final narrative & number syllabus - weber state university
TRANSCRIPT
N a r r a t i v e s & N u m b e r s
WSU Honors Program Course 3900, Spring 2017 Dr. Christy Call [email protected] EHall, office 462 Office Hours: By appointment
Dr. Heather Chapman [email protected] Annex 5, Lower Level Office Hours: By appointment
REQUIRED TEXTS: Between the World and Me -‐-‐ Ta-‐Nehisi Coates The New Jim Crow -‐-‐ Michael Alexander Evicted by Matthew Desmond
• Other readings will be provided through Canvas. OPTIONAL TEXTS: The Best American Infographics 2015 -‐-‐Gareth Cook Beautiful Evidence -‐-‐ Edward Tufte COURSE OVERVIEW: This Honors Program course will be conducted in a seminar style, which means that you may count on leading the discussion as much as we do. These discussions will center on challenging themes that emerge in three very acclaimed contemporary texts: Between the World and Me by Ta-‐Nehisi Coates, The New Jim Crow by Alexandra Williams, and Evicted by Matthew Desmond. These books convey complex realities about the social, economic, and political landscape of America today, including education, housing, incarceration, poverty, and racism. We will read to better understand where we have been as a nation, where we are now, and where we may go in the future. The class will combine stories with statistics to uncover the dimensions or scale of issues that very often emerge through the books in personalized terms. This is to say that we will zoom in for the narrative on individual lives while also panning out for the macro view on national trends. LEARNING OUTCOMES: Learning outcomes for this course center on four of the general Honors Program learning objectives. Specifically, the outcomes for the class are: 1. to practice clear and compelling written and/or creative expression. 1.1A By the end of the semester, students will be able to write about complex topics using unbiased language. (Writing Assignments) 1.1B By the end of the semester, students will be able to identify and write about biases in reported statistics. (Writing Assignments) 1.2A By the end of the semester, students will create an effective graphical information piece to represent a complex social problem. (Final Project) 2. to engage in critical thinking that is open-‐minded, objective, and as free as
possible from prejudice and presupposition. 2.1A By the end of the semester, students will be able to describe multiple points of view for the social problems presented in class. (Writing and Presentations)
2.1B By the end of the semester, students will be able to identify biases in the arguments provided for and against different social problems. (Statistical Analyses; Position Debates) 3. to comprehend abstract arguments and move between the general and the
particular. 3.1A By the end of the semester, students will be able to identify strengths, weaknesses, and biases in arguments on topics that they agree with as well as those they do not. (Final Project) 4. to encounter a variety of human experience, exploring both its universality and
its diversity. 4.1A By the end of the semester, students will be able to identify similarities between people of diverse backgrounds and facing diverse social problems with an eye toward describing social injustices that are accepted as fact. (Statistical Analyses) 4.2A By the end of the semester, students will be able to examine data to identify the way biases can be created in social issues. (Statistical Analyses) ASSIGNMENTS & GRADING: Participation and Attendance (5pts x 13): Due to this course’s emphasis on discussion, attendance is required. Roll will be taken each day. Daily participation will be worth 5 points, for a total of 70 points. Sixty-‐five of these points will constitute the attendance portion of your final grade, which leaves 5 extra points of extra credit for those with perfect attendance. Discussion Leaders/ Statistical Topic Presenters (25pts x 4) [2 for discussions and 2 for topics] On Tuesdays, we will focus on discussing the assigned readings. On Thursdays, we will discuss statistical data, which will, of course, relate back to the readings.
Reading Discussion Leaders: Each week teams of 2 or 3 students will take the lead on conducting class discussions. Leading the conversation will mean that you demonstrate a solid understanding of the readings. You may choose to provide a brief overview of crucial points. You should definitely plan on zooming in to highlight key passages, critical questions or issues, and on articulating the meaningfulness of ideas.
Statistical Topics Leaders: As in the discussion on readings, you will also have weeks where you present on data. This will mean locating and talking through items of statistical information. Each week, teams of 2 or 3 students will bring in such items of data so that they can be collectively discussed and analyzed for validity, for framing or point of view, for meaningfulness.
Discussion Posts on Photographs (25pts x 3): At 3 points during the semester, each of you will also post a short response on 1 or 2 photographs that most engage your critical interest. You will have an assortment of different galleries of historical and contemporary photographs to select from. Your responses will be posted to the “discussion” tab on Canvas. You will post your own response and also reply to at least one other student’s response. Written Analysis (50pts x 3): You will submit a written analysis on each of the 3 required texts at the end of our reading of these texts. These will be one page, single spaced papers in the standard 11 or 12-‐sized font. Instead of merely rehashing insights from class conversations, your papers should
expand and develop your best critical thinking about the complex readings. They should be submitted as reflection of your best analytical writing. Way of Seeing Project (100 x 1): At the end of the semester, each of you will present a photograph that you take from a space in Ogden or in the surrounding areas. This photo should connect visually to textual themes and/or statistical data that we have discussed. Your presentation will articulate this connection. Final Project: Info-‐graphic and Paper (205pts): The final project has 5 parts.
Part I. Topic Selection (15pts): Due: Feb. 16th
You will provide a brief description of a topic that engages you and that you want to more fully explore in terms of creating an info-‐graphic.
Part II. Discussion of Data (25pts): Due: March 16th
You will submit a short list of the top 5-‐10 pieces of information that you plan to display on your info-‐graphic.
Part III. Info-‐graphic Poster (15pts) Due: April 6th
You will submit a draft complete with data and images for use in your final info-‐graphic. Part IV. In-‐Class Presentation of Info-‐graphic (75pts) Due: April 18th and April 20th
You will present your info-‐graphic to the class. For approximately 10 minutes, you will articulate the key points of your research.
Part V. Paper (75pts) Due: April 20th
While the info-‐graphic will be a concisely worded and visually compelling presentation of your thinking, the final paper will allow for a more in-‐depth articulation of ideas. This paper besides including points of research from the data you collect will contemplate the ideologies or systems of belief that run underneath the statistical numbers. In other words, you will not only map national trends in terms of data points, but you will try to locate philosophies of belief that generate these statistical realities.
Late Work Policy: Late assignments are accepted with a penalty. Assignments turned in prior to the next class period will receive a 10% penalty. Those turned in within 2 class periods of the due date will receive a 20% penalty. Late work will not be accepted beyond this range. Final presentations must be ready to go on the assigned day.
UNIVERSITY & COURSE POLICIES: Academic Integrity and Honesty Policy: Any academic dishonesty will not be tolerated. If a student is caught engaged in academic dishonesty in this course, he or she risks failing the course and being subject to academic discipline including the imposition of university sanctions. For more information, please see the university policy on cheating, which can be found in the WSU Student Code, Section IV, Part D, Paragraph 2. Students with Disabilities/Requests for Accommodations: Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in Room 181 of the Student Services Center (or Room 221 at the Davis Campus). SSD can also arrange to provide course materials in alternative formats upon request. To contact SSD by phone: (801) 626-‐6413 – Ogden; or, (801) 395-‐3524 – Davis. http://www.weber.edu/ssd Inclusivity Statement: Pivotal to Weber State University's mission is the need to embrace and value the diversity of its members. Acknowledging the uniqueness of each individual, we seek to cultivate an environment that encourages freedom of expression. Because the University is a community where inquiry is nurtured and theories are tested, every individual has the right to feel safe to express ideas that differ from those held by other members of the community. However, all persons who aspire to be part of our campus community must accept the responsibility to demonstrate civility and respect for the dignity of others. Recognizing that the proper balance between freedom of expression and respect for others is not always apparent or easy to achieve, we must continually challenge ourselves and each other in an atmosphere of mutual concern, good will and respect. Therefore, expressions or actions that disparage an individual's or group's ethnicity, gender, religion, sexual orientation, marital status, age or disability are contrary to the mission of Weber State University and will are not acceptable in classroom discussion. Use of Technology: The use of cell phones, smart phones, or other mobile communication devices is disruptive, and is therefore prohibited during class. Students using cell phones, tablets, or laptops for anything other than course work will be asked to leave. Students are permitted to use devices during class for note-‐taking and other class-‐related work only. Emergency Closure Statement: Due to the applied nature of this course, if for any reason the university is forced to close for an extended period of time, class will be cancelled and assignments will be adjusted accordingly. This may include dropping an assignment altogether or rearranging delivery of course topics to cover more in any one class. Look for announcements from the university on Weber e-‐mail or the website and from the instructor on the course Canvas page. Code Purple is a good way to be alerted to campus closures, and you are encouraged to sign up for it. Contacting the Instructor: If at any point any student has questions or problems during the course of the semester, please feel free to contact us. Use of the Canvas email system as the initial contact point is recommended. Please allow 24-‐48 hours for a response.