Policy language instructional materials?:

All materials provided or required as part of academic instruction will be equally accessible to college community members. Faculty and staff will use principles of universal design to maximize the accessiblity of instructional materials for curricular instruction and delivery.

Faculty resolution language – for procedures or processes?:

November 19, 2008

Members of the summer institute for Disability & Diversity ask the faculty to consider this resolution:

Whereas,

Each year, roughly 9% of Evergreen students identify themselves to Access Services as a person with a disability related to mobility, dexterity, hearing, vision, learning, cognition, chronic disease, or psychological condition,

Roughly 60% of those students document their disabilities and receive legally mandated accommodations through Access Services.

Those legal mandates rest on civil rights laws won through the social protest and political action of people with disabilities,

And, the Strategic Plan commits the college to fully recognize and support inclusion and equal opportunities for all forms of diversity within the college community,

Whereas,

Improving adaptive and assistive computer technologies are enabling increasing numbers of students with disabilities to come to Evergreen each year,

Population changes related to age distributions and military service are bringing increasing numbers of students with disabilities to Evergreen every year,

The majority of our students with disabilities, when asked, attribute their choice to come, to Evergreen’s commitment to alternative and flexible teaching methods and learning styles,

Evergreen’s Five Foci and Expectations of a Graduate commit the college to promote and support student learning and academic achievements in every way possible,

Whereas,

A vital momentum is currently building in the college’s disability community through the work of standing committees, student organizing, and program development,

Through the Library’s recent creation of the Assistive Technology Lab as a peer to peer learning environment and gathering place for students with disabilities,

And, through the Campus Master Plan’s recent adoption of the design principle of universal access into its long-term architectural improvement policy for pathways connecting upper and lower campus,

Whereas,

There are no administrative structures or governance assignments within the Academic Division to specifically address pedagogical issues or opportunities related to teaching students with disabilities,

Evergreen currently budgets no funds and assigns no staff specifically for the purchasing, technical support of, or user instruction and support in, academic computing technologies designed to assist students with disabilities,

And, Disability Studies is an important and emerging international field of critical identity theory and minority studies that is underrepresented in the academic curriculum,

We request the faculty to resolve along with us the following:

To commit ourselves as a faculty to increased awareness and consideration of students with disabilities at Evergreen, and the field of Disability Studies, as we make teaching decisions and plan curriculum and events.

To support students with disabilities at the college as they organize in support of their civil rights at every Evergreen campus and in the Olympia community.

To support the President’s Diversity Fund Committee, and the Diversity and Equity Standing Committee, in their current initiatives to raise consciousness and educate the college community with respect to the many diverse identities, presences, and absences of people with disabilities in our community.

To support Access Services and other Student and Academic Support Services offices in their work with students with disabilities by utilizing their services whenever appropriate.

We also request the faculty to resolve with us:

To encourage the Administration to budget funds permanently for the acquisition and maintenance of adaptive and assistive technologies equal in quality and scope to academic computing and electronic media resources offered to the general population.

To encourage the Administration to do the same with respect to expert staffing to provide acquisitions recommendations, technical support services, user instruction, and user support to students, faculty and staff in their use.

To encourage the Administration to widen the Campus Master Plan’s commitment to universal access design principles to all areas of the college’s physical plant and student services.

To encourage the Administration to provide equal services and resources to all students with all types of disabilities.

We also request the faculty to resolve with us:

To encourage the deans to add regular, substantive discussion of the academic rights, responsibilities, and potential needs of students with disabilities to our organized curriculum planning activities.

To encourage the deans to do the same with respect to Access Services procedures for ADA accommodations and possibilities for curriculum design to minimize the need for accommodations.

To encourage the Hiring office to include ongoing discussion and awareness of disability issues at the college in the annual program of new and nearly new faculty meetings.

To encourage the Hiring office to encourage and support an annual summer professional development institute focused on Disability Studies, adaptive and assistive technology use, and community life for Evergreen students with disabilities.

Members of the institute:

Shawn Donnelly, Chico Herbison, Glenn Landrum, Lester Krupp, Ernestine Kimbro, Tracy Tuzzolino (Alumna), Jules Unsel, Rob Workman

 

I have larger files if you are interested in printing. The larger resolution will support a 5×8, maybe 8×10. If you are missing from the photo, and want to be photoshopped in, send me a picture of you against this background in E2125 (taken with the lights on at around 3pm).

beforepicLOLclassphoto

See you at graduation!

 

Thursday schedule

  • Potluck – bring something good
  • PNW Group presentation
  • Interactive year-end review
  • LOL Jeopardy Game
  • Final name game
  • Class photo
  • Sign up for eval conferences
  • Turn in final papers and portfolios

Recommended readings – to encourage you to keep thinking about the present as the remains of the past.

The Case for Reparations by Ta Nehisi Coates. Altantic Monthly – 10 part discussion of persistent historical outcomes connected to slavery in the U.S.

Obama Skirts the Law by Karen Tumulty. Washington Post – the president’s subversion of congressional checks on his power in connection with the Bergdahl affair.

 

 

 

 

As announced in seminar last week -

Week 8

Thurs

Everyone – Rough draft of research paper due.

ILC students – Panel presentations for research topic, approach, and results.

Week 9

Mon – Memorial Day – class cancelled.

Thurs

Everyone – seminar on Taking Liberties by Susan Herman.

Internship students – Panel presentations of internship experience, research topic, approach, and results.

Week 10

Mon

Year end discussion, p2p writing exchange.

Thurs

Potluck, evals sign ups.

Portfolios due – inc. notes, seminar papers, final paper, self eval, and academic statement.

 

Tasks for Thursday Wk 4

1. Sign up for midterm conferences.

2. Three news articles – local, national, and international – that pertain to your research.

3. An annotated bibliography from your research, with extensive and meaningful annotations of at least six scholarly, peer reviewed sources.

 

Portfolio Preview – minimum contents for spring portfolio

1. Research notes, annotated bibliography, paper outline, at least one rough draft, one final draft.

2. Reading response papers for seminar readings.

3. Self eval, faculty eval, field supervisor report and contact information.

4. Academic statement. You are responsible to find out if this is required for your official transcript.

 

1) Find, bring in hard copy, and come prepared to discuss at least three scholarly, peer-reviewed sources that you will use in your final paper. Two articles, one book.

2) Finish reading, write a seminar response paper, and come prepared to discuss to Unequal Childhoods.

 

Artee’s Seminar

Joseph
Rickey
Kyle
Marquise
Ariety
Rita
Jonathan
KJ
Shelby
Ted
Kyla
Keryn
Patrick
Jenn
Bryce
Alex
Delaney
David
Meg

Jules’ Seminar

Shamont
Becca
Samuel
Laura
Beth
Joanna
Sher
Chelsea
Kathy
Marko
Samantha
Zachariah
Eric
John
Serafina
Colbi
Uriah
Natasha
Laniecia

 

Tasks – Due next Thursday, April 10

1) Good potluck recipe or purchase.

Find something interesting and bring it to the potluck. Avoid or clearly label any ingredients containing nuts or nut oils.

2) “Anchor book” and response paper for research project.

Look for and find one book that can best anchor and inform your research project for this quarter. It doesn’t have to (and probably should not) summarize your project or provide a direct blueprint for you to follow. In a typical “seminar paper” type written response to the book, articulate the jumping off point you’ll be using to approach your project.

Think about Wanted by Rachel Hall as an example. We used that book as a starting place in the program in Fall and Winter quarters, and it did two things for us. It gave us an overview of our timeline for the two quarters (it established our scope), and it provided key concepts that helped us organize our thinking and ideas (the outlaw, the police, and the vigilante viewer).

Bring your potluck dish, anchor book, and reading response paper to class with you on Thurs.

 

Spring Quarter

Required readings:

Wk 1
Start Something That Matters
by Blake Mycoskie. Paperback, 224 pages. Spiegel & Grau; Reprint edition (May 15, 2012). ISBN-13: 978-0812981445

Wk 2 & 3
Unequal Childhoods: Class, Race, and Family Life, 2nd Edition
with an Update a Descade Later by Annette Lareau. Paperback, 480 pages. University of California Press; Second Edition, (September 20, 2011). ISBN-13: 978-0520271425

Wks 4 & 5
Power and Constraint: The Accountable Presidency After 9/11
by Jack Goldsmith. Hardcover, 336 pages. W. W. Norton & Company; 1 edition (March 12, 2012). ISBN-13: 978-0393081336

Wks 6 & 7
Privacy in Context: Technology, Policy, and the Integrity of Social Life
(Stanford Law Books) by Helen Nissenbaum. Paperback, 304 pages. Stanford Law Books (November 24, 2009). ISBN-13: 978-0804752374

Wk 8 & 9
Taking Liberties: The War on Terror and the Erosion of American Democracy
by Susan N. Herman. Paperback, 312 pages. Oxford University Press, USA (March 3, 2014). ISBN-13: 978-0199360826

Wk 10
Start Something That Matters
by Blake Mycoskie. Paperback, 224 pages. Spiegel & Grau; Reprint edition (May 15, 2012). ISBN-13: 978-0812981445

Optional readings:

The Wire (TV Milestones Series) by Sherryl Vint. Paperback, 136 pages. Wayne State University Press (March 15, 2013). ISBN-13: 978-0814335901

Prison Grievances: when to write, how to write by Terri LeClercq. Graphic Paperback, 66 pages. Captive Audiences (February 1, 2013). ISBN-13: 978-0615739755

 

Spring Classroom Schedule

Mon 12-3pm – B1105 – Writing Group

Thurs 12-5pm – Lib 1540 – Seminar, Progress Reports

Fri 1-5pm – B1105 – Film Series: The Wire

Here’s the text of the Academic Fair flyer we distributed on Weds:

Signature Required for Spring Admission

Spring is the final quarter of a year-long program and is reserved for students ready for advanced work. We will have regular class meetings Mon, Thurs & Fri afternoons, plus additional meeting schedules and assignments in connection with “in-program” off-campus internships and independent study and research. To come into the program at this point, new students must have previous study in Constitutional Law, Legal History, or its equivalent (4 credits) and U.S. History or its equivalent (4 credits), as well as develop plans for internship or individual study activities that must begin in week one. As faculty, we will be happy to help qualified new students make such arrangements, and final admission to the program will depend on timely and complete arrangements for individual plans. If you are interested, please contact us for information and support. younga@evergreen.edu; unselj@evergreen.edu

Seminar Readings

Start Something That Matters
by Blake Mycoskie. Paperback, 224 pages. Spiegel & Grau; Reprint edition (May 15, 2012). ISBN-13: 978-0812981445

The Wire (TV Milestones Series) by Sherryl Vint. Paperback, 136 pages. Wayne State University Press (March 15, 2013). ISBN-13: 978-0814335901

Unequal Childhoods: Class, Race, and Family Life, 2nd Edition with an Update a Decade Later by Annette Lareau. Paperback, 480 pages. University of California Press; Second Edition, (September 20, 2011). ISBN-13: 978-0520271425

Power and Constraint: The Accountable Presidency After 9/11 by Jack Goldsmith. Hardcover, 336 pages. W. W. Norton & Company; 1 edition (March 12, 2012). ISBN-13: 978-0393081336

Privacy in Context: Technology, Policy, and the Integrity of Social Life (Stanford Law Books) by Helen Nissenbaum. Paperback, 304 pages. Stanford Law Books (November 24, 2009). ISBN-13: 978-0804752374

Prison Grievances: when to write, how to write by Terri LeClercq. Graphic Paperback, 66 pages. Captive Audiences (February 1, 2013). ISBN-13: 978-0615739755

Taking Liberties: The War on Terror and the Erosion of American Democracy by Susan N. Herman. Paperback, 312 pages. Oxford University Press, USA (March 3, 2014). ISBN-13: 978-0199360826

 
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