TO: Beth Dobkin, Provost

FROM: Hisham Ahmed, ChairAcademic Senate

DATE: April 11, 2016

RE: Senate Action S-15/16-57CAPermanent Course ProposalES 196: Senior Capstone

At the April 6, 2016 meeting of the Academic Senate, the attached Permanent Course Proposal for ES 196: Senior Capstone was approved on the Consent Agenda.

The proposal was submitted to the Academic Senate from the Undergraduate Educational Policies Committee, where it was approved by a vote of 8-0 with one abstention at the April 4, 2016 meeting.

This action was assigned Senate Action #S-15/16-57CA.

Attachment

cc: President James A. Donahue Dean Sheila Hassell Hughes

Proposal for Permanent Approval of ES 196: Senior Capstone

1. School: School of Liberal Arts

Program: Ethnic Studies Course

Number: ES 196 Course Title:

Senior capstone

Upper Division Status: This course requires at least two of the listed guidelines for upper division course status. For example students will have taken pre-requisite lower division courses (i.e., ES 001, Soc 002, Soc 004, WaGS 001). Students will also conduct in depth independent study and research within the field of Ethnic Studies coupled with rigorous writing and reading culminating in the production of a senior thesis.

2. Justification for the course:

This course is a required course for the proposed Ethnic Studies major. This course provides students with the opportunity to bring together what they have learned in their Ethnic Studies courses and focus on a particular area, while integrating material from other courses over their studies. The objective is to demonstrate the skills of analysis, synthesis, and original work in the field of Ethnic Studies. Students will develop an ethnic studies thesis by: applying critical and reflective analysis; identifying and articulating a research problem; reviewing relevant literature; understanding researcher positionality; developing methodological design.

Learning outcomes for this course include: A. Conducting original research that demonstrates the fields scholarly interdisciplinary writing, referencing and research process B. Synthesizing and reviewing relevant literature within an interdisciplinary context; C. Articulating and defining researcher positionality through self reflective inquiry; D. Demonstrating knowledge of academic practices in peer review, referencing and ethics.

This course fits with the learning goals of the Ethnic Studies program: (a) Understand the history and social theories relevant to a critical understanding of African American, Latino, Native American, and Asian American/Pacific Islander ethnic groups; and (b) Apply these theoretical and analytical frameworks to understand an increasingly complex, multicultural and interdependent world. The course also fulfills the ethnic studies major requirements. Assignments will include a preliminary research proposal, several written drafts, peer review, a final paper or project, a research (poster) presentation and a written self-reflection (See syllabus for assignment descriptions). The course will be offered for a letter grade.

3. Student Population:

The course is open to all students, provided they have taken the prerequisite lower division courses. In addition to ES majors, this course would attract students in allied fields of study (i.e., Women and Gender Studies, Sociology, Global and Regional Studies, Anthropology).

We anticipate that there will be several students who are interested in the major, as this has been a request by students for years (see also ES major proposal).

4. Relationship to Present College Curriculum:

Presently there does not exist any course to discuss theory and methods found in the field of Ethnic Studies This course extends discussion of theoretical frameworks and methodology that are only marginally introduced in cross-listed Ethnic Studies courses thus affording a deeper and more complete understanding of the field towards the production of a senior thesis.

5. Any extraordinary implementation costs:

None. There are no special equipment needs or unusual classroom requirements associated with this course

6. Library Resources: See attached

7. Course Credit and grading options:

ES 196 is designed as a lecture/discussion course. Students who complete the course will receive 1 course credit. Students will meet in class for 3 hours, 15 minutes per week throughout an academic semester. There will be a minimum of two hours of student work expected outside of class for every hour of in-class instruction.

8. Pre-requisites: ES 001, Soc 002, Soc 004, WaGS 001 and at least two upper division Ethnic Studies elective courses

9. Course description working for appropriate College Catalog:

This course entails discussion, independent study, research and analysis culminating in the production of a senior thesis in a chosen area within Ethnic Studies.

10. Course Content:

See attached syllabus

11. Review of Experimental Offering:

This course has been offered as an independent study for Ethnic Studies Minors. It was also taught as an experimental pilot course in Ethnic Studies, which was cross-listed with the Global and Regional Studies program and the Women and Genders Studies program. We learned that the course is better suited for fulfillment of an academic major and not a minor requirement. The course required more attention to theory and method in order to complete the thesis requirements than first recognized. Changes to the program now include a theory and method course (i.e., ES 101: Critical Race Theory and a method course in an allied field).

Ethnic Studies 135: Senior Capstone

--DRAFT--

The issue here is not so much one of the right to claim a label as it is of the prerequisites for producing less partial and distorted descriptions, explanations, and understandings (Harding 1987, p. 12).

Course Description and Objectives: This course entails discussion, independent study, research and analysis towards the production of a senior thesis in a chosen area within Ethnic Studies. Major theories and methods of race and ethnicity, and their intersections and constitutive relations with class, gender and sexuality will be discussed in the context of student’s research interests, thesis topics and interdisciplinary training. Students will develop an ethnic studies thesis by: applying critical and reflective analysis; identifying and articulating a research problem; reviewing relevant literature; understanding researcher positionality; developing methodological design.

Possible Readings Readings are subject to change in order to meet student’s diverse research interests and thesis topics. Majority readings will be available through electronic reserve and select chapters from the following texts will also be discussed:

Hubbuch, Susan M. (2009). Writing Research Papers Across the Curriculum . Wadsworth Publishing

Yang, Phillip Q. (2000) Ethnic Studies: Issues and Approaches State University of New York Press.

France Winddance Twine & Jonathan Warren (Editors) (2000). Racing Research, Researching Race: Methodological Dilemmas in Critical Race Studies . New York University Press

Course Requirements and Description of Assignments Please note that guidelines for each assignment will be passed out during the semester. All assignments must be double spaced and typed.

1. Attendance/Participation (10%): It is essential to attend class regularly and remain in class for the entire period. Your active participation and contribution towards class discussion and activities is important to your success and that of others. Come to class prepared to discuss weekly assigned readings. The material discussed in class is

Office: Filippi Academic Hall 240-12 Office Hours:

Professor: David QuijadaEmail: david.quijada2@stmarys-ca.edu Phone: 925 631- 4898

supplemental to the required readings and it is your responsibility to obtain this information if you miss class. There will also be group discussions and in-class activities that cannot be made up. Your grade will be reduced if you miss more than one class.

* Students will also be asked to generate reading responses to articles presented by invited researchers through out the semester.

2. "Reflecting Upon My Researcher Position," 3-5 pages, (10%): Why I choose to do research? What are my research interests? How do my research interests contribute to the lives of others? This paper narrates your engagement with research by highlighting your personal journey towards becoming a researcher. Discuss how you will grapple with your developing position as an ethnic studies scholar and the underlying privileges you bring to this position.

3. Debriefing Research (see participation points): Each week, 1-2 students will be responsible for facilitating discussion of research. They will be asked to frame an issue or question they are grappling with in doing research. This debriefing session should center their research interest by focusing on their theoretical framework, methodology, research questions, and positionality. The discussion should raise critical and provocative questions that engage the week’s readings, introduces new readings and locate areas of research interest. Students must outline their discussion and distribute a handout describing how their facilitation connects to their research interests and developing ethnic studies position.

4. Reading and Reporting Research, 2-3 pages, (10%) + presentation: Locate and discuss research from peer-reviewed journals that extend, contradict and/or informs your study. The task is to identify, critique and respond to the studies methodology by understanding how sources of data collection, analysis, positionality, and representation reflect findings and research questions. Read the article for “form and function” and be able to discuss the articles organization. What methodological implications, questions, and concerns can you extract? How do the studies methodological/theoretical strengths and weaknesses inform your research and contribute toward your developing ethnic studies position?

5. Mapping Research (proposal): This assignment pulls together a series of weekly activities (25%: 1. Positionality 2. Framing Research: Literatutre, problem statement and research questions 3. Design and conceptual framework. Activities will help formulate research questions, literature reviews, and theoretical frameworks underlying student research decisions, methods of inquiry and analysis. The assignment will synthesize activities into a critical self-reflective proposal (25%) that interrogates methodological choices and its relationship toward developing an Ethnic Studies position. The evolution of this report and its contents will be presented and discussed in class.

6. Thesis (45%): 20-25 page thesis plus bibliography and appendices

Note: If students are writing a senior thesis or other related research report they are encouraged to consult with the professor towards developing an alternative assignment that would help guide their project and meet the requirements of this class.

Academic Misconduct:Course Policies

Academic misconduct will not be tolerated and students will be penalized for cheating, plagiarism, and fabrication of information. Always remember to acknowledge any words or ideas which are not your own. When in doubt how to reference your sources of information please ask. Saint Mary's College of California has an academic honor code that students are obliged to abide by. This means doing your own work, in your own words and using proper citation of work by others (both ideas and direct quotes). If you have any doubts about what constitute plagiarism or “plagiaphrasing” do not hesitate to check with me on your work. Violations of the Honor Code will be submitted to the Academic Honor Council on campus. Refamiliarize yourself with SMC’s honor code (http://smcnet.stmarys-ca.edu/academics/ahc/, http://smcnet.stmarys- ca.edu/academics/ahc/students/). http://smcnet.stmarys-ca.edu/academics/ahc/, http://smcnet.stmarys-ca.edu/academics/ahc/students/)., http://smcnet.stmarys- ca.edu/academics/ahc/students/). The following websites might also be of assistance when thinking of plagiarism and citation: http://www.wisc.edu/writing/Handbook/QuotingSources.html, http://www.umuc.edu/ugp/ewp_writingcenter/modules/plagiarism/guidelines.html(quiz) http://education.indiana.edu/%7Efrick/plagiarism/item1.html(quiz).

Course Content and Conduct:You will likely be challenged by the content of this course. Therefore, please review the syllabus carefully to see if the course is one that you are committed to taking. This class incorporates social and political issues that intersect with race, class, gender, and sexual orientation. Although class discussions, readings, films, lectures, course content and subject may disagree with your personal position and “everyday” understandings --this should not prevent yourself or the entire class from critically engaging with new ideas and from asking questions. Diverse opinions, that blend experiences with academic scholarship and research are important and will be respected. The entire class will take responsibility for discussing, listening, and respecting each other’s contributions. Please avoid personal insults when disagreeing with others and turn the ringer off on cell phones.

Library Reference Desk: Patty Wade is the Ethnic Studies subject librarian. You can also get help at the reference desk, by phone (x4624), by text message or IM, or through the library’s “ASK US” link (library.stmarys-ca.edu/ask-us).

Center for Writing Across the Curriculum (CWAC): Drop in or make appointments for single, weekly, or bi-weekly sessions with writing advisers. They are located in Dante 202 and their hours are Sun. 5-8, M-Th 2-8. Please see their website: HTTP://WWW.STMARYS- CA.EDU/CENTER-FOR-WRITING-ACROSS-THE-CURRICULUM.

Student Disability ServicesStudent Disability Services extends reasonable and appropriate accommodations that take into account the context of the course and its essential elements, for individuals with qualifying disabilities. Students with disabilities are encouraged to contact the Student Disability Services Coordinator at (925) 631-4164 to set up a confidential appointment to discuss accommodation guidelines and available services. Additional information regarding the services available may be found at the following address on the Saint May’s website: http://www.stmarys- ca.edu/academics/academic-advising-and-achievement/student-disability-services.html

Late/ Incomplete Assignments:

Assignments need to be turned in on time and must be complete. Partially completed assignments will not be accepted. Only in emergency cases will late assignments be accepted and this should be discussed with the instructor prior to due dates.

Course Schedule :The following course schedule is subject to change during the semester. During the semester there will be a guest lecture series (Dates to be announced). We will be reading original research and having discussions with researchers about the form, function, theoretical and methodological decisions of research.Week 1:- Introducing who we are, what the course is, asking questions- Exploring research interests and developing research questions

- Select a week to “Debrief Research” and to present “Reading & Reporting Research”; develop email list; Mapping: topic, questions, significance coupled with Purpose, audience, and product

Recommended Readings:1. Marshall, C & Rossman, G. B., Eds. (2006) Designing Qualitative Research: Chapter 12. Philosophical, Paradigms, and Interpretive Frameworks, Creswell, J. W.

Week 2 & 3:- Refining research questions and developing annotated bibliography- Researcher power, privilege and positionality- library support and research

Recommended Readings:1. Situating Feminist Dilemmas in Fieldwork, Wolfe, D.L.2. Working the Hyphens, Fine, M.3. Colonizer/ Colonized Chicana Ethnographer, Villenas, S.4. Researching My People, Researching Myself, Chaudhry, L. N.5. The Hearts Introduction, Pelias, R. J.6. Vulnerable Observer, Behar, R.

"Reflecting Upon My Researcher Position" paper due

Week 4 & 5:- Methodology and methodological moves- Differing Epistemologies (native and feminist epistemologies)- Review and Outline Research Map: interrogate epistemology underlying its construction.

Recommended Readings:1. Coloring Epistemology: Are Our Research Epistemologies Racially Biased, J.J.

Scheurich and M. D. Young2. Research Through Imperial Eyes, L. T. Smith3. Racialized Discourses and Ethnic Epistemologies, Ladson-Billings, G.4. Ethnic Modeling in Qualitative Research, Stanfield, J. H.

Week 6 & 7:- Research proposals and literature reviews

- Extend Research Map; Activity: Literature Reviews: extending, including, excluding

Recommended Readings:

1. Writing A Method of Inquiry- Laurel Richardson2. For Whom? Qualitative Research, Representations and Social Responsibilities, Fine et al3. You Should Know What’s Right For Me! Chaudhry, L. N.

Week 8: Spring Break –No Instruction

Week 9 & 10:- Critical approaches and intersecting feminist positions- Linking theory and method

Recommended Readings:1. What is Critical Qualitative Research?, Carspecken, P. F.2. Research as praxis, Lather, P.3. Sexualities, Queer Theory, and Qualitative Research, Gamson, J.4. Is There a Feminist Method, Harding, S.5. Feminism Confronts the Sciences, Harding, S.6. Thinking from the perspective of Lesbian Lives, Harding, S.

Week 11 & 12:- Representation, Research Products and Data Analysis- Presenting Research: from poster to formal presentation- Articulating your conceptual framework and Methodological Design

Week 13 & 14:- Peer review: reading and writing

Week 15:- Presentations, final products and self reported research mapping.

ES 196: Senior Capstone Review of Library ResourcesPatty Wade, Ethnic Studies Librarian Subject Selector Fall 2015

Collections

Librarians have been working steadily over the years to build collections to support research in ethnic studies. In addition to the efforts of the Ethnic Studies Librarian Subject Selector, librarian subject selectors in other areas continue to add titles relating to ethnic groups within their own subject areas. Overall, the library should be able to support this course. When the major is approved, it would be beneficial for the Ethnic Studies Librarian to work with the department to ensure that the collections reflect the objectives of the curriculum.

Books (including eBooks ):

Overall, the book collection is adequate to support the needs of this new course. The library is strong in materials relating to Indigenous Americans, African Americans, Latino Americans, and Asian Americans. Some additional effort should be made to build the collections relating to Pacific Islanders. Additionally, the library collects books on race, ethnicity, and other issues such as white privilege, discrimination, and inequality.

Reference Books :

The library owns a variety of excellent reference sources related to ethnic studies. These sources can help students gain an overview of their topics and determine the nature of the existing literature. Many of these are listed on the library’s Subject Guide for Ethnic Studies (http://www.stmarys-ca.edu/library/subject-guides/ethnic-studies). Some examples are:

Encyclopedia of Race and RacismSAGE Handbook of Race and Ethnic Studies Encyclopedia of Race, Ethnicity and Society Annual Reviews

Periodicals:

A search of the Periodicals List under the subject category “Ethnic and Race Studies” yielded 451 periodical titles. This may be an imperfect count as it relies on the Periodicals List database’s determination of what belongs in each category. The list contains a mix of academic and ethnic news titles. The faculty should inform the Ethnic Studies Librarian of any important journals in this field.

Databases:

The library subscribes to over 200 electronic databases many of which contain information relevant to ethnic studies. However, the following databases will be most relevant to this course:

EthnicNewswatch Sociological Abstracts Anthropology Plus

The library’s Multisearch discovery service which searches across databases, and other general databases such as Academic OneFile, Omnifile, and Academic Search Complete will also be of use to students in this course.

With the advent of an Ethnic Studies major, the library may want to consider additional specialized databases such as the Chicano Database and the Oxford African American Studies Center This would require an additional investment of ongoing funds.

Media:

There is no mention of media use in the course proposal. The library purchases many DVD’s and videos for use in courses and also subscribes to several collections of streaming video—Films on Demand, VAST, and Kanopy, all of which contain a wealth of information in video format. If specific videos are needed for this class they can be purchased as long as the budget can support it.

Information Literacy:

The syllabus for this course outlines some excellent objectives relating to information literacy, including “identifying and articulating a research problem; reviewing relevant literature; understanding researcher positionality; developing methodological design.” Given these objectives, the faculty member is encouraged to contact the Ethnic Studies Librarian for assistance in providing information literacy instruction for the students in the course.

It is hoped that the department will develop a learning goal that articulates the Information Evaluation Research Practices (IERP) goal of the Core Curriculum as it relates to Ethnic Studies, and incorporate it’s objectives into an intermediate course that would be taken prior to the senior year. This would prepare the students for the level of research in ES 196. I will be happy to work with the department on this.

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Ethnic Studies Program

March 10, 2016 Alvaro

RamírezDirector of Ethnic StudiesSaint Mary’s College of California Moraga, CA 94556

Dear Members of the UEPC:

I recommend that the UEPC grant permanent status to ES 196: Capstone Course, which David Quijada has recently taught in Ethnic Studies as an experimental course.

The Ethnic Studies Board has discussed the merits of this course and we believe that it is an important component of our major in Ethnic Studies that we’re currently proposing. Moreover, the course is very similar in structure and content to other capstone courses offered in other disciplines on our campus, which have been very successful.

If you need further comments or information regarding this proposal, please let me know, and I’ll gladly provide it for you.

Best wishes

Alvaro RamírezDirector of Ethnic Studies

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From: Sheila HughesSent: Mar 30, 2016 9:56 AMTo: Kathy Porter Cc: Alvaro RamirezSubject: Re: Fwd: Ethnic Studies Course Proposal Sorry. I

thought I had sent it last month.

I've reviewed the proposal and invited feedback from chairs and directors in SOLA. Strong endorsements were offered by the departments of History and Sociology and by the Global and Regional Studies Program. I approve the proposal to make ES 196: Senior Capstone, a permanent course.

cheers, Sheila

Sheila Hassell Hughes Dean, School of Liberal ArtsSaint Mary's College of California

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