the Final Reflection

1. the Final Reflection ETHN 21 – Monday, December 3rd

2. Overview • Overview of Final Reflection • Review of Course Themes and Topics • Preview of ETHN 98 Course

3. Revisiting the “Successful College Experience” Reflection from Week 1 • Read over your reflection. • Make note of your reactions to what you wrote: • How has your thinking changed? What has stayed the same? Has your thinking about college changed a lot? Why or why not? • Share out with your group • What is similar among your group members reactions? What is different?

4. The Final Reflection Format Goals Suggestions for Success

5. Final Reflection - Format • A detailed overview of the paper will be posted under the Resources section of the course website tomorrow evening. • Three reflective essays, each at least 3 pages in length (750 words each). • Essay1 (Compulsory) – Revisit your initial reflection on a successful college experience. • Essays 2 and 3: (Choose any two) – (1) workforce/career, (2) campus/community involvement, and (3) major/course work. • Due electronically via email by 5 PM on Thursday, 12/13 at james.fabionar@saclink.csus.edu

6. Final Reflection - Goals • To illustrate the development of your views on a successful college experience. • To ground your thinking in themes, discussions, and readings from our course. • To surface and clarify goals, strategies, and experiences related to college success.

7. Final Reflection – Suggestions for Success • Organize the work you produced from the course • Personal reflections, online reflections, thematic reflections, notes from class, etc. • For each essay, read back over these works and note ideas that are related to the essay topic. • Synthesize your notes into a coherent narrative or storyline that describes your thinking on the topic. • Select key passages from your reflective work, class notes, and readings to illustrate key dimensions of this narrative. Make sure to carefully cite these materials in your essays.

8. Review of Course Themes and Topics Introduction; Recognizing diversity, striving for equality; Linking knowledge, power, and representation; Questioning the university’s role in society; Navigating institutions to advance an agenda; Building community to promote self-determination; Forming coalitions to affect change.

9. Course Introduction (Weeks 1 and 2) • Inspiration: TWLF students – coalition of different ethnic groups. • Emphasized the “legacy” of our experiences as API students at the university. • Introduced six themes derived from the student movements at UC Berkeley and SFSU: (1) Recognizing diversity, striving for equality; (2) Linking knowledge, power, and representation; (3) Questioning the university’s role in society; (4) Navigating institutions to advance an agenda; (5) Building community to promote self-determination; (6) Forming coalitions to affect change.

10. Theme 1: Recognizing Diversity, Striving for Equality (Weeks 3 and 4) Ideas from Ethnic Studies Related Topics for First-Year Students • Respect for diversity is central to a democratic society. • Members of non-dominant groups are not inherently less intelligent or capable of success than those of the dominant culture. • Identity and culture as an assets to education. • Privilege, prejudice, and bias maintain or reinforce social inequality.

11. Identity – definition and dimensions • Culture – definition and dimensions; dominant/non-dominant cultures. • Privilege, bias, and discrimination. • Weeber, What Could I know of Racism? • McGuire, Growing Up with Two Moms. • Schank, Are We Getting Smarter?  • Wing Sue and Sue, A Racial/Cultural Identity Model. • Leonder-Wright, Are There Class Cultures? • McIntosh, White Privilege: Unpacking the Invisible Knapsack. • Takaki, We Will All Be Minorities. • Delgado-Romero, The Face of RacismTwining, Active Learning. • Bayoumi, How Does it Feel to Be a Problem.

12. Theme 2: Linking Knowledge, Power, and Representation (Weeks 5 and 6) Ideas from Ethnic Studies Related Topics for First-Year Students • Knowledge is socially and politically constructed. • Non-dominant groups are often excluded from processes of knowledge production. • Perspectives of non-dominant groups are often ignored or misrepresented in formal academic knowledge. • Each of us accesses knowledge (learns) differently • Learning in high school is different from learning in college.

13. Dr. Steve Arunsack's Presentation • The Graduate Initiative Panel Participants • General Education Workshop • Characteristics of Knowledge (Knowledge evolves, is not universal, is socially and politically constructed, and is internal and external).  • Video: On Strike: Ethnic Studies 1969 – 1999 • Accessing Knowledge (Paulo Freire, the banking systems, teacher-student dialogue, active learning). • Halverson and Carter, On Academic Freedom. • Schank, Are We Getting Smarter?  • Malcolm X, Saved • Meiland, The Difference Between High School and College. • Wagner, Rigor Redefined • James, Understanding Who is Smart • Staley, How Do You Perceive and Process Information • Twining, Active Learning. 

14. Theme 3: Questioning the University's Role in Society (Weeks 7 and 8) Ideas from Ethnic Studies Related Topics for First-Year Students • Universities have historically reinforced social inequality by excluding untraditional learning populations. • Universities can be catalysts for social change. • History, structure, and culture of US universities. • Functions/roles of contemporary colleges and universities • Meaning of “higher education” • Working with professors

15. The history of U.S. universities and colleges • Structure of universities (role players, organizations within the university, and purposes (research, instruction, and public service)). • Culture of universities (3 tensions: property rights vs. human rights, public good vs. private interest, and individualism vs. collectivism).  • The meaning of higher education (schooling, education, and higher education).  • Working with professors • Professors' expectations of students (intrinsic and extrinsic motivation) • Jones, The Educated Person • Pellegrino, Having a Degree and Being Educated. • Leonhardt, The College Dropout Boom. • Ballard, Job Search: Chance or Plan? • Gardner, Decoding Your  Professors. • Finster, Freshmen Can be Taught to Think Creatively, Not Just Amass Information. • Brown, Why I don’t Let Students Cut My Classes.  • Roosevelt, Student Expectations Seen as Causing Grade Disputes.

16. Theme 4: Navigating Institutions to Advance and Agenda (Weeks 9 and 10) Ideas from Ethnic Studies Related Topics for First-Year Students • Clear and purposeful goals are necessary to utilize institutions effectively. • Strategizing on these goals requires knowledge of the way institutions work. • Selecting a major • Bridging college and career • Exploring passions, concerns and interests (Contemporary Issues) • Locating and utilizing campus and community resources.

17. Agendas - Moving Forward and "Thinking Peripherally.” • Choosing a major - The Baccalaureate Degree, degrees in academia, and principles, guidelines, and suggestions for selecting a major.  • Contemporary Issues - Solutions, Components, and Dimensions. • Bridging college to career - Viewing careers from a developmental perspective • The job market - tools for interpreting market prospects and suggestions for gauging potential job satisfaction • Contemporary Issues - Identifying resources for learning and action • The University in Your Future I55-57, The Harvard Guide to Happiness. • Cicarelli, A New Debate is Joined Over an Old Question: Is College an Investment or an End in Itself • Minnick, Fourteen Ways of Looking at Electives • Bowen, The Baccalaureate Degree: What Does it Mean? Collier and Levin, It’s Okay to be Undeclared. • TunsteadBurtchaell, Major Decisions. • Seligman, Work and Personal Satisfaction • Marcus and McVey, Using the Decision-Making Process to Choose a Major and Career. • Sherry, Postgraduate Paralysis. • Lacey and Crosby, Job Outlook for College Graduates. • Carter, Outlooks and Insights: Succeeding on the Job and in Life.

18. Theme 5: Building Community to Promote Self-Determination (Weeks 11-13) Ideas from Ethnic Studies Related Topics for First-Year Students • Building relationships within and without racial and ethnic communities is essential for the preservation of non-dominant groups. • Building and maintaining healthy relationships • Supporting success by making key connections with students and mentors • Respecting limits in supporting others

19. Community - Values and Action;  • Self-Determination - Independence and self-rule • Loneliness and Fitting In • Balancing our needs and others' needs. • Arnaud, Strengthening Your Personal Development through Community Engagement.   • Gordon, The Developing College Student.  • Morril, Developing a Personal System of Values.   • Uchida, What Students Must Know to Succeed in the 21st Century.  • Newman and Newman, Loneliness.  • Erickson and Stromer, Fitting In.  • Jones Sears, Tips on Becoming Personally Effective.  • Fox-Hines, Standing Up fro Yourself—Without Stepping on Others.

20. Theme 6: Building Coalitions to Affect Change Ideas from Ethnic Studies Related Topics for First-Year Students • Complex social problems requires deliberate thought and action. • Societal change often requires organizing people with different backgrounds around a common interest. • Becoming change agents in the university and society

21. Preview of ETHN 98 Format and Goals

22. ETHN 98 - Format • Built around your Contemporary Issues and Coalitions • 1-unit course (3 hours: 1 in class, 2 outside of class) • Key components: • Partnership with an “expert.” • Develop a change agenda and project plan • Apply for a grant • Implement and present project

23. Goals • To engage students in meaningful developmental experiences based on their interests and values. • To build relationships between students, faculty, staff, and community members (on and off campus). • To enact social change.