Money’s Value, Soul’s Worth
How is it that so-called modernized cultures organize around the questionable principle that money buys happiness? Although individuals, families, organizations and nations function in many different and competing value systems, under capitalism money appears to have and to create global value. But does it? For whom doesn’t it?
In this all year, lower-division program, we’ll ask questions to explore our consciences and material needs. We will seek to identify the kinds of life paths, career choices and spiritual and economic practices that provide a foundation for prospering in loving consideration and respect of other people, ourselves, and planet Earth.
We’ll juxtapose the history and contemporary function of money with diverse cultural and historical understandings of spiritual worth and the human soul in a series of interdisciplinary case studies of specific goods and services, such as wilderness, opera, hamburgers, prosthetic devices.
For each case study, we will learn to calculate monetary value, market valuation, and other business, economic, and market variables for the goods or services under study. At the same time, we will examine the social functions, personal meanings, and spiritual worth of those things through analytical and literary readings, arts and reporting assignments, and meditative practices. Students should expect to engage in experiential activities such as “Me, My Soul and Money,” which will draw on theories and practices from Constellation and Yoga traditions. In Fall Quarter, faculty will choose and model case study methods of research, analysis, and synthesis of findings. In Winter, student teams will choose and lead case studies. In Spring, students will choose cases for extended study and add individual experiential elements to the case study method, such as internship, entrepreneurship, travel, or studio and born digital art.
Throughout the year, we will tie our program explorations and learning to our own lives by pursuing in our discussions and readings an overarching case study: the value and worth of a liberal arts education. During Winter, we will support this unifying theme with a lecture series by successful Evergreen alumni who have found right livelihood as entrepreneurs. An accompanying research project will allow us to identify and integrate the skills, knowledge, and insights necessary for learning and earning in relationship to both money’s value and soul’s worth.
Faculty
Sarah Williams
Phone: (360) 867-6561
williasa@evergreen.edu
Bill Bruner (fall quarter)
Phone: (360) 867-6246
brunerw@evergreen.edu
Jules Unsel (wtr/sprng)
Phone: (360) 867-5496
unselj@evergreen.edu
Learning Objectives
• To explore the apparent historical and contemporary tension between money’s value and soul’s worth through the cultivation of multiple modalities of learning with a sense of curiosity, openness and critical engagement.
• To consider the value of a liberal arts education, especially as it relates to Evergreen’s pedagogy.
• To improve basic study, movement, and learning skills such as writing, oral expression, web navigation, somatic and contemplative literacy, economic and financial savvy, and critical thinking.
• To cultivate and sustain an intentional learning community that morphs from faculty- originated through faculty-student collaboration to student-led.
Field Trips and Program Retreats
A field trip or retreat off-campus is planned for each quarter.
During the second week of fall quarter we will have a combination retreat and field trip that will include hiking in the rainforest and visiting the Makah Cultural and Research Center at Neah Bay on the Makah Reservation. Dates for this trip are Tuesday Oct. 6 to Thursday, Oct. 8. There will be a fee of about $150 for this trip to cover transportation, lodging, meals and museum admission. Field trip attendance is a requirement for credit.
Program Web Sites
Please see the program web site at http://blogs.evergreen.edu/mvsw/ for program information. In addition, we will use a Moodle site, http://elms.evergreen.edu/, and your campus email accounts for communication that is internal to the program. This site is password protected; only members of our learning community will have access. Be sure to check the sites and your email frequently.
Fall Quarter Book List
Please note that it is important to get the editions specified below so that we are all reading the same materials with the same pagination. Please refer to the ISBN numbers to be sure.
• Atwood, Margaret. (2008). Payback: Debt and the Shadow Side of Wealth, House of Anansi Press. ISBN-10: 0887848001, ISBN-13: 978-0887848001
• Chen, Jie-Qi, Seana Moran and Howard Gardner (Eds.). (2009). Multiple Intelligences Around the World, Jossey-Bass. ISBN-10: 0787997609, ISBN-13: 978-0787997601 (If you don’t already have this, don’t buy it.)
• Cohen, Dan Booth. (2009). I Carry Your Heart in My Heart. Family Constellations in Prison. Carl Auer International. ISBN-10: 3896706314, ISBN-13: 978-3896706317 (This will be available in the bookstore at a special price.)
• Cousineau, Phil. (1995). Soul: Archaeology of the Spirit–Readings from Socrates to Ray Charles, Harper. ISBN-10: 0062502433, ISBN-13: 978-0062502438 (This is out of print. You can find used copies through Amazon and other used book web sites.)
• Gibaldi, Joseph. (2009). MLA Handbook for Writers of Research Papers 7th Edition, Modern Language Association of America. ISBN-10: 1603290249, ISBN-13: 978-1603290241
• Hogan, Linda. (2009). People of the Whale: A Novel, W. W. Norton & Co. ISBN-10: 0393335348, ISBN-13: 978-0393335347
• Kobliner, Beth. (2009). Get a Financial Life: Personal Finance in Your Twenties and Thirties, Fireside. ISBN-10: 0743264363, ISBN-13: 978-0743264365
• Shell, Marc. (1995). Art and Money, University of Chicago Press. ISBN-10: 0226752135, ISBN-13: 978-0226752136
• Shell, Marc. (1993). Money, Language, and Thought: Literary and Philosophic Economies from the Medieval to the Modern Era, Johns Hopkins University Press. ISBN-10: 0801846935, ISBN-13: 978-0801846939
• Weatherford, Jack. (1998). The History of Money, Three Rivers Press. ISBN-10: 0609801724, ISBN-13: 978-0609801727
These books will be used in the program for more than one quarter. In addition, all students will subscribe to Orion magazine.
Assignments
Other assignments are possible at the whim of the faculty.
Book Seminar Papers – These are your tickets to book seminars. If you don’t have them you won’t be able to participate in the seminars. Seminar papers are 1-2 pages in length—no more than 400 words, typed and double-spaced. The paper should focus on one or two central ideas you would like to discuss in seminar, based on that week’s readings. You may want to explore several texts in conversation with one another. Always begin with a passage from the assigned Tuesday seminar text, something that particularly intrigues you. Then you may juxtapose it with another program text, for example, an image from a film we’ve screened that illustrates a similar or opposing idea. Though ideas from the assigned seminar text should be a central focus, you may include questions that point to your engagement with ideas from lectures, guest lecturers, film screenings, and field trips to contextualize your ideas. We’ll begin each seminar by rotating around the seminar table to read each other’s papers. Required reading: MLA pp. 63-113.
Case Study Portfolio and Presentations: Components and Expectations
1) Identify and Define:
The first task is to identify and define your object, topic or event. What is it that you want to explore in relation to both the value of money and the worth of the soul? During the fall quarter you will have three general areas of inquiry presented by faculty: the hamburger, the wilderness, and the arts. During the winter quarter you will have more choice and during the spring quarter you’ll have even more opportunity to pursue your own case studies.
Begin by defining (individually or in a peer group as assigned by faculty) what, for example, a hamburger means to you in relation to the value of money. Then, define what a hamburger means to you in relation to the worth of the soul. Both definitions will require a careful use of language and attention to language’s own symbolic economy. Next, provide definitions of what a hamburger is to others in relation to each of your definitions. In addition to using the appropriate scholarly citation practices for the definitions of others, you are required to create an annotated bibliography of the resources you used to discover what hamburgers mean to others. Choose resources that demonstrate adequate breadth and depth as well as a variety of formats. Use the MLA Handbook, which is a required course text, to learn more about bibliographic matters, particularly chapter 5: “Documentation.”
2) Analysis:
a) Drawing from the toolkit of quantitative methods of monetary analysis presented in class, analyze the cost of your hamburger in terms of money’s value. Then, do the same using qualitative methods to determine the cost in terms of soul’s worth.
b) Exchange the methods: use a quantitative method for analyzing soul’s worth and a qualitative method for money’s value.
Provide a description and example of the methods, a discussion of your use of each method, and the results of your analysis putting your findings into conversation with that of others who have used a similar method. Use appropriate citation practices and create an annotated bibliography of compelling resources used in your analyses.
3) Reflection, Contemplation, Embodiment:
a) Reflect on the quantitative results of your analysis. What does it mean and what difference does it make? What doesn’t this numerical assessment tell you? What’s missing from your analysis? Why? How do you know?
b) Reflect on the qualitative results of your analysis. What does it mean and what difference does it make? What’s missing? Why? How do you know?
c) Does it matter whether you’ve come up with a number (i.e. quantitative analysis) or a story (i.e. qualitative analysis)? How does it matter? Or, why doesn’t it? To complete this part of the assignment you must provide a description of how you experience money’s value in relation to the soul’s worth of your hamburger. For example, does the value or the worth derive from the experience of taste? How much are sesame seeds or the flavor of flame-broiling worth to your eating experience? How do you experience the value of rainforests for wilderness versus ranches for cattle? How do you know, experientially, that it matters whether you eat dead flesh or genetically (or not) engineered soy burgers on gluten-free organic buns? Your description of your real live experience of sensual scholarship should be modeled on—even if in reaction against—some recognized expert or authority of this experience (e.g., Proust’s description of eating a madeleine with lime-blossom tea). Faculty will provide our favorite examples, or you can include and reference your own.
4) Communication:
The task here is to present what you’ve learned to your learning community using two different strategies: marketing and witnessing. How can what you believe to be the truth about the monetary value of your hamburger be performed live-time using marketing practices? How can the soul’s worth of your hamburger (or hamburger substitute) be made real using the practice of witnessing? In addition to presenting your ad and your testimonial, you must create an annotated bibliography of compelling resources (texts and technologies) you used to develop your strategies. That’s compelling resources for your marketing strategy and for your witnessing strategy.
5) Community: Action Research and Other Approaches to “So what?”
The task here is to act on your research. This might take a variety of forms including a letter to the CPJ, a change in your diet or your household’s shopping, or community service. In addition to collaborative possibilities with the College’s Community Based Learning Center, faculty will provide resources regarding action research and service-based learning.
6) Presentation:
During weeks 4, 6, 9 and 10 each peer group will have 15-30 minutes to present your case study to the entire program during class. You will need to think carefully about what to present and how to present it. Faculty will evaluate your success in demonstrating both the monetary value as well as the soulful worth of your work and its object.
7) Portfolio:
Your program portfolio, as described below, should contain a specific section for your case study work. Materials to be included are notes and a roster of weekly case study project group meetings as well as clearly documented evidence of work completed for items 1-6 as described above. Portfolios will be peer reviewed during all-program activities in weeks 5 and 10.
Program Portfolio – This is where all your work for the program comes together. During the fall quarter this will be compiled with “hard copy.” Start now saving and organizing important program documents in a binder according to the following categories: 1) Seminar Reflection Papers, 2) Case Study: a) Weekly peer group meeting attendance record and activity notes, b) Draft responses to all parts of the case study assignment, c) Finished presentation; 3) Soul Sensing Studio: weekly inquiries; 4) Economics Workshop: weekly quizzes; 5) Skills Workshop: assignments and notes; 6) Examples of other work that you do in the program and that you feel is important; 7) Other items that that may be required by the faculty as the quarter progresses.
Soul Sensing Workshops
You will need your Student ID to check out a yoga mat from the Equipment Check Out counter on the first floor of the CRC before arriving at 314 CRC on time for class. Please plan accordingly. Please, no fragrances and have a clean body, including feet. Note that the room can be cool, so dress in layers. Wear loose or comfortably fitting clothing for ease of movement in vertical and horizontal dimensions. Finally, no late arrivals; you’ll be asked to come back the next week on time.
Fall Program Schedule
Schedule Overview
Tuesdays
9 am -12 noon Money’s Value Lecture/Workshop SEM II B1107
1 pm – 3 pm Book Seminar SEM II C2107, C2109
Note: In Winter quarter there will be an alumni speaker series from 4 pm to 6 pm on Tuesdays.
Wednesdays
9 am – 12 noon Soul Sensing Studio CRC 314*
*Note: on 10/7, 10/28, 12/9 we meet in different places for other activities.
Thursdays
9 am – 12 noon Case Study Project Groups SEM II C2105, C2107
Portfolio Assignments
Fridays
9 am – 12 noon Case Study Workshops SEM II A1107*
*Note: on 10/9 we will meet in CRC 314
12 noon – 2 pm Integration Seminar SEM II C2107, C2109*
Liberal Arts Education Case Study
*Note: on 10/23, 11/7, 12/4 and 12/11 we meet in SEM II, D 1105 for presentations
AVOID ABSENCES: This is an experiential program, with no ready-made make-up opportunities. Plan ahead and inform your student peer group and seminar faculty for any anticipated, unavoidable absences. A pattern of absences may result in loss of credit.
Week 1 (9/28 – 10/02)
Tuesday 9/29
9 am -12 noon Money’s Value Lecture/Workshop SEM II B1107
Introductions, Syllabus, Program Business
Introduction to Supply and Demand
1 pm – 3 pm Book Seminar SEM II C2107, C2109
Read: Cronon and P. Cohen (moodle)
Wednesday 9/30
9 am – 12 noon Soul Sensing Studio CRC 314
Read: Cousineau, prologue
Thursday 10/01
9 am – 12 noon Case Study Project Groups SEM II C2105, C2107
Syllabus and Program Business
Evergreen Student Services
Portfolio Assignment
Friday 10/02
9 am – 12 noon Library Research Workshop SEM II A1107
Introduction to Case Study: Money, Soul and the Hamburger
Read: MLA pp. 3-40
12 noon – 2 pm Integration Seminar SEM II C2107, C2109
Liberal Arts Education Case Study
Read: 3 Feet Under (DVD selection) and “The Geoduck Legend” (moodle)
Friday 10/02-10/04 Econvergence: Northwest Regional Gathering on the Economic and Ecological Crises (optional) http://www.econvergence.org/
Week 2 (10/5 – 10/9)
Program Retreat: University of Washington’s Olympic Natural Resources Center at Forks and Makah Museum at Neah Bay.
Tuesday 10/6
12 noon Retreat Departure
Evening Program Activity
Wednesday 10/7
8 am to 5 pm Makah Museum and Cape Flattery Hike
Evening Seminar
Read: Hogan – entire
Thursday 10/8
10 am Depart Forks for Campus
Friday 10/9
9 am – 12 noon Soul Sensing Studio CRC 314
Special Guest: Dan Booth Cohen
Read: Cohen, Chapters 1 and 12
12 noon – 2 pm Integration Seminar SEM II C2107, C2109
Liberal Arts Education Case Study
Read: Chen&Gardner chapter one and online reading http://www.thomasarmstrong.com/multiple_intelligences.htm
7-9:30 pm Community Workshop with Dan Booth Cohen at Fusion, 302 Columbia St, NW, Olympia (free with TESC ID) (optional)
Week 3 (10/12 – 10/16)
Tuesday 10/13
9 am -12 noon Money’s Value Lecture/Workshop SEM II B1107
Introduction to Wilderness Case Study:
Valuation of Non-market Resources
1 pm – 3 pm Book Seminar SEM II C2107, C2109
Read: Atwood – entire
Wednesday 10/14
9 am – 12 noon Soul Sensing Studio CRC 314
Read: Cousineau, pp. 1-22
Thursday 10/15
9 am – 12 noon Case Study Project Groups SEM II C2105, C2107
Read: MLA pp. 51-61
Friday 10/16
9 am – 12 noon Computer Lab: Powerpoint Workshop
12 noon – 2 pm Integration Seminar SEM II C2107, C2109
Read: Narrative Evaluation DTF Report (moodle)
Week 4 (10/19 – 10/23)
Tuesday 10/20
9 am -12 noon Money’s Value Lecture/Workshop SEM II B1107
Money and Banking
Film: Jungle Burger
1 pm – 3 pm Book Seminar SEM II C2107, C2109
Read: Weatherford
Wednesday 10/21
9 am – 11 am Soul Sensing Studio CRC 314
Read: Cousineau, pp. 22-29
11 am – 1 pm Cookout Beach/Farm House
Thursday 10/22
9 am – 12 noon Case Study Project Groups SEM II C2105, C2107
Friday 10/23
9 am – 12 noon Case Study Presentations: SEM II A1107
Money, Soul and the Hamburger
12 noon – 2 pm Case Study Presentations: SEM II D1105
Money, Soul and the Hamburger
Week 5 (10/26 – 10/30)
Tuesday 10/27
9 am -12 noon Money’s Value Lecture/Workshop SEM II B1107
Personal Finance Workshop-Debt
Read: Kobliner, chapter 3
1 pm – 3 pm Book Seminar SEM II C2107, C2109
Read: Orion Magazine
Wednesday 10/28
9 am – 12 noon Mid-Quarter Conferences
Thursday 10/29
9 am – 12 noon Case Study Project Groups SEM II C2105, C2107
Portfolio Assignment
Friday 10/30
9 am – 12 noon Computer Lab: EXCEL Workshop
12 noon – 2 pm Mid-Quarter Conferences
Week 6 (11/2 – 11/6)
Tuesday 11/3
9 am -12 noon Money’s Value Lecture/Workshop SEM II B1107
Personal Finance Workshop-banking
Read: Kobliner, chapter 4
1 pm – 3 pm Book Seminar SEM II C2107, C2109
Read: Orion Magazine
Wednesday 11/4
9 am – 12 noon Soul Sensing Studio CRC 314
Read: Cohen, chapters 2, 8
Thursday 11/5
9 am – 12 noon Case Study Project Groups SEM II C2105, C2107
Friday 11/6
9 am – 12 noon Case Study Presentations SEM II A1107
12 noon – 2 pm Case Study Presentations SEM II D1105
Case Study: Money, Soul and Wilderness
Week 7 (11/9 – 11/13)
Tuesday 11/10
9 am -12 noon Money’s Value Lecture/Workshop SEM II B1107
Case Study: Money, Soul and Art
1 pm – 3 pm Book Seminar SEM II C2107, C2109
Read: Shell, Art and Money, Chaps. 1, 2
Wednesday 11/11
9 am – 12 noon Soul Sensing Studio CRC 314
Read: Cohen, chapters 3, 9
Thursday 11/12
9 am – 12 noon Case Study Project Groups SEM II C2105, C2107
Friday 11/13
9 am – 12 noon Case Study Workshop SEM II A1107
Film: Money Man
12 noon – 2 pm Integration Seminar SEM II C2107, C2109
Liberal Arts Education Case Study
Read: M&M 1 (moodle)
Week 8 (11/16 – 11/20)
Tuesday 11/17
9 am -12 noon Money’s Value Lecture/Workshop SEM II B1107
Personal Finance Workshop-investing
Read: Kobliner, chapter 5
1 pm – 3 pm Book Seminar SEM II C2107, C2109
Read: Shell, Art and Money, Chaps. 3, 4
Wednesday 11/18
9 am – 12 noon Soul Sensing Studio CRC 314
Read: Cousineau, pp. 31-49
Thursday 11/19
9 am – 12 noon Case Study Project Groups SEM II C2105, C2107
Portfolio Assignment
Friday 11/20
9 am – 12 noon Self-Evaluation Workshop SEM II A1107
Winter Planning: Online Platforms Review
12 noon – 2 pm Integration Seminar SEM II C2107, C2109
Liberal Arts Education Case Study
Read: Chen, chap. 25 and 26, pp. 304-328, “Multiple Intelligences Around the World” and “What if they Learn Differently?”
Thanksgiving Week Break (11/23 – 11/27)
Read: Edgar Allen Poe, The Gold Bug – Available online. (For an additional holiday treat test your chops on Richard Powers’ The Gold Bug Variations.)
Week 9 (11/30 – 12/4)
Tuesday 12/1
9 am -12 noon Money’s Value Lecture/Workshop SEM II B1107
Economics of Money and Soul
1 pm – 3 pm Book Seminar SEM II C2107, C2109
Read: Shell, Money, Language and Thought, Introduction, Chap. 1
Wednesday 12/2
9 am – 12 noon Soul Sensing Studio CRC 314
Read: Cousineau, pp. 50-64
Thursday 12/3
9 am – 12 noon Case Study Project Groups SEM II C2105, C2107
Portfolio Assignment
Friday 12/4
9 am – 12 noon Case Study Presentations SEM II A1107
12 noon – 2 pm Case Study Presentations SEM II D1105
Case Study: Money, Soul and Art
Week 10 (12/7 – 12/11)
Tuesday 12/8
9 am – 12 noon Fall to Winter Summary SEM II B1107
Breakfast Potluck with Frank Barber, TESC Computer Center, Software Option for winter quarter
12 noon – 2 pm Red Portfolio & Evergreen Transcript Workshop
Wednesday 12/9
9 am – 12 noon Case Study Presentations
Thursday – No Class
Friday – No Class
EVALUATION WEEK (12/14 – 12/18)
Each quarter, scheduling and attending an evaluation conference will be required to earn any credits. No conferences will be scheduled outside of evaluation week, so make your holiday travel plans accordingly.
PROGRAM COVENANT
The inquiry and experiences we have designed for members of this program require a common commitment to the tasks ahead and to one another. Our work together will be most fruitful when we overcome our creative inhibitions, prepare ourselves carefully to address the assigned program material, and when we bring our most careful personal reflections to our discussions. Our learning will depend on the mutual, reciprocal, and thoughtful contributions of each one of us. There must be a common agreement and commitment to do the assigned work, to participate in all program activities and to bring to our common inquiry a respect for our individual ideas.
In general, students and faculty agree to:
• Participate fully and faithfully in program activities. Attend—and arrive on time for—all scheduled program activities. Students agree to notify faculty of expected absences from the program, but students must recognize that there are no “excused absences.” (There are times when one might not be able to attend program activities. You should tell us when you cannot attend, but we do not want to be forced to judge the adequacy or legitimacy of “excuses.”)
• Stay informed about the program and its schedule, including active monitoring of the class web sites and your campus email account. These will be official channels of program communication, and everyone in the program is responsible for any information posted on the web pages or sent to campus email accounts.
• Think carefully about TESC’s five learning foci and the six expectations of an Evergreen graduate (see copy posted on the program web page).
• Be present with one’s full humanity and with the learning community.
• Be prepared for program activities, which include having done all assigned reading in advance of attending program meetings.
• Communicate in a direct and timely way about intended absences, problems, changed plans, misunderstandings, needed accommodations, etc.
• Respect staff, facilities and equipment. Theft or deliberate damage of equipment is grounds for dismissal.
• Be fully present and work safely. This means, in part, that no one should come to class impaired by the use of drugs, licit or illicit, or alcohol.
• Maintain clean individual and collective workspaces. This includes, specifically, bodies.
• Work cooperatively in sharing and building on each other’s contributions. Be willing to learn by being open to new ideas, suggestions, points of view, and methods of instruction. Recognize that everyone, students and faculty alike, will blunder into mistakes, lapses in good judgment, indiscretions, poorly, even objectionably, phrased comments, and so on. Everyone must be willing to point these out honestly and then to continue learning from and with the other members of this program.
• Be individually responsible for any work submitted as one’s own. This means, in part, not plagiarizing work. Plagiarism is to pass off as one’s own the words or ideas of others. Plagiarists could lose credit, be removed from the program and may be required to leave the college. Ask faculty members if you have any questions.
• Engage in respectful, honest, open and well-intentioned exchange and investigation with one another.
• Refrain from unjustifiably offensive behavior or language.
• Abide by the principles of the Social Contract (see http://www.evergreen.edu/aboutevergreen/social.htm), Student Conduct Code and Faculty Handbook. (Respect differences, honor rights, seek understanding.)
• Resolve disputes directly and without rancor. All members of the program should abide by the principle of honest and face-to-face resolution of conflicts. In the event you do not feel successful in resolving a conflict yourself, bring your concerns to the attention, first, of your seminar leader. If the individual faculty member cannot resolve the problem, he or she will bring it to the attention of the faculty team and they will take steps to resolve the problem. Any conflicts that cannot be resolved by your own efforts or the efforts of your faculty will be referred to our program’s Academic Dean. You may not skip steps in this process.
• Respect each other’s lives outside of the program.
• Follow through on obligations made to others in teamwork situations.
• Take responsibility for contacting Access Services (867-6348, Lib 1407D) regarding any health condition or disability that may require accommodations to participate effectively in this class.
Every student specifically acknowledges that to receive credit he or she must:
• Submit all assignments on or before due date. Guidelines for all written work: No separate title pages are necessary. No plastic covers, please. No font smaller than the equivalent of Times 12 or Arial 10. All written work should be word-processed, spell-checked, and double-spaced with appropriate margins and scholarly citation. Style guide resources are available at http://www.evergreen.edu/library/catalog/styleguides.htm
• Pay all fees properly assessed.
• Attend all program activities.
• Complete a self-evaluation.
• Write a faculty evaluation.
• Attend an evaluation conference.
The faculty specifically agree to:
• Review work in a timely manner.
• Be available to meet during office hours or by appointment.
• NOT accept late student work.
• Schedule an evaluation conference and prepare a written evaluation to accompany each student’s self-evaluation.
The faculty will award full credit to every student who satisfactorily completes the assigned program work. Final decisions about credit and evaluations will be made by the program faculty team at the end of the quarter. Credit is not the same thing as high quality work. Full credit may be given when students fulfill the college-level requirements and standards of the program. The evaluation is used to describe the quality of the student’s work. Thus, a student could actually receive credit, but also receive evaluations that reflect poor quality work. On the flip side, a student could attend regularly but receive partial or no credit because of poor quality or missing work. While effort and time invested in studies are important, credit is awarded based on the quality of the final product, not the time and effort that went into producing that product.
• Allow no one to carry an INCOMPLETE beyond the end of the program except in truly extraordinary circumstances,
• Ask a student to leave the program if his or her behavior is consistently disruptive, antagonistic and impedes the program from progressing. Any student who is asked to leave and wishes to appeal may do so by arranging to meet with the entire faculty team. The team’s decision will be binding, although students always have access to the college’s grievance procedures.
Students acknowledge that under the federal law known as the Family Educational Rights and Privacy Act, faculty are prohibited from discussing anything about their enrollment or work in the program or at the college with anyone else. Among other things, that means the faculty cannot respond to inquiries from parents, friends, loved ones. Students may complete a waiver with the Registrar that allows faculty to discuss matters of the student’s enrollment with specified other people. Even if there is a waiver in place, the faculty will be reluctant to discuss the work in the program with anyone other than the student.
Good faith compliance with this Covenant is required for membership and credit in Money’s Value, Soul’s Worth.
Faculty and Student Signatures: Date: