1 UGS 303: Race in the Age of Obama SECTION # Lecture: MW 12:00-1:00 p.m. WEL 1.308 Discussion Class: Fall 2010 Instructor: Dr. Leonard Moore, Associate Professor Beth Bukoski, Discussion Class Instructor Longhorn Center for Academic Excellence E-mail: bebukoski@austin.utexas.edu Office Hours: By appointment Office Location: Student Services Building 4.400 Course Objectives: The purpose of this course is to enhance your ability to think critically about current issues related to race and politics in light of President Barack Obama's 2008 election. In doing so, the hope is that you will be able to engage in critical dialogue, write clearly and effectively about such topics, and be able to apply such learned skills to all aspects of your life. By the end of the course, you will have the tools to engage in the following: Understand what is means to be a critical thinker Engage in a fair-minded and intelligent conversation or debate Develop an appreciation for diverse points of view Effectively present on a selected course topic with a group of your peers Course Overview: UGS 303 is a large format course and is not entirely lecture-based. The curriculum is enhanced through ongoing interactive dialogue and activities that take place both in the lecture and discussion classes. As class members, you are expected to participate enthusiastically, respectfully, and with a critical mind. Required Reading: 1. Obama, B. (2004). Dreams from my father: A story of race and inheritance. New York: Crown Publishers. 2. Nazario, S. (2007). Enrique's journey. New York: Random House. 3. Suskind, R. (1999). A hope in the unseen: An American odyssey from the inner city to the ivy league. U.S.A.: Broadway Books. 4. Souljah, S. (2006). The coldest winter ever. New York: Pocket Star Course Requirements: Your grade for this course will be based upon the criteria listed below and the instructor s judgment regarding the quality of your performance. The instructor reserves the right to make changes to the syllabus when necessary. 1. Participation/Attendance: (200 POINTS) Students are expected to fully participate in each class by engaging in discussions and assigned weekly activities. Additionally, students must familiarize themselves with Blackboard, as this will be a regular means of communicating and may be utilized for online discussions. Please contact the instructor in advance if you cannot attend lecture or discussion class. 2. Writing Component: (200 POINTS). Students are expected to complete 10 weekly response or prompt papers after Wednesday's lecture to be turned in at the beginning of Friday's discussion class. The topic of these papers will be assigned at the end of Wednesday's lecture and need to be one-page long, typed in 12 point, Times New Roman font, double-spaced with one inch margins. The purpose of these papers is to assist students in the regular practice of thinking critically and will be graded based on how well students
2 can respond to the prompt/question provided. *Responses collected in weeks 3, 8, and 13 will be saved and recorded in order to monitor progress and improvement. See course outline for due dates. 3. Exams: (150 POINTS X 2 EXAMS = 300 POINTS) There will be two exams designed to test a student s understanding of the required readings. These exams will be in class and consist of four short answer questions. The tests will be held in Dr. Moore s lecture class from 12:00 pm to 1:00 pm in Welch 1.308. See Course Outline for exam dates. 4. Capstone Project: (300 POINTS) Four groups will research a topic from among those provided on p. 6 or another approved by the instructor that will result in a final presentation. As a part of this project the following assignments will be due throughout the semester: a. Capstone Project Proposal (Due Sept. 17, worth 75 points) b. Annotated Bibliography (at least six reputable sources) (Due Oct. 8, worth 75 points) c. Individual Reflection paper (Due at presentation, worth 50 points) d. Capstone Project Presentation (Nov. 5th or 12th, worth 100 points) *Refer to page 8, "Details of Capstone Project," for further instructions. Grading: Participation/Attendance 200 points Writing Component 200 points Exams (2) 300 points Capstone Project 300 points Total Possible Points 1,000 A=900 points and above (900-929=A- / 930-1000= A) B=800-899 points (800-829=B- / 830-869=B / 870-899=B+) C=700-799 points (700-729=C- / 730-769=C / 770-799=C+) D=600-699 points (600-629=D- / 630-669=D / 670-699=D+) F=590 points or below Bonus Points Assignment: A total of 10 bonus points may be awarded to each student. Details on how bonus points will be awarded will be provided in Discussion class. The Gateway Scholars Writing Lab offers free tutoring and instructional sessions to help students improve their writing skills. The drop-in writing lab will be open on Thursdays, 4-8 PM (location TBD). You can also make appointments to meet with a writing coach at other times. For more information or to make an appointment, please contact Elena Payne-Wiens at epayne-wiens@austin.utexas.edu or 471-1205. The Undergraduate Writing Center (ph. 471-6222) provides free, professional consulting services for students who want to improve their writing. Students can bring their assignment to the UWC and work with a consultant on any aspect of their writing. UWC is located in FAC 211 and is open from 9 am to 8 pm Monday through Thursday and 9 am to 3 pm on Friday. Attendance policy: Class attendance is critical to your success in this course. You are expected to attend each class session. This class is highly participatory and its success (and yours) depends on your active engagement in the learning process. We do realize that some of you may become ill. If you do, please email your Discussion Class Instructor before class to let him/her know and to avoid an unexcused absence. Excessive amounts of absences and/or tardiness will drastically reduce your chances for a passing grade. You are responsible for informing me of your absence by email, phone, or in person. Accommodations for students with disabilities: UT provides appropriate academic accommodations for qualified students with disabilities upon request. If you have a physical or learning disability and you wish to have accommodations, please notify me immediately. You must also notify Services for Students with Disabilities in the Office of the Dean of Students before accommodations can be made.
3 Electronic Communication: All students should become familiar with the university's official e-mail student notification policy. It is the student's responsibility to keep the university informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with university-related communications, recognizing that certain communications may be time-critical. When sending correspondence, please write your question or discussion topic in the subject line and remember to formally end your correspondence with your name. Academic Integrity: University standards regulating academic integrity are strictly enforced. Plagiarism is a serious offense in this and all courses. It is always necessary to identify the original source of supporting information; you must cite the source of any material, quoted or paraphrased, that is used in your presentation. The absence of this documentation constitutes plagiarism. Proper documentation requires a list of references of any outside texts you have consulted including both traditional sources and on-line sources. ALL presentations are to be your new, original work. Using speeches or presentations from previous semesters or other classes is still considered plagiarism. Your responsibility as a student is simply to distinguish between what are your thoughts and ideas and what are not, and to credit those who have contributed to your presentation or paper. Infractions may result in a zero for an assignment or a failing grade in the course. Religious Holy Days: A student who misses classes or other required activities, including examinations, for the observance of a religious holy day should inform the instructor as far in advance of the absence as possible, so that arrangements can be made to complete an assignment within a reasonable time after the absence.
4 Course Outline Week 1: Lecture, Wednesday, August 25 Topic(s): Introduction of Instructors & Course Structure / Sequence of Assigned Readings / General Overview of Gateway Scholars Program / Reaching Our Expectations Discussion, Friday, August 27 Theme: Introductions / Review of Syllabus / Discussion of Group Assignments DUE: Weekly writing response/prompt #1 Week 2: Lecture, Monday, August 30 & Wednesday, September 1 Topic(s): One s Origins/ Significance of Race/ Constructing an "A" paper Discussion, Friday, September 3 Theme: Thinking of Race and Politics/ Sign-up for Capstone Project Groups Have Read: Dreams from my father, Preface-Ch.4 DUE: Weekly writing response/prompt #2 Week 3: Lecture, Wednesday, September 8 (Monday, September 6-NO CLASS) Topic(s): Privilege and Power (in US, in political realm) Discussion, Friday, September 10 Theme: Privilege and Power Have Read: Dreams from my father, Ch. 5-9 DUE: Weekly writing response/prompt #3 Week 4: Lecture, Monday, September 13 & Wednesday, September 15 Mon. Topic(s): Colonization and Self-Hate; Wed. Topic: Library Research Sessions Discussion, Friday, September 17 Theme: TBA Have Read: Dreams from my father, Ch. 10-14 DUE: Capstone Project Proposal & Weekly writing response/prompt #4 Week 5: Lecture, Monday, September 20 & Wednesday, September 22 Topic(s): Immigration Policies (Dream Act, Issues of Citizenship)/American Identity Discussion, Friday, September 24 Theme: Immigration Policies Have Read: Enrique's journey, Prologue-3 DUE: Weekly writing response/prompt #5 Week 6: Lecture, Monday, September 27 & Wednesday, September 29 Topic(s): Incarceration/Detention Centers/Family Separation Discussion, Friday, October 1 Theme: Incarceration/Detention Centers/Family Separation Have Read: Enrique's journey, Ch. 4-6 DUE: Weekly writing response/prompt #6 Week 7: Lecture, Monday, October 4 & Wednesday, October 6 Topic(s): Corrupt Governments/Abuse of Undocumented Discussion, Friday, October 8 Theme: Test Review Have Read: Enrique's journey, Ch. 7-Acknowledgements DUE: Annotated Bibliography (at least 6 reputable sources)
5 Week 8: Lecture, Monday, October 11 & Wednesday, October 13 EXAM #1: Monday, October 11 Discussion, Friday, October 15 Theme: Poverty / Educational Opportunity Have Read: A hope in the unseen, Ch. 1-4 DUE: Weekly Writing Response/Prompt #7 Week 9: Lecture, Monday, October 18 & Wednesday, October 20 Topic(s): TBA Discussion, Friday, October 22 Theme: TBA Have Read: A hope in the unseen, Ch. 5-8 DUE: Weekly Writing Response/Prompt #8 Week 10: Lecture, Monday, October 25 & Wednesday, October 27 Topic(s): TBA Discussion, Friday, October 29 Theme: TBA Have Read: A hope in the unseen, Ch. 9-Epilogue DUE: Weekly Writing Response/Prompt #9 Week 11: Lecture, Monday, November 1 & Wednesday, November 3 Topic(s): Drug culture/inner-city Crime/Deviant Social Structure Discussion, Friday, November 5 Theme: ***Capstone Project Presentations*** Have Read: The coldest winter ever, Ch.1-7 Week 12: Lecture, Monday, November 8 & Wednesday, November 10 Topic(s): Poverty/Ghettos/Access to Quality Education/Materialism & Capitalism Discussion, Friday, November 12 Theme: ***Capstone Project Presentations*** Have Read: The coldest winter ever, Ch. 8-16 Week 13: Lecture, Monday, November 15 & Wednesday, November 17 Topic(s): Nature vs. Nurture/ Drug Addiction/ Ethics & Morality Discussion, Friday, November 19 Have Read: The coldest winter ever, Ch. 17-20 DUE: Weekly Writing Response/Prompt #10 Week 14: Lecture, Monday, November 22 & Wednesday, November 24 Topic(s): Gender roles & Expectations/Hip Hop Culture Discussion, Friday, November 26 NO CLASS HAPPY THANKSGIVING --- STUDY FOR EXAM! Week 15: Lecture, Monday, November 29 & Wednesday, December 1 Topic(s): Review for Exam EXAM#2: Wednesday, December 1 Discussion, Friday, December 3 Theme: Reflect/Evaluate Course
6 UGS 303 Capstone Project Topics Fall 2010 Groups can select from these topics or propose a different theme with a similar set of sub-topics appropriate for critical analysis and discussion. The Politics related to... Race and U.S. Immigration (medical Care, K-16 schooling, Homeland Security, civil liberties, criminality, globalization, dehumanization) Gender Equity and/or Gender Roles in... (the academy/military/private sector/family/sports, relation to healthcare/maternity leave, advertising/media) Lesbian, Gay, Bisexual, Transgender, Queer & Questioning (LGBTQ) issues in America (in regards to marriage, health benefits, work place issues, adoption or parenting, religion, schooling, politics) Equity and Access in Education (socioeconomic and/or ethnic minority issues in K-12/Higher Education, high poverty/high minority schools, Blacks and Latinos in special education, role of standardized testing in K-12 education, role of SAT/ACT in higher education, affirmative action in college admissions, graduate education issues)
7 Details of Weekly Writing Assignments UGS 303 Race in the Age of Obama Students are expected to complete a weekly response or prompt paper that will be assigned during Wednesday lecture and must be turned in at the beginning of Friday's discussion class. Prompts will cover a topic or theme discussed in the course or the readings. Format of paper: o One-page in length with one inch margins o Typed in 12 point, Times New Roman font o Double-spaced Expectations/Guidelines for paper: o Clearly and concisely answers the question/prompt o Provides examples support answer/claim/argument o Few to no grammatical or punctuation errors o If citing book or other reference, follow APA format
8 Details of Capstone Project UGS 303 Race in the Age of Obama Students are expected to research and present on one of the following topics (as provided on p.6 of the syllabus) with four to five other peers from class: 1. Race and U.S. Immigration 2. Gender Equity and/or Gender Roles 3. Lesbian, Gay, Bisexual, Transgender, Queer & Questioning (LGBTQ) issues in America 4. Equity and Access in Education Required Assignments as part of Capstone Project: a. Capstone Project Proposal (Due Sept. 17, worth 75 points) b. Annotated Bibliography (at least six reputable sources) (Due Oct. 8, worth 75 points) c. Individual Reflection paper (Due at presentation, worth 50 points) d. Capstone Project Presentation (Nov. 5 or 12, worth 100 points) Expectations/Guidelines for Capstone Project Proposal: Should contain the following sections with appropriate answers: a. Title of Project b. Purpose of Project (What are you trying to find out in regards to your topic?) c. What individuals/organizations might you contact as a resource? d. Format of presentation (How will your group present findings in class?) e. What are your technology needs for your presentation? (Do you need any special equipment?) f. Group assignments (Who will do what in your group?) One to two pages, double-spaced in Times New Roman font with 1-inch margins. Expectations/Guidelines for Annotated Bibliography: Should consist of the citations of the books, articles, and documents you intend to use for your capstone project presentation. Citations should be presented in a list with each citation being followed by an annotation, or a brief (approximately 100 words) descriptive and evaluative paragraph highlighting the key points in the book, article, or document. Example: Gay Marriage in the U.S. Annotated Bibliography Waite, L. J., Martin, F. K., & Rodriguez, C. (2007). Growing up with gay parents. American Sociological Review, 51 (4), 541-554. This article provides the details of a qualitative research study where 20 teenagers whose parents are gay were interviewed to gain a deeper understanding of the challenges they face both in and out of school. Students identified three main challenges: being accepted at school by peers, feeling left out of conversations/events at school where parents were invited, and questioning their own sexual identity. Students, however, also noted many positive aspects of having two parents who loved them. Expectations/Guidelines for Individual Reflection Paper: One to two pages, double-spaced in Times New Roman font with 1-inch margins. Should provide a description of what you learned and experienced while completing this project, what you might have done differently, and the extent to which all group members worked collaboratively. Expectations/Guidelines for Presentation: Presentation should be 20 minutes in length, with 5 minutes for questions and answers. Presentation should utilize multimedia and not power point. Presentation should reflect collaboration between all group members. Presentation is organized, coherent, creative, includes varying points of view and exhibits critical thought. Ideas and resources introduced in presentation should be cited/referenced.