HDFS474 Syllabus S20 - Professor: Polina Levchenko PDF

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Professor: Polina Levchenko...

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HDFS 474: RACIAL AND ETHNIC FAMILIES IN THE US SPRING 2020 (3 credits) Tuesday & Thursday, 9:30 - 10:45, Nancy Nicholas Hall 4235 (section 1) Tuesday & Thursday, 11:00 - 12:15, Nancy Nicholas Hall 4235 (section 2)

Instructor: Email: Office: Office hours:

Polina Levchenko, Ph.D. [email protected] 4128 Nancy Nicholas Hall Wednesday 12:30 - 2:00 or by appointment

Canvas Cours URL || Section 1: https://canvas.wisc.edu/courses/176162 Section 2: https://canvas.wisc.edu/courses/176166 Instructional Mode || The class meets twice a week for 75 minutes. Each meeting is a combination of mini-lectures, discussions, and peer-teaching/learning. Credit Hour Policy || This class meets for two 75-minute class periods each week over the fall/spring semester and carries the expectation that students will work on course learning activities (reading, writing, problem sets, studying, etc) for about 3 hours out of classroom for every class period. Course Description || Examines the diversity of family life and human development across and within racial ethnic groups in the United States as shaped by race, ethnicity, culture, biculturalism, and the social contexts of history, economics, immigration, and socio-political conditions. Program Learning Outcome || This course serves the UW ethnic studies requirement (Family and Community Diversity, Learning outcome 2). Course Learning Objectives || Upon completion of this course students will be able to: 1. Define one’s own racial and ethnic identity and immigrant status in the context of U.S. race relations. 2. Reflect how your personal experiences in and outside your family of origin and social location may shape your first impressions of different social groups. 3. Apply terms and concepts about race, ethnicity, cultural practices and values, and immigration in the context of U.S. race relations in class discussions and written work. 4. Deconstruct racism and use racial ethnic generalizations comfortably.

UNIVERSITY OF WISCONSIN-MADISON 2 5. Appreciate racial and ethnic diversity and develop sympathy and empathy for lives that are different from one’s own experiences as well as from other members in one’s group. 6. Illustrate how the race system, racism, ethnic identity, and cultural values and practices may shape family life and its functions for non-European heritage families in the U.S. 7. Appreciate how family processes change and transform ethnicity. 8. Speak up and express yourself, give constructive criticism and discuss differences in a civil manner in writing and orally. Readings || a) Wright, R. Jr., Mindel, C.H., Tran, T.V., & Habestein, R.W. (Eds.). (2012). Ethnic Families in America (5th ed.). Upper Saddle River, NJ: Pearson Education Inc. b) Additional materials (readings, videos, etc.) posted on CANVAS. Course Requirements || Summary and description of assignments Assignment (n)

Points

Percentage of total grade

Availability, due by 11:59 pm on a date, unless noted otherwise

Attendance (22 out of 24)

22 points total (1 point each)

10%

Weekly starting Unit 2

Reflection assignment (6 out of 7)

24 points total (4 points each)

11%

Varied, unannounced activity; due in class

Observation activity (1)

25 points total

12%

Attendance varied, reports due any time before the end of 4/19

Active learning assignment (1)

25 points total

12%

The night before presentation by 8 pm; refer to your group schedule

Exams (2)

60 points total (30 points each)

28%

Exam 1: 3/07 - 3/15 Exam 2: 4/30 - 5/07

Final project (1)

60 points total

28%

4/26

216 points total Below are descriptions of course assignments. Rubrics will be posted in advance, details about the assignment will be discussed in class. Attendance. It goes without saying that being present in class is an integral part of your own and your peers’ learning. Whether you tend to participate by contributing to the discussions or/and by active listening, as a community we all contribute from your presence and good citizenship. Out of 24 class meetings you will be able to earn 22 points for being present. If you are unable to attend class due to illness or an emergency, please email the Instructor of the course as soon as possible.

UNIVERSITY OF WISCONSIN-MADISON 3 Reflection assignments. There will be 7 required reflection assignments. These are primarily unannounced in-class assignments that require a one page written response. Questions are distributed and answers collected during randomly selected class periods. Only 6 (out of 7) reflection assignments count towards the final grade. There will be no make-ups for missed reflection assignments, unless you miss a class for University approved excuse. In this case you need to notify the Instructor within 24 hours and submit a make-up by the designated due date. Observation activity. You will have an opportunity to choose one of the suggested options (to be discussed in class) as your Observation activity that will include attending community or campus event that meets course objectives. If you plan to attend activities other than those posted on the course page you need to get preapproval from the Instructor. Active learning assignment (groupwork). Students in this class will be assigned to a learning group (about 4 members each). Each group will complete either of the two tasks: Headlines and illustrations and Critique and community connections presentations. The Active learning assignment is a collaborative work, that is students have no “individual” assignment or “individual” grade. Each group member should contribute equally to the workload. Each individual participation will be assessed by the group. Each individual participation will be assessed by yourself, you group, and your Instructor. The averaged grade points will be assigned for the individual part of your grade. If for any reason a link to the reading posted on CANVAS does not work, use Google Scholar to find the article, if still you cannot access, then contact your Instructor. Exams. There will be two take-home exams factored into your final course grade. You can take your exam on any date scheduled (see table above). The emphasis in the exams will be more on ideas, theories, and findings rather than on names, dates, and statistics. The exams will draw from the textbook, ALA readings, videos, lectures, and class activities/discussions. There are no make-up exams, unless you notify Instructor about your valid reason two weeks prior. If you miss taking an exam for a University approved reason, you will be able to make it up within one week of the exam date at a time arranged with the Instructor. Final project (groupwork). For your final project as a group you will watch a documentary (during class time). You will work collaboratively to discuss and come up with ideas for your final project. Throughout the semester you will be meeting your own milestones (two will be graded) and submit your product by the due date. The Final project is a collaborative work, that is students have no “individual” assignment or “individual” grade. Each group member should contribute equally to the workload. Each individual participation will be assessed by yourself, you group, and your Instructor. The averaged grade points will be assigned for the individual part of your grade. Every day your Final paper is late will result in a letter grade deduction of the total letter for the assignment. After 5 days, late assignments will not be accepted or graded resulting in a zero.

UNIVERSITY OF WISCONSIN-MADISON 4 Grade Dispute Policy || Grades can be disputed within 3 days after grades have been announced or discussed in class. Grading Scale || Letter grade

Percent

Points

A

94

-

100

203

-

216

AB

90

-

93

194

-

202

B

83

-

89

179

-

193

BC

79

-

82

171

-

178

C

70

-

78

151

-

170

D

60

-

69

130

-

150

F

0

-

59

0

-

129

Course Policies || When classwork and religious observances conflict. You must notify the Instructor within the first two weeks of class of the specific days or dates on which they request relief. Including this information on your course syllabus is another appropriate method to make sure your students are informed of the policy. Scheduling, activities, and keeping up with changes. The class schedule is subject to change; any changes will be announced in class, sent via email, and posted to CANVAS. Information about the activities and assignments will be discussed regularly during class, making class attendance and engagement especially important. You are expected to check the detailed schedule on CANVAS on a regular basis. If religious observances conflict with class attendance or exercises, please contact me within the first two weeks of the class. My commitment to student success. If you have concerns about your progress, or would like to discuss any aspect of this course, please let me know. I am readily available by email and you should receive a response within 24 hours. You may visit with me before or after the class, and use that time to schedule an appointment in the office. Classroom learning environment. Attendance and students’ active engagement and discussion are expected. Please be respectful of other people’s opinions and be prepared to share your knowledge with us. I expect everyone to listen respectfully and attentively while others are talking. Some of the topics covered in this class may spark strong opinions and challenge your or your classmates’ values. As such, it is important that we all respect others’ ideas, and that we respect each other as diverse and unique individuals. Course climate and incidents of hate / bias. Instructor’s intention is to be inclusive and welcoming so that all students feel comfortable in the course while also being challenged to learn and grow. If a course topic or discussion makes you feel unwelcome or unsafe, please communicate with the Instructor about your concerns. If you are not comfortable speaking directly to Instructor, you can contact SoHE’s Associate Dean, Annette McDaniel, [email protected]

UNIVERSITY OF WISCONSIN-MADISON 5 Please intervene in incidents of hate and bias when you can, and report incidents to Instructor – if you feel comfortable – and/or to the UW-Madison hate and bias reporting system:students.wisc.edu/reporthate. The University and I are dedicated to addressing reports of hate and/or bias seriously, promptly, confidentially, and sensitively. Reports can include, but are not limited to, crimes such as vandalism or physical assault; non-academic misconduct such as online or verbal harassment or disruptive behavior; and/or microaggressions such as derogatory or demeaning speech from another student, TA, or faculty/staff member. A Hate and Bias Incident Team member will respond to your report and provide you with options to meet your needs. You can also report anonymously. For more information, support, and resources regarding addressing hate and bias on campus, please visit www.students.wisc.edu/reporthate Academic integrity. The University of Wisconsin-Madison has strict policies regarding student misconduct, including cheating and plagiarism. You are required to know and adhere to academic integrity principles and policies, available from the Dean of Students Office http://www.wisc.edu/students/saja/misconduct/UWS14.html When writing at the college level, including for assignments in this class, you must take responsibility for avoiding plagiarism and properly paraphrasing and crediting source material. See http://writing.wisc.edu/Handbook/Acknowledging_Sources.pdf Each instance of academic misconduct will be investigated following the University of Wisconsin-Madison’s documented procedures. Appropriate penalties may range from a reduced grade on a redone assignment to suspension or expulsion from the University. The detailed process may be reviewed at http://students.wisc.edu/saja/misconduct/misconduct.html Disability statement. The University of Wisconsin-Madison supports the right of all enrolled students to a full and equal educational opportunity. The Americans with Disabilities Act (ADA), Wisconsin State Statute (36.12), and UW-Madison policy (Faculty Document 1071) require that students with disabilities be reasonably accommodated in instruction and campus life. Reasonable accommodations for students with disabilities is a shared faculty and student responsibility. Students are expected to inform faculty [me] of their need for instructional accommodations by the end of the first week of the semester, or as soon as possible after a disability has been incurred or recognized. Faculty [I], will work either directly with the student [you] or in coordination with the McBurney Center to identify and provide reasonable instructional accommodations. Disability information, including instructional accommodations as part of a student’s educational record, is confidential and protected under FERPA. Resources || ● The Writing Center, contact at (608)263-1992 or writing.wisc.edu. ● DoIT provides instruction and training related to technology at www.doit.wisc.edu/students/ ● The campus Libraries, found at www.library.wisc.edu/libraries/ offer many free workshops...