RACE, ETHNICITY, AND GENDER IN HIGHER EDUCATION

Center for the Study of Higher and Postsecondary Education

EDUC 873-001

Fall 2014

Instructor Information

Instructor: Betty Overton-Adkins, Ph.D.

Office: Room 2018 School of Education

Phone: 734-615-8882

Email: boverton@umich.edu

Office Hours: 10am to noon Tuesdays or by appointment

Course Overview

This course is designed as a graduate seminar with a foundational focus on current issues and research related to gender, race and ethnicity in higher education within the United States. Issues faced by students, faculty, and staff will be included. We will examine research and scholarly literature from educational research, the social sciences, and to a lesser degree the humanities. Particular attention will be given to the growing understanding of the concept of “intersectionality” as we look across race, gender, and ethnicity at the ways in which issues impact groups in different ways within higher education. Topics include the racial and gender stratification of the higher education system and the emergence of institutions that serve special populations, a critical review of research on minority and women’s achievement, research on women and minority faculty, campus race relations, and controversies in the policies and discourse regarding cultural diversity. The course attempts to look at race, gender, and ethnicity as both dependent and independent variables related to who is in the academy and how the academy operates. Attention will be given to the “diversity debate” and how that debate punctuates every aspect of higher education.

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Required Texts:

Allan, E. J. (2011). Women’s status in higher education: Equity matters. ASHE Higher Education Report, Volume, 34, No. 1., New Jersey: Wiley Publications.

Ortiz, A. M., & Santos, S. J. (2009). Ethnicity in college: Advancing theory and improving

diversity practices on campus. Sterling, VA: Stylus.

Pasque, P.A. & Errington-Nicholson, S. (2011). Empowering women in higher education and student affairs: Theory, research, practice from feminist perspectives. Sterling, VA: Stylus.

Stulberg, L. & Weinberg, S. (2011). Diversity in American higher education: Toward a more comprehensive approach. New York: Routledge.

(Each text will be referred to by its first author in the calendar of course activities.)

Other Recommended Texts:

Allen, J. K., Dean, D. R., & Bracken, S. J. (Eds.). (2008). Most college students are women:

Implications for teaching, learning, and policy. Sterling, VA: Stylus.

Gutierrez y Muhs, G., Niemann, Y. F., Gonazailez, C.G., Harris, Angela P. (2012). Presumed incompetent: The intersections of race and class for women in academia. CO: University of Colorado Press.

Roper-Huilman, B. (ed.). (2003). Gendered futures in higher education: Critical perspectives for change. New York: State University of New York Press.

Smith, W.A., Altbach, P.G., & Lomotey, K. (2002). The racial crisis in American higher education: Continuing challenges for the twenty-first century. NY: State University of New York Press.

Course Goals and Objectives:

Goal. The goal of this course is to have students deepen their knowledge and understanding of various issues related to race, gender, and ethnicity in the context of how these play out in the environments within higher education. Using research-based information and nuanced and theoretically sophisticated discussions, the course seeks to support an examination of diversity that helps us arrive at a better understanding of the current and evolving culture within higher education and perhaps strategies for transforming that culture to be more inclusive.

Obectives.

Explore the importance of gender, race, ethnicity as it relates to the goals and work of higher education

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Understand the variety of perspectives related to the intersections across race, ethnicity and gender in the context of higher education

Provide a dynamic intellectual environment for in-depth discussion and analysis of how race, ethnicity and gender as social categories have influenced American higher education

Learn to apply various theories, concepts, and philosophies to the problems and challenges presented by race, gender, and ethnicity within the Academy

Examine approaches to transforming the culture of higher education to be more inclusive

Teaching Philosophy:

As an educator, I believe learning is both hard work and at the same time one of the greatest capacities and pleasures we have. Learning together as a group (in formal or informally settings) is the best way to learn. The give and take of discussion, the careful listening to others’ thoughts, the thinking about others’ thinking, and the challenges to our own thoughts is what stimulates growth, change and deep learning. I encourage students to espouse this approach to learning and I seek to use it as part of my teaching. I see my teaching as an opportunity to challenge students to be creative and to assist them in planning the next steps in their professional and educational careers. This relationship, like all those that are fostered in education, is one where I join the process as both teacher and learner.

I plan to use a constructivist approach to teaching. Constructivist teaching grows out of constructivist learning theory and is based on the belief that learning happens as learners are intimately involved in the process of constructing meaning and knowledge rather than participating passively through receiving information. The learner is involved in shaping both meaning and knowledge. Additionally, this theoretical framework suggests that new learning builds upon knowledge that a student already brings into the classroom. My courses are primarily focused on reading, discussion, and shared experiences. The assigned readings are intended as sources of knowledge and new perspectives. They are also designed to be a stimulus for dialogue, analysis, integration and meaning making. On occasion, I provide short lectures to explore topics not fully covered in the readings or to introduce new areas and ideas that complement the content of the course.

I have come to understand that students learn as much from each other as they learn from me (and sometimes more). Therefore, I plan for interactions within the class and group work outside of class. Peer sharing is one of the most useful ways to enhance learning, thus small group and larger group discussion of case studies, small group projects, group problem solving activities and other active learning techniques are integrated into various classes.

Finally, learning happens in environments where the learners feel free to express their ideas openly, to try out new ideas, and can do that understanding that these expressions will be met with respect and civility, but not always agreement.

The approach to the course and the underlying teaching strategy used in this course reflect the following conceptual understanding:

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Students bring different experiences, motivations and learning styles to the classroom.  The implications of this observation not only include the challenge to bring a wide range of ideas forward through readings and discussion, but also the need to recognize that some students might be taking the class as a basis for further research, others to broaden their career opportunities and some out of a general interest in higher education. All students have something to contribute but not all students will contribute in the same way.

The subject matter can be approached in a variety of ways. As we will discover, much of what is written about higher education as a general field of study is derived from the work of sociologists, psychologists, economists and educators. Recently, professionals in the field have pointed to an emerging “science” to complement the “art” that has long dominated professional practice in education.

The teaching-learning processes in higher education are inherently transformational processes hidden in transactional exchanges. This principle is central to the seminar. It brings implications for the ways in which learning goes beyond a redistribution of information or resources between individuals and points to higher education’s ability to reshape identities and transform lives.

Learning should be fun and satisfying but not entertainment. Open discussions and debate are encouraged. We learn through our differences of opinions and approaches, but we can also take pleasure in vigorous exchanges wherein our minds are presented with opportunities to re-think old concepts and perspectives and learn new ones. Laughter is encouraged.

Pedagogical StrategiesEngage students in learner-centered activities, supported by examination of relevant research using primary and secondary sources

Provide a balance of structured class activities and opportunities for students to think creatively about their learning process

Acquaint students with resources they can use for extended study in particular areas

Call upon students to use multiple intelligences and intellectual skills

Expect the faculty to act as a facilitator of the learning process encouraging

Course Expectations All members of the course are expected to participate and engage in completing the assignments for the course and these will include reading the required texts and other assigned readings; participating in class exercises and discussions, completing assigned written assignments, and participating in a group project.

Course RequirementsWriting Style: All written assignments must be typed, spell-checked, proofread for grammar and usage, and should conform to the style and reference notation format outlined by the 6 th edition of the Publication Manual of the American Psychological Association or other writing style as may be specified in this syllabus. Please double-space all assignments and use 12-point font with a one-inch margin on all sides of the paper. Unless otherwise noted, all papers will be submitted through Ctools.

Attendance Policy: This is a seminar/lecture course. Reading the material for class is important, but equally important is the conversation that takes place in the classroom. The sharing of ideas, active listening, and many questions form the basis of the learning process. This process assumes that students are in class regularly and engaged with the subject matter and each other. Electronic devices or note-taking by a peer cannot take the place of being in class.

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Academic Honesty Policy: Each student is responsible for knowing and complying with the academic honesty policy for the University. This instructor will approach each person’s submitted work as the originator’s declaration of original efforts.

Late Assignments: Students are expected to submit assignments on the announced dates. Assignments submitted after the announced due date will receive point reductions--the later the submission, the more the point reduction. Students with any special learning needs or accommodations that would affect the timing of completion of assignments should notify the instructor after the first class.

Classroom Civility: This course, to a great extent, is based on talk—the give and take of discussion. Students are expected at all times to conduct themselves in a manner that supports the teaching-learning process. The expectations below will be discussed at the beginning of our course and monitored throughout the class: Community Expectations· Know when to step up and step back in discussions· Express disagreement with respect· Use technology respectfully, using laptops and mobile devices for course work only· Be on time (Michigan time)· Keep side conversations to a minimum· Avoid personal put downs or accusatory comments· Assume that others have positive motives and are doing the best they can to learn from and engage with the material

ADA Accommodations: It is the policy of The University of Michigan to comply with the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, and other applicable federal and state laws that prohibit discrimination on the basis of disability. The University will provide reasonable accommodation to qualified individuals with disabilities upon request. If you need accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately. Please see me privately after class, or at my office.

Course Changes Policy: The instructor reserves the right to alter information in this syllabus as needed to accurately reflect the course coverage and to enhance the learning outcomes of the course. When or if changes are necessary, they will be announced in advance and students will have appropriate time to make adjustments. Any anticipated changes will be discussed with the class for input and as part of the decision making process; however, final decisions about changes are the responsibility of the instructor.

Basis for Student Evaluations:

Activities Point Value

Annotated Bibliography and Article Critique (Due 9/23) 50

Weekly Article Review (10 –no article due week 1 and week 12) 100

Major Paper on selected topic (Paper Due 11/18) 150

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Group Project (Due final class meeting) 100

Class Attendance and Contributions 50

Total Points 450

Grades Assignment Based on Points

450 – 425 A 346 – 321 B-

424 – 399 A- 320 – 295 C+

398 – 373 B+ Below 295 Work has not met the requirements for the class

372 – 347 B

Annotated Bibliography and Article Critique (50 points)

The purpose of this assignment is two-fold: 1) to increase familiarity with current scholarship and

other sources addressing issues of race, gender and ethnicity, and 2) to discover sufficient research-

based material to be prepared to write a major graduate level paper for the class.

Students will complete this assignment by compiling an annotated bibliography of at least 15 or more

sources on a topic approved by the instructor. Using one of these bibliographic sources, sources,

students will prepare a summary of one of the articles that helps in elucidating the focus of the paper to

be written later.

The article critique should succinctly (3-4 pages) and accurately examine the contents of the selected

article or chapter in an edited book and will evaluate or critique the work by indicating its strengths

and limitations. The critique should be 3-4 pages (typed, double-spaced) in length, not counting title

and reference pages. Content should be as follows:

The first paragraph should introduce the work (give its title, author and publication information) and

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indicate the student’s thesis. This first paragraph includes a summary of the work being critiqued, the

intended audience of the article, the type of work [e.g., literature review, empirical research—for

research articles indicate the research question(s) or hypothesis, methodological approach, and

findings]. The critique should address several factors, the author’s purpose and achievement of that

purpose in the work, the accuracy of the material, its ability to create an argument or position for an

idea or to elaborate on an idea; the strength of its arguments and the evidence provided to support

them, and other factors that would allow one to understand both the content and contribution (or lack

of) related to the topic.

This assignment will be evaluated on the following criteria:

Completeness of response to the assignment, response to all parts of the

assignment (bibliography and critique) as described in the course syllabus and in class

discussions (20 points);

Organization and coherence- Bibliography and paper are arranged in a logical manner and is

clear (20 points);

Technical crafting of the paper and bibliography--appropriate grammar, punctuation, and

spelling; standard English and spelling; use of APA style (10 points).

Weekly Article Review and Sharing (100 points)

Issues of race, gender, and ethnicity are hot topics in higher education. Our readings will provide

historical and research-grounded information we will use for discussion. But we also want to be on top

of what is happening in the current reality of colleges and universities. Therefore, each week students

will be asked to identify at least one research article or news article in the “popular press” (Chronicle of

Higher education, Inside Higher Education, Huffington Post, local or national newspapers, others). This

assignment is designed to provide current exposure to the current situations and to illustrate

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that the course is not merely about “textbook” issues. Students will share at least article with each

other through brief online posts. Each post (weeks 2-12) will be worth 10 points. (See class handout

for more details). Items found can also be brought into our classroom discussions to add currency and

specificity to the textbook readings.

Major Course Paper (150 points)

The objective of this paper is to explore in some depth an aspect of race, gender, and/or ethnicity

in higher education that is of interest to you. Your paper should pose a question of interest to

you. Students will use original research and/or scholarship to explore the approved question. The

resulting paper should be 15-20 pages in length and include at least 10 scholarly references (i.e.

empirical or scholarly journal articles, book chapters, reports). Students should identify the

topic/question for the paper no later than the second week of class. This topic must be approved by the

instructor before the student begins work.

Each paper will be shared with another classmate prior to the final submission. The partner

must receive the paper no later than December 5 to allow time to complete a one page reflection on the

paper, which will accompany the partner’s paper at submission. Therefore, the paper should be

complete at the time it is submitted to the partner, although the author may make editorial changes

prior to turning the hard copy into the instructor on December 8th. Each student partner must write

a 1-2 page reflection on the shared paper. Students are strongly encouraged to share early drafts of

their paper with a classmate or classmates. The reflection part of the paper is designed to accomplish

two things: Give students practice in serving as scholarly consultants for each other, and have students

practice both giving and receiving professional feedback.

This assignment will be evaluated on the following criteria:

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Completeness of response to the assignment: Paper raises a reasonable question related to some

aspect of an issue about race, gender or ethnicity in higher education or some combination

of these, and gathers data and scholarship that helps to address the question. (90 points);

Organization and coherence: Paper is arranged in a logical manner and in a manner

consistent with the purpose of the assignment (20 points);

Appropriate grammar, punctuation, spelling and formatting: Standard English and spelling are

consistent and there is appropriate use of APA formatting (20 points).

Written reflection: Paper has been shared with another student and has received feedback in the form

of a 2 page written reflection on the paper. (20 points)

Group Project -- Race, Gender and Ethnicity--Crafting a Campus Diversity Narrative (100 points)

Using an historical and ethnographic model, the class will be divided into small groups and each group

will create a PowerPoint presentation and narrative report based on the development of an institution’s

diversity story. While diversity includes many things, for the purpose of our class we will focus on only

three areas—race, gender and ethnicity. The institutional “story” must include both numbers

(institutional data) and narrative (stories).

How do you examine an institution's diversity story?                How is the story told or known internally and externally?               What are the most prevalent versions of the story? How close are the versions?               Who most often tells what versions?               Elements of the story (Every story has basic elements --plot, characters, setting, etc.)

            Within the story, how are the diversity vision and goals articulated?                Where are these articulations found?               Who are they for?               How and by who are they created?               How do they show up in institutional culture and work?               How have they changed over time and what is the nature of that change?

           What does the data/the numbers tell about the institution’s diversity?                What data is important in giving an effective representation of the campus story?              What are the sources of this data?              How have the data changed and what have been significant markers of this change?              How is the data used and by whom?               Do the data and narrative complement each other?

            In the story, how has the institution built commitment to diversity?

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               What structures and processes are found?               What is the evidence of commitment to these structures and processes?               How are the structures and processes responsive to various audiences?                What is the evidence of effectiveness or impact of these structures and processes?                How do these elements translate into a responsive campus climate?

             Who are the significant internal and external characters in the U of M story?                  How have they acted out their parts?                 How have these roles changed over time?                How have these roles influenced the nature of the institution's diversity?

The group project will be evaluated based on the following criteria:

Thoroughness in addressing the assignment—institutional data, review and interpretation of the data to help shed light on the status of diversity on the campus, and collection of narrative stories about the felt lives of persons representing the racial, gender, and ethnic mix of the campus.

Presentation of the report using PowerPoint, Prezi or other tools, and a summary written report.

Correctness and standard language facility Strength of the analysis and use of materials to tell the campus story (both creativity and

understanding of what you are seeing)

Attendance and Class Contributions (50 points)

We are strengthened as a class when everyone is present, participates fully in large and small

group activities, and is prepared for class. Class participation is both expected and assessed. Students

will be expected to join in the class discussions on a regular basis. This will mean reading the assigned

textbook materials and other articles. Students will be asked to help begin the discussion of particular

articles/readings by being prepared to respond to certain questions and perhaps raise questions about

the materials.

How would you characterize this article/chapter/section? What is the author’s main point(s)? What is particularly useful in the information? Does this material help generate new perspectives on the topic? What questions did the material provoke? How does the material relate to other discussions or readings? Other questions/comments

Class participation also includes in-class activities and activities that may occur out-of-class. For

example, students may be asked to join in online discussions with other students related to a particular

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topic (i.e., undocumented students) or to watch a video).

Due Dates and Submission of Assignments

Written assignments are due by midnight on the day designated in the course

syllabus. Unless otherwise instructed, assignments should be placed in the instructor’s Dropbox on

Ctools.

Calendar of Course Activities

Course Meetings

Discussion Focus and Readings Assignmentsand Other Notes

September 8Session 1 Class Theme

Introduction to the Course: Thinking about and Learning about Race, Gender, Ethnicity in the Context of Higher Education

Class introductions

Review of the Course Syllabus Language, Ground Rules and Other Important Beginnings

Defining and Definition: Creating Our Lexicon of Meaning (Numbers and Stories)

TED Talk

Textbook ReadingsOtis/Santos, Introduction to the StudyAllan, Executive Summary and ForewordPasque/Nicholson, Chapter 1. An Introduction to Feminism and Feminist Perspectives in Higher Education and Student Affairs

Read the course syllabus

Read the introductions to the assigned texts

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September 15Session 2

Discussion Theme Historical Perspectives on Race, Gender and Ethnicity in Higher Education

Class DiscussionA brief word about history of race, gender, and ethnicity in the U.S.(TED Talk video)

Feminist Theory, Critical Race Theory and other theoretical frames

The Concept of Intersectionality

Class Activity Creating a Diversity Narrative (Noe Otega)

Textbook ReadingsOtis/Santos. Women’s Status in Higher EducationEthnic Identity’s Theoretical and Research TraditionsPasque and Nicholson, An Introduction to Feminism and Feminist Perspectives in Higher EducationDiversity Narrative: The Maryland Model

Additional Assigned ReadingsSolozano. Critical Race Theory, Race and Gender Microagressions and the Experience of Chicana and Chicano Scholars

Clark and Antonio. Rethinking Research on the Impact of Racial Diversity

Jacobs. Gender Inequity in Higher Education

First article posted to Ctools

September 22Session 3

Discussion Theme Gendered Visions in Higher Education: Defining and Confronting

Class DiscussionFeminist Theory as A Frame for Discussion of Gender and Higher Education

Come prepared to share/discuss in class your proposed research question(s)

Second article posted on Ctools

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Beginning with Gender—The Student Experience

The Students’ Experience: Who’s Getting In, Whose Getting Out and What Happens in Between?

What the Numbers Say?

Class ActivitiesFormation/Selection of Groups (Group Projects)Workshop Exploration of Possible Paper Topics

Potential guest (Skype session): Penny Pasque, Associate Professor of Education, Areas Coordinator for Adult and Higher Education, University of Oklahoma (textbook author)

Textbook Readings

Additional ReadingsCrooco & Waite. Education and Marginality: Race and Gender in Higher Education, 1940-1955

Dwyer et.al. Gender, Debt, and Dropping Out of College

Wendel. Gender and Higher Education: What Should We Learn from Women’s Colleges?

September 29Session 4

Discussion ThemeGender--The Students’ Experience: (cont.)

Class DiscussionGraduate and Professional Education Who is Going to Graduate and Professional Schools? For-Profit Higher Education: A New Consideration

Third article posted on Ctools

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Women’s Studies in Higher Education

Does it Matter That Women Outnumber Men in Attending Higher Education?

Class Activities: Guest Speaker: Gloria Thomas, Director, Center for the Education of Women, University of Michigan

Textbook Readings

Additional ReadingsKim and Hargrove. Deficient or Resilient: A Critical Review of Black Male Academic Success and Persistence in Higher Education

Ewert. Fewer Diplomas for Men: The Influence of College Experience on the gender Gap in College Graduation

Dickson. Race and Gender Differences in College Major Choice

Miles. Why We Lead. Reflections of Female Student Government Presidents

October 6Session 5

Discussion ThemeThe Gendered Workforce in Higher Education

Class Discussion Women Faculty in Higher Education The “Mommy Track” in Higher Education Who’s Leading What in Higher Education? Women Presidents and Other Leadership Roles

Class Activities Check in on Group Projects Case Study-- women’s leadership in higher education

Textbook Readings

Additional ReadingsEversole et.al. Mothering and Professing in the Ivory TowerCooksey & Cole. Factors Influencing Career

Fourth article posted on Ctools

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Experiences of Selected Chinese Faculty

October 13Session 6

No Class Meeting—Fall Break

October 20Session 7

Discussion Theme Race and Ethnicity: Coloring the Halls of Ivy

Class Discussion Return to our definitions What numbers say: Student Enrollment Who’s in and who’s out in higher Education (undergraduates) How Race and Ethnicity Shape What We Study Historic Meritocracy: Implications for Policy Makers

Class Activities Panel Discussion Immigration and Undocumented Students

Textbook Readings

Additional ReadingsRenn & Lunceford. Because the Numbers Matter

Minikel-Lacocque. Racism, College, and the Power of Words

Roach. College Office Urged to Monitor Graduation Rate Gap

Fryar & Hawes. Competing Explanations for Enrollment in Higher Education

Strayhorn & Kelly. Queering Masculinity and Black Gay Men in College

Annotated Bibliography and Critique Due

Fifth article posted on Ctools

October 27Session 8

Discussion Theme Coloring the Halls of Ivy (Cont)

Class Discussion What umbers say about graduate and professional education How race and ethnicity shape what we

Sixth article posted on Ctools

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study

Class Activity: Mark Jimenez- Kamimura, Director, Graduate Student Success (GSS), Rackham Graduate School

Textbook Readings

Additional Readings

Garces. Aligning Quality And Equity: The Implications of Legal and Public Policy Developments for prompting Racial Diversity in Graduate Studies

Garces. Necessary but not sufficient: The Impact of Grutter v Bolinger on Students’ of Color Enrollment in Texas

Archidiaoho, et.al. Racial Segregation in Selective Universities

Posselt. Toward Inclusive Excellence in Graduate Education

Patel. Why So Few Indians Get Ph.D.s

November 3Session 9

Discussion Theme Teaching, Research and Service in Higher Education: The “Colored Perspective”

Class Discussion The experience of faculty of color Persons of color Leading within higher education

Class Activity Speakers (invited) Candy McCorkle, Jackson Community College, Caleb Chan, Spring Arbor University, Jacqueline El-Sayd, Marygrove College and others to be identified

Textbook Readings

Additional Readings TBA

Seventh article posted on Ctools

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November 10Session 10

Discussion Theme Looking Across Race, Gender, and Ethnicity

Class Discussion Revisiting Intersectionality Defining and Addressing Campus Climate What is Climate?

Class Activities Case Study Campus Climate Group Project Session

Textbook ReadingsAdditional ReadingsGurin, et.al. The Benefits of Diversity in Education for Democratic Citizenship

Toutkoushia, et. al. The Interaction Effects of Gender, Race, and Marital Status on Faculty Salaries

Chronicle of Higher Education Faculty Salaries Report 2013 (provided in class)

Eighth article posted on Ctools

November 17Session 11

Discussion ThemeA Focus on Solutions: The So What Question(s)

Class DiscussionApproaches to Issues of Race, Ethnicity, and Gender on Campus Affirmative Action

Policies and Practice-Race Blind Admissions SES as a Proxy for Race Diversity Activities Chief Diversity Officers Strategic Planning Diversity Statements Intergroup Dialogue Ally Formation Funding Support-Raising Money

Class Activities The School of Education as a Case study

Textbook Readings

Ninth article posted on Ctools

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Additional ReadingsNguyen. Burden’s on U! The Impact of the Fisher Case on the University of Texas at Austin

Quaye. Facilitating Dialogues About Racial Realities

Wilson. Emerging Trend. The Chief Diversity Officer Phenomena within Higher Education

November 24Session 12

Discussion Themes A Focus on Solutions

Class Discussion The Scholarship of Race, Gender and Ethnicity: Voices from the Field Lessons Learned The Pedagogy of Race, Gender, and Ethnicity in the Classroom

Class Activities: (Panel Discussion --TBA)

Textbook Readings

Additional ReadingsSolozano & Yosso. Critical Race Methodology: Countering Storytelling

Grant and Sleeter. Race, Class, Gender in Graduate Research

Tenth/last article posted on Ctools

December 1Session 13

Discussion Theme Translating Our Learning into Knowing

Class ActivityGroup Presentations—Race, Gender, Ethnicity: Sharing the Narratives

Class Activities: Response Panel

Readings TBA

Group Project Presentations

December 8Session 14

Discussion Theme Returning to Our Questions—Learning Outcomes

Final Paper due/ Brief in class synopsis

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Making Sense and Making Meaning—So What?

Class Activities: Paper reports—Sharing the Knowledge

Return to the first TED Talk

Readings TBA

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