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Human Relations
Here is the Spring Quarter syllabus for Psych 171, Human Relations:
Cascadia Community College
Spring Quarter 2008 Syllabus
Human Relations—Psychology 171
Instructor: Denise Calvetti Michaels, MA, Pacific Oaks College
Office: 052 (Lower Level)
Campus Phone: 425-352-8375
Office Hours: 6:45-7:45 pm on Tuesday/Thursday by appt.
Class Time: 8:00-9:20 pm on Tuesday/Thursday
Class Location: CC1—102
E-Mail: dmichaels@cascadia.edu
Social Science Librarian: Suzan Parker
AmeriCorps Retention Project Coordinator: Bethany Such
E-Mail: bsuch@cascadia.edu or contact her by phone at 425 352-8555
Office: #307, 3rd floor of Library, located across the sky-bridge
Required Books:
1. The Heart of Whiteness—Confronting Race, Racism, and White Privilege, City Lights, Robert Jensen
2. Intersections of Gender, Race, and Class, Marcia Texler Segal & Theresa A. Martinez, Roxbury Publishing Company
Additional required readings may be posted on library e-reserve or made available during class sessions.
Please see instruction in syllabus for accessing e-reserve articles.
Portfolio & Paper: Suitable paper for completing and submitting in-class writing assignments and a two-pocket
file portfolio to keep all work created during the quarter.
_____________ Welcome to Human Relations—Psych 171_______
Course Description:
Students in this class will explore contemporary issues of human behavior and motivation, interpersonal communication,
as well as leadership and management styles. Special emphasis will be placed on helping students to develop human
relation skills and the ability to address and negotiate the complexities of multicultural difference in the work place.
Note: This class meets the cultural knowledge requirement.
Prerequisite: Completion of ENG 090 with a grade of 2.0 or higher or placement by testing in ENG 100.
Source: 2007-8 Cascadia Catalog
Service Learning: What is Service Learning?
The American Association of Community Colleges defines service learning as “the combination of community service and classroom instruction, with a focus on critical, reflective thinking as well as personal and civic responsibility.”
How is volunteer service different from service learning?
Volunteer service is beneficial to both the people who provide the service and the community agencies that receive the help but what is often missing from these experiences is structured reflection that leads to critical thinking about how the service experience is related to the life of the volunteer as an individual and as a community member. Service learning, at its best, provides a mutually beneficial community service (action) that is structured with time for self-reflection. Service learning attempts to connect the experiences in the community to themes and principles in the course content. Ongoing dialogue with peers and members of the community provides additional opportunities for students to connect or re-connect with civic society.
What is meant by self-reflection and action?
Self-reflection involves a commitment to record ones thoughts and to ask questions of the service learning experience. Action refers to the community service provided. (This is a very brief explanation and there are many service-learning practitioners who underscore the value of reflection and action.) In Democracy and Education, John Dewey proposed two radical ideas: first, that all citizens—not just the elite—can have a life of the mind, and second, that lives that are only of the mind are not adequate to meet the demands of democracy. At a fundamental level, Dewey declared that American, as citizens, must be engaged both in thought and in action. He argued that education is the key to civic engagement. Therefore, institutions of learning must adequately prepare students for such activity and should be viewed as microcosms of society that should model community behavior. (Thomas Ehrlich 2000, Civic Responsibility and Higher Education. Phoenix: Oryx Press. ERIC ED No.439 659.)
*Description of Service Learning Project for PSYCH 171, Spring, 2008*
1. Students will chose from the following service learning sites in the local community to provide service as a teaching strategy to enhance learning the issues pertaining to Human Relations.
Maywood Hills Elementary School,
Bothell SAS Alternative High School,downtown Bothell
Juanita High School’s ELL Program, Kirkland
Woodin Elementary School, Woodinville
Tent City Four in Kirkland
Bothell High School’s ELL Program
2. Students will make arrangements to contact their proposed site by April 15th, the third week of class during spring quarter. This will assure access to the site, time to complete appropriate paperwork and to schedule service dates to fulfill the minimum number of service hours. Please follow protocol for contacting the site as explained by Bethany Such, AmeriCorps Retention Project Coordinator. Bethany can be contacted at bsuch@cascadia.edu and maintains office hours in room 307 in the UW Library on the third floor across the sky-bridge.
3. Each student will complete eight hours of service and make at least four visits to their site. Forms will be provided to log hours
4. Students will attend one session of Conversation Café held on the following dates in Room 228 on the University of Washington Bothell campus: April 8th, 3:30-5 pm Pizza and conversation related to human relations and community April 9th, 6-7:30 pm Pizza and conversation related to human relations and community May 20th 3:30-5pm Pizza and conversation related to human relations and community May 21st 6-7:30 pm Pizza and conversation related to human relations and community and Students will attend the Community Partnerships Fair, May 7th in the North Creek Conference Center
5. Students will write Service Learning Progress Reports by following dates:
April 15th : In this first Service Learning Progress Report with Reflection you’ll record the following:
Describe the site you chose, how you made contact with the site, what you anticipate is the need at this site and what you’ll agree to do for your service. Verify that you’ve completed the required paperwork to participate at the site or are in process and what steps you’ll take to complete paperwork. Lastly, and most important—describe your reasons for choosing the site in terms of a Human Relations topic or theme and what you expect to learn during your stint of service.
April 29th: In this second Service Learning Progress Report with Reflection you’ll submit a log of your weekly service hours with brief description of activity. You’ll write one reflection to describe learning that is connected to course content.
May 13th: In this third Service Learning Progress Report with Reflection you’ll submit another log of your weekly service hours with a brief description of activity. You’ll write another reflection to describe learning that is connected to course content.
May 29th: During the last two week of the quarter you’ll debrief with your supervisor at the site and write a final reflection to connect your experiences over the quarter to the core content of this course.
6. Group Presentation during the last week of the quarter you’ll organize with two to three other students to prepare and present a final presentation about your community service.
Please note: The Service Learning Project is a significant part of this course and is required. All students who expect to receive a passing grade or better will participate. From my experience in assigning service learning projects, I’ve found the best way to succeed is to engage weekly in activities related to the project so as not to fall behind. If you have concerns as to how to manage your time, you may contact Bethany Such or your instructor. Both Bethany and I look forward to working with you to make your experience a successful one and we’ll do what we can to smooth the way.
Ground Rules for our class and how we’ll support each other: As your instructor I’m committed to students having the opportunity to learn and practice skills related to deepening their understanding of human relations and interpersonal communication. Students will be challenged to discuss and dialogue in ways that foster understanding and growth for all members of the class, including the instructor. We will develop, review and enforce ground rules to assure a respectful learning environment to engage in problem solving and deepening awareness of multiple perspectives for everyone. Students are encouraged to share their thoughts on how the classroom environment can best support their growth. This class will meet weekly for eleven weeks. Each class is a combination of dialogue, mini lectures and reflective writings designed to engage us in the concerns of human relations. Students contribute unique perspectives and points of view that will enhance everyone’s experience in this class.
Assessment of Learning: Assessment of learning will be awarded performance points determined as follows: 1. In-class participation including dialogue, small group discussion, and mini-reflections due during each class (30 maximum points for the course). 2. Four Writing Assignments written outside of class and submitted APA style (30 maximum points for the course). 3. Service Learning Project to include four reflection papers noted above on page five of this syllabus (40 maximum points for the course) Total possible points: 100 maximum for the course Students must complete all three components listed above to receive a passing grade.
. Course Schedule of Topics, Activities, Readings and Assignments (For each week listed, please read the assigned readings prior to the first class meeting during that week.)
Cascadia’s Policies, Values and Perspectives: Academic Honesty The College regards acts of academic dishonesty, including such activities as plagiarism, cheating and/or/violations of integrity in information technology, as very serious offenses. In the event that cheating, plagiarism or other forms of academic dishonesty are discovered, each incident will be handled as deemed appropriate. Care will be taken that students' rights are not violated and that disciplinary procedures are instituted only in cases where documentation or other evidence of the offense(s) exists. A description of all such incidents shall be forwarded to the Vice President for Student Success, where a file of such occurrences will be maintained. The vice president may institute action against a student according to the college's disciplinary policies and procedures as described in the online Student Handbook. For specific policies, students should see the class syllabus. Acceptable Use Policy on Information Technology In general, the same ethical conduct that applies to the use of all college resources and facilities applies to the use of Cascadia's systems and technology. These systems may only be used for authorized purposes, using only legal versions of copyrighted software, and with consideration and respect for the conservations of resources and the rights of other users. For additional information, go to the Open Learning Center for a complete copy of the Information Technology Acceptable Use Policy and Procedures. Disability Support Services Cascadia provides services to help students with disabilities successfully adapt to college life. Students who meet specific criteria may also qualify for academic accommodations. For information, or a referral, please contact Enrollment Services, Room 103, and 425-352-8860 and ask for the Disability Support Facilitator. Diversity Cascadia Community College affirms a commitment to freedom from discrimination for all members of the College community. Celebration of diversity and cultural differences is a hallmark of a true learning community. Pluralism, diversity and equity are therefore at the core of Cascadia's mission. Individual difference is affirmed and celebrated in our community of learning. Emergency Procedures Emergency procedures are posted in each classroom. To reach campus security personnel, dial 425-352-5222. Fire and police may be reached by dialing 9-911. Family Education Rights and Privacy Act (FERPA) Cascadia Community College complies with the Family Education Rights and Privacy Act (FERPA) of 1974 concerning the information that becomes a part of a student's permanent educational record and governing the condition of its disclosure. Under FERPA, students are protected against improper disclosure of their records. Inclement Weather In the event of inclement weather affecting morning classes, there will be notification on the local media by 5:30 a.m. You may also call the main campus number: 425-352-8000 to hear a message that will be updated with the latest Cascadia closure information. You may also go online to www.schoolreport.org and click on Cascadia Community College to get the latest report. Should the weather deteriorate during the day, you may check online, listen to the main campus message, check email or the media to hear news about closures or class schedule changes. Learning Assistance Options To support student success, Cascadia offers a variety of support services. The Open Learning Center provides a place for students to receive assistance with class assignments, the e-portfolio and technology needs. It contains a computer lab and tutoring center that houses both the Writing Center and the Math Center, where students can seek individualized tutoring on a walk-in basis. The Open Learning Center is located in CC060.
Learning Outcomes: The following college-wide learning outcomes are the learning goals for all Cascadia Community College students, faculty, administrators and staff. When practiced as lifelong learning habits, they encourage personal growth, enhance productive citizenship, foster civic engagement and service learning, and foster individual and cooperative learning. As they are assessed inside and outside the classroom, these outcomes guide learning, decision-making and actions by all members of the college community. Learn Actively— Learning is a personal, interactive achievement that results in greater expertise and a more comprehensive understanding of the world.
*Pass/Fail Grades will not be given in this course. If you need to take an Incomplete grade in the course, you must complete an Incomplete Contract with your instructor.
This syllabus is a plan, not a contract written in stone. It is subject to change if necessary to support our collaborative learning process. You will be notified of any changes. I look forward to working with all of you.
Here is a link to a reflection page for Sara Westervelt
Cascadia Community College
Spring Quarter 2008 Syllabus
Human Relations—Psychology 171
Instructor: Denise Calvetti Michaels, MA, Pacific Oaks College
Office: 052 (Lower Level)
Campus Phone: 425-352-8375
Office Hours: 6:45-7:45 pm on Tuesday/Thursday by appt.
Class Time: 8:00-9:20 pm on Tuesday/Thursday
Class Location: CC1—102
E-Mail: dmichaels@cascadia.edu
Social Science Librarian: Suzan Parker
AmeriCorps Retention Project Coordinator: Bethany Such
E-Mail: bsuch@cascadia.edu or contact her by phone at 425 352-8555
Office: #307, 3rd floor of Library, located across the sky-bridge
Required Books:
1. The Heart of Whiteness—Confronting Race, Racism, and White Privilege, City Lights, Robert Jensen
2. Intersections of Gender, Race, and Class, Marcia Texler Segal & Theresa A. Martinez, Roxbury Publishing Company
Additional required readings may be posted on library e-reserve or made available during class sessions.
Please see instruction in syllabus for accessing e-reserve articles.
Portfolio & Paper: Suitable paper for completing and submitting in-class writing assignments and a two-pocket
file portfolio to keep all work created during the quarter.
_____________ Welcome to Human Relations—Psych 171_______
Course Description:
Students in this class will explore contemporary issues of human behavior and motivation, interpersonal communication,
as well as leadership and management styles. Special emphasis will be placed on helping students to develop human
relation skills and the ability to address and negotiate the complexities of multicultural difference in the work place.
Note: This class meets the cultural knowledge requirement.
Prerequisite: Completion of ENG 090 with a grade of 2.0 or higher or placement by testing in ENG 100.
Source: 2007-8 Cascadia Catalog
Service Learning: What is Service Learning?
The American Association of Community Colleges defines service learning as “the combination of community service and classroom instruction, with a focus on critical, reflective thinking as well as personal and civic responsibility.”
How is volunteer service different from service learning?
Volunteer service is beneficial to both the people who provide the service and the community agencies that receive the help but what is often missing from these experiences is structured reflection that leads to critical thinking about how the service experience is related to the life of the volunteer as an individual and as a community member. Service learning, at its best, provides a mutually beneficial community service (action) that is structured with time for self-reflection. Service learning attempts to connect the experiences in the community to themes and principles in the course content. Ongoing dialogue with peers and members of the community provides additional opportunities for students to connect or re-connect with civic society.
What is meant by self-reflection and action?
Self-reflection involves a commitment to record ones thoughts and to ask questions of the service learning experience. Action refers to the community service provided. (This is a very brief explanation and there are many service-learning practitioners who underscore the value of reflection and action.) In Democracy and Education, John Dewey proposed two radical ideas: first, that all citizens—not just the elite—can have a life of the mind, and second, that lives that are only of the mind are not adequate to meet the demands of democracy. At a fundamental level, Dewey declared that American, as citizens, must be engaged both in thought and in action. He argued that education is the key to civic engagement. Therefore, institutions of learning must adequately prepare students for such activity and should be viewed as microcosms of society that should model community behavior. (Thomas Ehrlich 2000, Civic Responsibility and Higher Education. Phoenix: Oryx Press. ERIC ED No.439 659.)
*Description of Service Learning Project for PSYCH 171, Spring, 2008*
1. Students will chose from the following service learning sites in the local community to provide service as a teaching strategy to enhance learning the issues pertaining to Human Relations.
Maywood Hills Elementary School,
Bothell SAS Alternative High School,downtown Bothell
Juanita High School’s ELL Program, Kirkland
Woodin Elementary School, Woodinville
Tent City Four in Kirkland
Bothell High School’s ELL Program
2. Students will make arrangements to contact their proposed site by April 15th, the third week of class during spring quarter. This will assure access to the site, time to complete appropriate paperwork and to schedule service dates to fulfill the minimum number of service hours. Please follow protocol for contacting the site as explained by Bethany Such, AmeriCorps Retention Project Coordinator. Bethany can be contacted at bsuch@cascadia.edu and maintains office hours in room 307 in the UW Library on the third floor across the sky-bridge.
3. Each student will complete eight hours of service and make at least four visits to their site. Forms will be provided to log hours
4. Students will attend one session of Conversation Café held on the following dates in Room 228 on the University of Washington Bothell campus: April 8th, 3:30-5 pm Pizza and conversation related to human relations and community April 9th, 6-7:30 pm Pizza and conversation related to human relations and community May 20th 3:30-5pm Pizza and conversation related to human relations and community May 21st 6-7:30 pm Pizza and conversation related to human relations and community and Students will attend the Community Partnerships Fair, May 7th in the North Creek Conference Center
5. Students will write Service Learning Progress Reports by following dates:
April 15th : In this first Service Learning Progress Report with Reflection you’ll record the following:
Describe the site you chose, how you made contact with the site, what you anticipate is the need at this site and what you’ll agree to do for your service. Verify that you’ve completed the required paperwork to participate at the site or are in process and what steps you’ll take to complete paperwork. Lastly, and most important—describe your reasons for choosing the site in terms of a Human Relations topic or theme and what you expect to learn during your stint of service.
April 29th: In this second Service Learning Progress Report with Reflection you’ll submit a log of your weekly service hours with brief description of activity. You’ll write one reflection to describe learning that is connected to course content.
May 13th: In this third Service Learning Progress Report with Reflection you’ll submit another log of your weekly service hours with a brief description of activity. You’ll write another reflection to describe learning that is connected to course content.
May 29th: During the last two week of the quarter you’ll debrief with your supervisor at the site and write a final reflection to connect your experiences over the quarter to the core content of this course.
6. Group Presentation during the last week of the quarter you’ll organize with two to three other students to prepare and present a final presentation about your community service.
Please note: The Service Learning Project is a significant part of this course and is required. All students who expect to receive a passing grade or better will participate. From my experience in assigning service learning projects, I’ve found the best way to succeed is to engage weekly in activities related to the project so as not to fall behind. If you have concerns as to how to manage your time, you may contact Bethany Such or your instructor. Both Bethany and I look forward to working with you to make your experience a successful one and we’ll do what we can to smooth the way.
Ground Rules for our class and how we’ll support each other: As your instructor I’m committed to students having the opportunity to learn and practice skills related to deepening their understanding of human relations and interpersonal communication. Students will be challenged to discuss and dialogue in ways that foster understanding and growth for all members of the class, including the instructor. We will develop, review and enforce ground rules to assure a respectful learning environment to engage in problem solving and deepening awareness of multiple perspectives for everyone. Students are encouraged to share their thoughts on how the classroom environment can best support their growth. This class will meet weekly for eleven weeks. Each class is a combination of dialogue, mini lectures and reflective writings designed to engage us in the concerns of human relations. Students contribute unique perspectives and points of view that will enhance everyone’s experience in this class.
Assessment of Learning: Assessment of learning will be awarded performance points determined as follows: 1. In-class participation including dialogue, small group discussion, and mini-reflections due during each class (30 maximum points for the course). 2. Four Writing Assignments written outside of class and submitted APA style (30 maximum points for the course). 3. Service Learning Project to include four reflection papers noted above on page five of this syllabus (40 maximum points for the course) Total possible points: 100 maximum for the course Students must complete all three components listed above to receive a passing grade.
. Course Schedule of Topics, Activities, Readings and Assignments (For each week listed, please read the assigned readings prior to the first class meeting during that week.)
| Date | Topic | Reading | Assignments |
| Wk 1: April 3 | Review Syllabus *Culture as a Process What is culture? Ground Rules Cultural Volcano: Group Activity 1st week objectives: Discuss texts for this course; construct ground rules for our classroom discussions; review syllabus and participate in ice-breakers to explore differences and what we share in common; begin to discuss and write about “culture” using the cultural volcano metaphor. | xiii-26, Johnson text These readings will be discussed the following week. | Write: Cultural Volcano reflection Due next week Reflect on an aspect of your culture to share in class next week |
| Wk 2: April 8 & 10 | 2nd week objectives: Cultural sharing in class with time to write responses to this activity. Who did you learn from? Why? What did you expect to hear? What was different from what you expected? Why? How will you apply this knowledge? Mini lecture discussion with introduction to Peggy McIntosh and Allan G. Johnson | pp.344-353, White Privilege ,,,,A Personal Account, Peggy McIntosh pp. 362-368, Growing Up White, Ruth Frankenberg, pp.1-27 Johnson text | Write: Consider how privilege works in your life by engaging with what McIntosh refers to as two types of privilege: Unearned entitlements and conferred dominance. Cite the readings for this week. Due next week |
| Wk 3: April 15 No class April 17—instructor at Continuums of Service Conference in Portland | 3rd week objectives: Fuori/Outside, film by Kym Ragusa Service Learning-Guest Speaker Bethany Such, AmeriCorps Retention Project Coordinator APA format for papers | pp.27-45, Johnson text; The Haves, The Have-not’s, p. 403 | Write: write response to Fuori Write this in class |
| Wk 4: April 22 & 24 | Generations in the Workplace 4th week objectives: Discuss generations in the workplace to understand diverse historical perspectives that multi-age workplace must negotiate. Work in small groups to prepare interview questions for your interview assignment | pp.45-67, Johnson text pp. 116-123, Work in other People’s Houses pp. 145-153,Long Hours, Starvation Wages | Interview a family member, friend or co-worker to learn more about significant influences that contributed to their career & community participation. Write a summary of your interview and what you learned— Due Next Week |
| Wk 5: April 29 & May 1 | 5th Week Objectives: Share outcomes of your interviews in the community in small groups | pp. 285-289,What’s in a Name, pp. 483-497, Color Blind, pp.67-77, Johnson text | Reflection on Reading : What keeps you in denial? Write this in class |
| Wk 6: May 6 & 8 | 6th wk objectives: Explore community work that acknowledges importance of culture and the development of a mission and vision. Film: Church on Dauphine Street Students will share information their service learning project | pp. 565-567, Broken Levees, Unbroken Barriers finish reading Johnson text | Writing to Connect: What contribution will you make as you participate in your group project? Consider human relations issues we’ve discussed—such as generations in the work force & cultural differences. Write this in class |
| Wk 7: May 13 & 15 | Fish Bowl and Problem-solving Circle (Come prepared to present a human relations work-related “problem”—either real or hypothetical. Together we will practice strategies for problem-solving. 7th week objectives: Practice problem-solving strategies. View video: In Search of Family | pp. 137-145, From the Margins; pp 153-161, Report from the Bahamas | Writing to Connect: What did you learn from the problem solving circle that you will use? How and why could this be effective for you? Write this in class |
| Wk 8: May 20 & 21 | 8th week objectives: Deepening awareness of systemic inequities and possible solutions. Film: Searching for Family | pp. 194-209, Not All Difference are Created Equal—Multiple Jeopardy in a Gendered Organization | Writing to Connect: How does the film relate to this week’s reading? Why is this relevant to Human Relations? Cite the text. Due Next Week7 |
| Wk 9 May 27 & 29 | Film—No Dumb Questions Pottery Activity 9th Week objectives: Experience strategies to shift personal perspective | pp. 453-464, If it Wasn’t for Woman | What would you do to foster employee development that shifts their perspective to others’ points of view? Describe how the tools/strategies from this class support you. Write in class |
Wk 10 June 3 & 5 | Film: King County Child Care Program Practice in small group dynamics. Mini-lecture and continued discussion of the challenges of privilege and application for work place and community. View documentary of the King County Child Care Program | Connect the readings to the story of the KCCC Program. Tell how an awareness of privilege is beneficial in the workplace/com-munity Provide examples Write in class | |
| Wk 11: June 10 & 12 | Group Presentations | Submit final service learning project to include four reflections and time-log |
Class Environment 1. Safety – Whoever you are, whatever your individual background and beliefs, you are welcome and safe in this class. 2. Integrity – Together we’ll do what we say we’ll do and be honest in our words and actions. We’ll use our own voice and our own words, and when we use another person’s words, we’ll acknowledge that very clearly and carefully (e.g., avoid plagiarism). 3. Respect – We’ll respect one another in every way possible. We’ll listen to understand each other. We’ll respect each other’s uniqueness, voice and experience and make sure that everyone is heard. 4. Caring Engagement– We’ll support one another in learning. We’ll work to create a caring community, foster dialogue and questions to deepen our discussions. 5. (Please present ideas for additional ground rules as needed.)
Cascadia’s Policies, Values and Perspectives: Academic Honesty The College regards acts of academic dishonesty, including such activities as plagiarism, cheating and/or/violations of integrity in information technology, as very serious offenses. In the event that cheating, plagiarism or other forms of academic dishonesty are discovered, each incident will be handled as deemed appropriate. Care will be taken that students' rights are not violated and that disciplinary procedures are instituted only in cases where documentation or other evidence of the offense(s) exists. A description of all such incidents shall be forwarded to the Vice President for Student Success, where a file of such occurrences will be maintained. The vice president may institute action against a student according to the college's disciplinary policies and procedures as described in the online Student Handbook. For specific policies, students should see the class syllabus. Acceptable Use Policy on Information Technology In general, the same ethical conduct that applies to the use of all college resources and facilities applies to the use of Cascadia's systems and technology. These systems may only be used for authorized purposes, using only legal versions of copyrighted software, and with consideration and respect for the conservations of resources and the rights of other users. For additional information, go to the Open Learning Center for a complete copy of the Information Technology Acceptable Use Policy and Procedures. Disability Support Services Cascadia provides services to help students with disabilities successfully adapt to college life. Students who meet specific criteria may also qualify for academic accommodations. For information, or a referral, please contact Enrollment Services, Room 103, and 425-352-8860 and ask for the Disability Support Facilitator. Diversity Cascadia Community College affirms a commitment to freedom from discrimination for all members of the College community. Celebration of diversity and cultural differences is a hallmark of a true learning community. Pluralism, diversity and equity are therefore at the core of Cascadia's mission. Individual difference is affirmed and celebrated in our community of learning. Emergency Procedures Emergency procedures are posted in each classroom. To reach campus security personnel, dial 425-352-5222. Fire and police may be reached by dialing 9-911. Family Education Rights and Privacy Act (FERPA) Cascadia Community College complies with the Family Education Rights and Privacy Act (FERPA) of 1974 concerning the information that becomes a part of a student's permanent educational record and governing the condition of its disclosure. Under FERPA, students are protected against improper disclosure of their records. Inclement Weather In the event of inclement weather affecting morning classes, there will be notification on the local media by 5:30 a.m. You may also call the main campus number: 425-352-8000 to hear a message that will be updated with the latest Cascadia closure information. You may also go online to www.schoolreport.org and click on Cascadia Community College to get the latest report. Should the weather deteriorate during the day, you may check online, listen to the main campus message, check email or the media to hear news about closures or class schedule changes. Learning Assistance Options To support student success, Cascadia offers a variety of support services. The Open Learning Center provides a place for students to receive assistance with class assignments, the e-portfolio and technology needs. It contains a computer lab and tutoring center that houses both the Writing Center and the Math Center, where students can seek individualized tutoring on a walk-in basis. The Open Learning Center is located in CC060.
Learning Outcomes: The following college-wide learning outcomes are the learning goals for all Cascadia Community College students, faculty, administrators and staff. When practiced as lifelong learning habits, they encourage personal growth, enhance productive citizenship, foster civic engagement and service learning, and foster individual and cooperative learning. As they are assessed inside and outside the classroom, these outcomes guide learning, decision-making and actions by all members of the college community. Learn Actively— Learning is a personal, interactive achievement that results in greater expertise and a more comprehensive understanding of the world.
- We will read the works of a variety of authors
- We will do extensive group work to share ideas and information
- We will use technology to discover information.
- We will examine problems from a variety of contexts.
- We will undertake strategies such as service learning to look at problems in new ways.
- We will learn the conventions of academic writing.
- We will communicate fully in small groups, large groups, and through individual presentations.
- We will use technology to communicate information and ideas as well as to find knowledge.
- We will take responsibility for our learning style(s) and communicate with respect and tolerance for all members of our class and community.
- We will be collaborative in our problem-solving efforts and other class activities.
*Pass/Fail Grades will not be given in this course. If you need to take an Incomplete grade in the course, you must complete an Incomplete Contract with your instructor.
This syllabus is a plan, not a contract written in stone. It is subject to change if necessary to support our collaborative learning process. You will be notified of any changes. I look forward to working with all of you.
Here is a link to a reflection page for Sara Westervelt
DeniseMichaels |
Latest page update: made by DeniseMichaels
, Apr 5 2008, 11:10 PM EDT
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| bsuch | Tent City 4 Donation Drive | 2 | Feb 15 2008, 8:41 PM EST by Trisha333 | ||
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Thread started: Feb 15 2008, 5:53 PM EST
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Human Relations students helped tent city 4 move to United Congregational Church of Christ in downtown Kirkland and students are currently working with Sociology 241 to plan a donation drive for the residents to include essentials such as warm socks, batteries, food, etc. Distribution boxes will be available Tuesday, February 19 on campus. Please check back soon for more information!
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