weekend you will receive, along with your agenda for the weekend, a detailed list of readings to prepare and coursework due for the following cohort meeting. Note that readings are not included in the chart below.

COURSE WORK CHART


Due BY: What: Where: Completed (for you to fill out)

Fri Aug 31 & Fri Sept. 7 Weekend II: Friday Sept. 14th Friday Sept. 14th

Reading Discussion Forum Reflective Essay I Thoroughly read syllabus and come with questions Reading Discussion Forum Creative Reflection Critical Essay: Seed idea Program Planning Essay

Caucus: Reading forum Caucus: Post in portfolio & bring 1 print out to class Friday or Saturday: In Class

Friday Sept. 28, Friday October 5th Weekend III: Friday October 12th Friday October 12th Friday October 12th

Caucus: Reading forum Friday night: In class presentation Caucus: Post in portfolio & bring 1 print out to class Caucus: Post in portfolio & bring 1 print out to class

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Friday October 19, Friday October 26 Weekend IV: Friday November 2nd Friday November 2nd

Reading Discussion Forum Reflective Essay II Critical Essay: Draft I (5 pages)

Caucus: Reading forum Caucus: Post in portfolio & bring 1 print out to class Caucus: Post in portfolio & bring 1 print out to class Caucus: Reading forum Caucus: Post in portfolio & bring 1 print out to class Caucus: Post in portfolio & bring 1 print out to class Bring to class Caucus: Reading forum Caucus: Post in portfolio & bring 1 print out to class In class Friday and Saturday Email Sonya OR bring one print out to class Caucus: Post in portfolio AND email to Sonya/Sara

Friday November 9, Thursday November 15th Weekend V: Friday November 16th Friday November 16th Friday November 16th Friday November 23rd, Friday November 30th Weekend IV: Friday December 7th Friday December 7th and Saturday December 8th Friday December 7th Friday December 14th

Reading Discussion Forum Reflective Essay III Critical Essay: Draft II (8 pages) Autobiographical Body Drawings Reading Discussion Forum Critical Essay: Draft III (12-14 pages) Integral Learning Group Projects Self Assessment Narratives Integrative Essay

VIII. Caucus: We will be using caucus as an online platform to keep in touch and learn together outside of CIIS. You are required to check caucus at least twice a week for updates, clarifications and requests. Remember caucus is a public space, if you have a private message for Sonya, Sara or anyone in the cohort; please send it by email or by phone. If you have technical questions about caucus, they should be sent to March Hajre-Chapman at caucushelp@ciis.edu

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IX. Readings The readings for the term will be comprised of the texts listed below, the course reader and handouts provided each cohort weekend.

1. 2.

Patel, Shailja. Migritude. New York: Kaya Press, 2010. Cohort N: Self and Society, Modern Perspectives and Integral Learning Reader. Reader is available for purchase at Simply Brilliant Press. You can either order on the phone and have the readers shipped to you, or pick up at the store location. Handouts: Youll receive a few articles in the form of printouts each cohort weekend. This allows the faculty and students the opportunity to identify and address themes that emerge particularly from the cohorts experiences of the semesters curriculum.

3.

You should also have purchase the following reference text for all three semesters: 4. Hacker, Diane. A Pocket Style Manual (4th edition). Boston: Bedford/St, Martin, 2003.

The articles for this course will draw from: Self and Society

1. Johnson, Don Hanlon. The Social Body. Body: Recovering Our Sensual Wisdom. Berkeley: North Atlantic Books, 1992. Read pp. 65-85 2. Grand, Ian J. (1998) Psyches Body: Toward A Somatic Psychodynamics in (Eds.) Johnson, Don Hanlon and Grand, Ian J. The Body in Psychotherapy: Inquiries in Somatic Psychology. Berkeley: North Atlantic Books. Read pp. 171-193 3. Fienberg, Leslie. We are All Works in Progress. Womens Lives, Multicultural Perspectives. Eds. Gwyn Kirk, Margo and Okazawa-Rey, 3rd edition, 2004. Read pp. 164-168

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4. Hoofdar, Homa. The Veil in Their Minds and On Our Heads: Veiling practices and Muslim Women. The Politics of Culture in the Shadow of Capital. Ed. David Lloyd and Lisa Lowe. Durham: Duke University press, 1997. Read pp. 248- 273 5. Johnson, Don Hanlon. Loss of Sense. Body: Recovering Our Sensual Wisdom. Berkeley: North Atlantic Books, 1992. Read pp. 14-41 6. OBrien, Jodi. Symbolic Interactionism: A perspective for Understanding Self and Social interaction. Production of Reality. Read pp. 44-62 7. Rao, Aparna. The Notion of Self in Psychology: From Ancient Times to the Present. 2009. Unpublished. Read pp. 1-17 (SS, MP) 8. DuBois, W.E.B. Of Our Spiritual Strivings in The Souls of Black Folk. Chicago: A.C. McClurg & Co., 1903. Read pp. 1-13 (MP, SS) 9. Degruy, Joy. Post Traumatic Slave Syndrome: Americas Legacy of Ending Injury and Healing. Milwaukie: Uptone Press, 2005. Read pp. 3- 46 10. Baumeister, Roy. How the Self Became a Problem: A Psychological Review of Historical Research. Journal of Personality and Social Psychology: A Psychological Review of Historical Research. 52 (1): 1987: 163- 176 (SS, MP) 11. Anzaldua, Gloria. La Conciencia de la Mestiza/Toward a New Consciousness. From Borderlands/La Frontera: The New Mestiza. San Francisco, Aunte Lute Press, 1987. Pp. 77-91 12. Bornstein, Kate "Hidden: A Gender: A Play in Two Acts. Gender Outlaw. New York: Routledge, 1995. Read pp. 169 223 13. Cushman, Phillip. Constructing the Self: Constructing America: A Cultural History of Psychotherapy. Reading, MA: Addison- Wesley Publishing Co., 1995. Read pp. 1-33 (SS, MP) 14. Segrest, Mab. The Souls of White Folks". From Rassmussen, Kleinbuerg, Nexica, and Wray, eds. The Making and Unmaking of Whiteness. NY: Duke University Press, 1991. Pp. 43-71 (SS,MP)

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15. Hermans, Hubert. Introduction: The Dialogical Self in a Global and Digital Age. Identity: An International Journal of Theory and Research 4 (4) 2004: 297320 16. Castillo, Ana. A Countryless Woman: The Early Feminista. Massacre of the Dreamers: Essays on Xicanisma. New York: Plume Books, 1994. Read pp. 21-41 17. Flores-Ortiz, Yvette G. Voices from the Couch: The Co-Creation of a Chicana Psychology. Living Chicana Theory. Ed. Carla Trujillo. Berkeley, CA: Third Woman Press, 1998. Read pp. 102- 122 18. Martnez, Rubn. The Undocumented Virgin in Goddess of the Americas: Writings on the Virgin of Guadalupe, New York: Riverhead Books, 1996. Read pp. 98-112 19. Medina, Lara. Los Espritus Siguen Hablando: Chicana Spiritualities. Living Chicana Theory. Ed. Carla Trujillo. Berkeley, CA: Third Woman Press, 1998. Read pp. 189-213 20. Rodrguez, Juana Mara. Activism and Identity in the Ruins of Representation. Queer Latinidad: Identity Practices, Discursive Spaces. New York: New York University Press, 2003. Read pp. 37-83

Integral Learning

1. Brookfield, Stephen. What is Critical Thinking? Teaching for Critical Thinking: Tools and Techniques to help Students Question Their Assumptions. Jossey-Bass, 2011. Read pp. 1-25 2. Kinchloe, Joe. Critical Pedagogy Primer. New York: P. Lang, 2004. Read pp. 45-105. 3. Rich, Adrienne. Claiming an Education. Conversations: Reading for Writing. 2nd edition. Ed. Jack Selzer. New York: Macmillan Publishing Company, 1991. Read pp. 608 611

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4. Chaudari, Haridas. The Evolution of Integral Consciousness. Wheaton, IL: Theosophical Publishing, 1989. Read pp. 15-18 and 79-84 5. Ryan, Jim. The Complete Yoga: The Lineage of Integral Education. Revisions: Journal of Consciousness and Transformation. 28:2 (2005). Read pp.24- 28 6. Wexler, Judie. A Model of Integral Education Revisions: Journal of Consciousness and Transformation. 28:2 (2005). Read pp.29-34 7. Freire, Paulo The Act of Study in The Politics of Education: Culture, Power and Liberation. New York: Bergin & Garvey, 1985. Read pp. 1-4 8. Nakashima Brock, Rita and Jung Ha Kim, Kwok Pui-lan and Seung Ai Yang. Recreating Our Mothers Dishes: Asian and Asian North American Womens Pedagogy. Off the Menu. London: Westminster John Knox Press, 2007. pp. 293-306 9. Takacs, David How Does Your Positionality Bias Your Epistemology? Thought and Action. National Education Association. (2003) Read pp. 27-37 10. hooks, bell. Remember Rapture. New York: Henry Holt and Company, 1999. Read pp. 35-45 and 124-130 11. Cameron, Julia. Breakthroughs. Walking in the World. 2002 Read pp.137-141 (handout) 12. Elbow, Peter. Chaos and Disorientation. Writing Without Teachers. Read pp. 30-35 13. Miller, Tim. Embodied Pedagogy. 1001 Beds. Wisconsin: University of Wisconsin Press. Read pp. 141-150 14. Sawyer, Keith. The Power of Collaboration. Group Genius: Creative Power of Collaboration, pp. 3-19 15. Boyd, Robert and Gordon Myers. Transformative Education. International Journal of Lifelong Education. 7: 4 (1988): 261 283

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16. Tennant, Mark. Transforming Selves. Journal of Transformative Education 3 (2005): 102 114. (IL, SS) 17. hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. Routledge: New York, 1994. Read Chapter 4,5,11,12. pp. 45-75, 167-189.

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Modern Perspectives

1. Starhawk. The Burning Times: Notes on a Crucial Period of History. Dreaming in the Dark: Magic, Sex& Politics. Boston: Beacon Press, 1982. Read pp. 183199 2. Gonzlez Yuen, Nicky. "Oppression and Democracy" in The Politics of Liberation, 3rd ed. Dubuque, IA: Kendall/Hunt Publishing, 2000. Read pp. 12-15 3. Lundgren-Williams, Kai. Notes on Modernity, Capitalist Modernity, Post and Anti-Modernity. Work in Progress. Updated: 2012. Pp.1-41 4. Federici, Silvia The Accumulation of Labor and the Degradation of Women and The Great Caliban: The Struggle Against the Rebel Body in Caliban and the Witch: Women, The Body and Primitive Accumulation. New York: Autonomedia, 2004. Read pp.61-115 and 133-155 5. Lundgren-Williams, Kai. Notes on Capitalism, Capitalist Modernity. Work in Progress. Updated: 2012. pp. 1-10 6. Cesaire, Aime. Discourse on Colonialism. NY: Monthly Review Press, 1972. Read pp. 9-25 7. Bodley, John. Victims of Progress. California: Mayfield Publishing, 1998. Read pp. 1-29 8. Kelley, Robin D. G. Introduction. Freedom Dreams the Black Radical Imagination. Boston (Mass.): Beacon, 2003. Read pp. 157-194 9. Davis, Angela. Are Prisons Obsolete. New York: Seven Stories Press, 2003. 9-21, 40-51, 84-115 10. MacRae Allan and Howard Zehr. Family Group Conferences: New Zealand Style. PA: Good Books, 2004. Read pp. 3-17 11. Zehr, Howard. The Little Book of Restorative Justice. PA: Good Books, 2004. Read pp. 3-18

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12. Sloan, Todd. Damaged Life: The Crisis of the Modern Psyche. New York: Routledge, 1996. Read pp. 1-46 (MP, SS) 13. Arrizn, Alicia. Borders of Latinidad and Its Links to Mestizaje. Queering Mestizaje: Transculturation and Performance. Ann Arbor, MI: University of Michigan Press, 2006. Read pp. 17-48 14. Crdova, Teresa. Power and Knowledge: Colonialism in the Academy. Living Chicana Theory. Ed. Carla Trujillo. Berkeley, CA: Third Woman Press, 1998. Read pp. 17-45 15. Talpade Mohanty, Chandra. Cartographies of Struggle: Third World Women and the Politics of Feminism. Feminism Without Borders: Decolonizing Theory, Practicing Solidarity. London: Duke University Press, 2003. Read pp. 43-84

X. Writing: i. The Writing Process Revision is inherent to the process of writing. In writing we would like you to consider building a relationship to revision and the drafting process. Drafting is a necessary step to synthesizing, creating and presenting your ideas in writing. Also, in any written work, there comes a time when discussing your writing other people is useful. It is important to have a community of writers who both validate impressive aspects of your writing, and also gently point out areas of writing that could use improvement. In this vain, we have created opportunities for peer feedback from your cohort, dialog with your faculty, one-on-one-meetings with your faculty, and the opportunity for each of you to sign up with for multiple individual meetings at the CIIS writing center. On occasion, if we feel that one-on-one meetings would benefit either your reflective or critical writing, we may require that you visit the CIIS writing center. We ask that you see this request in the spirit of growth and not as a marker of your failure or inability to write. We highly encourage each of you, regardless of skill level in writing, to utilize the one-to-one writing assistance of the CIIS writing center. To sign up for an appointment at the CIIS writing center, please request a session with a

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writing coach via MyCIIS. Here is the direct link: https://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnz On right-hand side of that page, you will find the Request an Appointment box to fill in their specific request times. You may also try this link to get directly to the Request an Appointment page: https://my.ciis.edu/ICS/Academics/Center_for_Writing_and_Scholarship.jnz? portlet=Tutoring_Request_Form) If the above links arent working, to find the Appointment Request page on MyCIIS, please follow these instructions: log in to myCIIS, click on the Academics tab, click on Center for Writing & Scholarship (located on the left panel), and fill out the Request an Appointment form. Please note that students have the option to attach a writing sample to their request.

ii. Assessment The following are some questions you might ask in assessing writing, either your own or the work of others. These also reflect the questions that your faculty will be considering as we read your work: Cohesion: Is the essay cohesive? Does the piece make sense from start to finish? Does the writer stray from her/his thesis? Does the writer build a relationship between paragraphs? Does the writer offer transitions when moving from one idea to the next? Can I follow the essay as a reader? Voice: Is the writer speaking from her/his own voice? Does the writer try to mimic some other voice? What hinders the writer from communicating in his/her voice? How can we help the writer develop her/his voice? Critical Reflection on Sources: Does the writer critically engage with the text? Does the writer question the underlying assumptions of the text? Does the writer have a dialog between the texts? Does the writer consider how the author is making her/his argument? Offer a Unique Perspective: Does the writer offer a new or unique perspective

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on the readings? Does the writer bring subtle connections to light? Does the writing allow the reader to see the readings in a new/different light? Does the writer move beyond obvious connections to the more nuanced ones? Specificity: Does the writer offer detail to support her/his argument? Does the writer give specific examples to support her/his point? Details create depth for the reader and help them to ground in concepts the writer is trying to convey. Technical: Grammar and citations. Mastery of the technical aspects of writing allows the reader to flow through your essay and focus on the content. All that the writer is trying to accomplish is lost if he/she doesnt take the time to technical aspects of writing. Nota Bene: The writer refers to you. The author refers to the writer of the text about which the writer is writing.

iii. Citing and Sourcing You are expected to know when to cite sources and when and how to use footnotes, intext citations and to create a bibliography. If you have trouble with this aspect of your work, consult the Diane Hacker reference text for the term. If these resources are not sufficient, you are encouraged to consult Sonya or Sara. You are not required to use the MLA style used in this syllabus, we ask that you choose a style and stay consistent. When considering which style to choose, ask yourself which set of disciplines or professional field you are most likely to engage. (e.g., if you are heading on in psychology, you may wish to use the American Psychological Association style manual). We will let you know when your writing meets standard expectations for college-level work and where it exceeds them. We will also let you know if your written work contains consistent grammatical or syntactical errors. However, we will not be correcting or otherwise proofreading your written work for mechanical problems. Knowing correct grammar and usage, using accurate spelling, and ensuring careful typing and proofreading are your responsibilities. If these are challenges for you, we can connect you with a copy editor or some other resource to assist in editing your work.

iv. Formatting

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All written submissions need to be typed; a standard page is considered to be 12 point type double-spaced with one-inch margins. Please number the pages and put your name on every page. Please do not submit papers in binders, report holders, individual page holders, etc. You always need to provide at least one copy apiece for each of the facilitators; for some submissions you will be expected to bring copies to share with your cohort members as well and you will be notified ahead of time. XI. Participation The emphasis on collective and collaborative learning means that participation during the weekends and engagement with your fellow students is a central feature of your education. Be careful not to equate participation in the cohort with any one activity, such as speaking. Thoughtful and careful listening is equally a crucial activity in the cohort. Some suggestions for constructive participation include: Making attendance for the entire duration of every weekend the highest priority. Considering what it means to be present to our dialogue. Taking care of yourself. If you need to stretch, pee, or eat, as long as it will not significantly impact the experience of others, do it. Paying attention to times when you feel resistant to participation; reflecting on the source of that resistance. Taking risks by experimenting with different approaches to participation: if you are usually talkative, try listening for an extended time; if you are usually silent, try speaking up; if you usually rely on words, try a gesture or a sound to express your ideas. Paying attention to both the content and the process of what is taking place in the classroom. How something is said may be as meaningful as what is said. In terms of interactive and experiential activities during the weekends, we encourage you to take risks, but also to recognize when you might need to step back from an exercise. Your participation is strongly encouraged, but also optional, given your comfort level. Being mindful of the impact that socialization and historical inequities may be having on the dynamic within the cohort. Consider the social significance of such identities as gender, race, and sexual orientation and the ways in which such differences may be affecting they ways in which you and others are participating. Paying attention to any obstacles to full and satisfying participation that you experience. Seek ways to discuss them with the cohort. If the conversation seems to move too fast for you to find the space to share your ideas, suggest a strategy for sometimes slowing the pace such as relying on raised hands or using a talking stick. If you feel that conversation bogs downfor instance, because we are rigidly following the order in which hands are raisedsuggest a form that will allow for a more free-

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wheeling discussion. Be creative. We will not be able to accommodate everyone at all times, and what we can do is be respectful of a variety of needs. Considering that it might be okay to disagree with others or be disagreed with. Consider that disagreement need not mean that one person is right and the other wrong; it may be that there are multiple right answers and truth may be circumstantial or in the eyes of the beholder. Being mindful that shaming and blamingeither of yourself or otherstends to close off communication and close minds. Some of the greatest obstacles to learning can be negative self-talk and fear of being attacked. Consider when your participation is digressive, or self-aggrandizing, and how that affects you own and the cohort process of learning. Remembering that good intentions are no guarantee that the impact of what you say will not be hurtful to those hearing it. Try to be open to hearing in return that despite your best intentions you may have participated in a way that was uncomfortable or painful for others. Acknowledging the unintended impact of your words or gestures may allow others to let go and move on. And be generous; stay open to anothers good intentions, even if you feel attacked or discounted. Remembering that this is your education. If something isnt working for you, nobody will know unless you find a way to tell us.

XII. Assessment: All of your classes are graded as Pass or No-Pass. In the course of the semester, the faculty will be providing regular responses to your work. Our desire is to assist you in further developing your thinking, learning, and expression. This may take the form of mirroring back to you some aspect of what you have said or what we imagine you are trying to say, suggesting alternative ways of thinking about your subject, or posing rhetorical questions. We consider our written comments on your work to be elements in a dialogue with you and not a reflection of the value we place on your work. You are not expected to respond directly to our comments, though you may if you wish. Rather we look for you to consider our responses as you engage in future writing. If we feel that you need to redo or revise a submission or if we have any concerns that the overall quality of your work is below reasonable expectations for successful completion, we will be direct in informing you of this, with specific expectations stated. It is our intention to engage your work on the basis of the goals that you set out for yourself. Also, responses to the integrative paper submitted will be folded into your final evaluations for the term. For each writing assignment, you will receive feedback from either Sara or Sonya. This allows us the opportunity to engage with

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your writing in more depth with each student. At the end of the semester, you will be asked to engage in a self assessment narrative. The self assessment narrative emphasizes your own sense of growth and development as a student. You do not need to spend more then an hour on the self assessment. You will, in turn, receive a narrative assessment of your work written by the faculty. Again, we will look at your development in terms of the goals you have set yourself, looking primarily at the ways in which you have developed and expanded your capacities for critical consideration of ideas and the process of learning. At the end of the semester you will also be invited to evaluate the faculty and the curriculum. We will also do an informal mid-semester evaluation on our third weekend together.

XIII. Late and Incomplete Work: It is imperative that you come to the cohort prepared, both by having done the reading and completed any preparation and writing. Papers and projects are not simply products to be reviewed at the end; they are an integral part of the learning process. If you are unable to turn in your work at the time it is expected, it is your responsibility to communicate with the faculty as early as possible. Let us work with you to understand and find ways to meet whatever challenges have prevented you from meeting your deadlines. Not completing your work in a timely way during the course of the semester carries the risk of receiving a No Pass for some or all of your work. If you are uncertain as to whether you have completed all of your work or not, do not hesitate to ask. Communicating effectively with us is part of the learning process. If for any reason you are not able to complete work by the end of the semester and you need to take an incomplete grade, it is your responsibility to contact Sonya or Sara to let us know that you need extra time. Such requests must be accompanied by a reasonable written plan of how and when you will complete the work. There is also a form from the Registrars office that must be completed. Incompletes will not be given unless they are formally requested and making a formal request does not automatically mean that an Incomplete will be granted.

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XIV. Plagiarism This statement has been taken from the CIIS handbook. For additional information, see the Academic Integrity section, on page 52 in the CIIS Student Handbook (AY 06-07). Please review: Plagiarism is a form of academic dishonesty that occurs when a student uses information or material from outside sources without proper citation. Plagiarism is grounds for disciplinary action at CIIS. It is a students responsibility to understand plagiarism and its consequences. Students should consult their instructor, their department chair, or staff at the CIIS Library if they have any questions about preventing plagiarism. Plagiarism occurs if: 1. The student doesnt cite quotations and/or attribute borrowed ideas. 2. The student fails to enclose borrowed language in quotation marks. 3. The student doesnt write summaries and paraphrases in his/her own words and/or doesnt document his/her source. 4. The student turns in work created by another person (e.g., another student, Downloaded from the internet, etc.). Students who submit or use their own prior work for a current course or work from one current course in another course without express permission from their professors may also be guilty of academic dishonesty. Consequences: If it is determined that a student has plagiarized or engaged in other forms of academic dishonesty, the student will likely fail the assignment and possibly the course, despite points earned through other work. Acts of academic dishonesty are reviewed for disciplinary action by the department faculty, program director, and institute administration. Engaging in plagiarism and other forms of academic dishonesty can result in dismissal from the institute.

XV. Keeping in Touch: During the course of the semester please do not hesitate to contact Sonya or Sara with questions or concerns via email or telephone. We are here to work with you, not against you, in the completion of your undergraduate degree. Our contact information is listed on the first page of the syllabus.

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We look forward to a wonderful semester together.