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Proposal to the University Curriculum Committee

Freshman Inquiry Course

I. Cover Sheet Course title Immigration, Migration, and Belonging*

*IMB abbreviation throughout. Date first offered Fall 2016 – Winter 2017 Sections per year 3 sections per year Statement of theme/topical area

The movement of people across borders is a central political and cultural issue throughout the world. During fall term, students will learn about immigration, migration, and belonging (IMB) by examining their own specific IBM story. Throughout the year, readings, case studies, interviews, and workshops will introduce common language, methodologies, and best practices. During winter term, students work in pairs and explore each other's IMB stories; winter term culminates with a research­focused IMB project. For spring term, students will showcase their IMB community­based project, a process that will be introduced during fall term; during winter term, students will submit proposals for their community­based project.

Signatures of participating faculty: Signature page attached separately

Óscar Fernández, Ph.D., University Studies x x September XXX Name (typed) Signature Date

Annie Knepler, Ph.D., UNST Writing Coordinator, University Studies x x September XXX Name (typed) Signature Date

Alex Stepick, Ph.D., Sociology x x September XXX Name (typed) Signature Date

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Contact Faculty:

UNST, o:503.725.5890 Óscar Fernández, Ph.D. Cramer 117 c:503.332.0280 osf@pdx.edu or

oscar.fernandez28@ gmail.com

Name Mail Code Telephone Email (work, home)

Proposal to the University Studies Council/Freshman Inquiry Course

II. Course Narrative A. Statement of theme/topical area (no more than 200 words): The movement of people across borders is a central political and cultural issue throughout the world. In North and South, East and West, the issue of immigration, migration, and belonging (IMB) is a controversial one. Although most of us are aware of the mobility of goods and capital in a global economy, we tend to be less aware that the mobility of labor too is an integral part of the global economic system, or that most migration takes place not between North and South, but within the South. We also tend to forget that the movement of people, both as workers and as refugees, is not a new phenomenon. We also lose sight of the fact that the vast majority of the world's populations, including in the poorest countries, do not migrate across international borders.

Population mobility across international borders and the resultant transnational communities thus raise questions about the official “histories” of immigration for each nation state, the meanings of borders, the nature of belonging, identity, and culture and their relationship to politics, and the realities of multiculturalism even in places that think of themselves as monocultural. These important historical, cultural, and ontological questions about immigration, 1

migration, and belonging (IMB) will frame our yearlong discussions and will inform formal academic research assignments and community­based learning projects and actions.

B. Learning objectives specific to this theme:

By the end of this course, students should be able to master the following cognitive processes (knowledge gathering, understanding, applying, analyzing, evaluating, and creating) as

1 Gagnon, Chip. Crossing Borders/Global Migrations Syllabus. Spring 2009. Department of Politics, Ithaca College, Ithaca, NY.

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they relate to personal exploration, academic research, and community advocacy surrounding IMB­related issues: 2

1. Knowledge Gathering

Report and summarize a community’s history of immigration and migration.

Recognize that the majority of people around the world do not migrate.

Name the current best practices, including identifying appropriate IMB­related terms and theories.

2. Understanding

Examine how immigration differs from other forms of population movement.

Review relevant scholarship surrounding your own IMB story and your peer’s.

Identify best academic sources according to your IMB­related research.

3. Applying

Determine and give examples of how refugees differ from other kinds of migrants.

Illustrate how migration tells us about the various meanings of borders.

Employ charts and statistics to demonstrate relevant demographic information regarding your IMB­related research.

4. Analyzing

Examine how population mobility highlights the challenges to nation states and to national identity.

Discuss how migration is related to other processes of globalization.

Investigate how xenophobia and other forms of violence affect immigrants.

5. Evaluating

Evaluate how population movement affects the migrants themselves, and the local communities where they live.

2 Gagnon, Chip. Crossing Borders/Global Migrations Syllabus. Spring 2009. Department of Politics, Ithaca College, Ithaca, NY. All language regarding cognitive processes borrowed from Linda B. Nilson’s Teaching at Its Best: A Research­Based Resource for College Instructors. San Francisco: Jossey­Bass, 2010. Print. All changes mine.

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Judge how movement in our own lives (and in our communities) shaped us, and how it fits into broader notions of IMB.

Assess how movement in the lives of peers and their communities affected them, and how it fits into broader notions of IMB.

Appraise how the process of writing a major research paper on IMB helps us create new meaning about our own (and our community’s) IMB story and history.

6. Creating

Integrate theories and case studies from the course to further explore how migration affects our region, including the consideration of migrant workers in the Northwestern United States, including but not limited to Oregon, Washington, Idaho, and Alaska.

Propose and develop a community­based action plan based on communications with community partners and advocates, peers, and PSU faculty and staff.

C. Assessment of student learning (specific to theme):

This course greatly satisfies existing University Studies assessment practices, as outlined below, and as specific to the immigration, migration, and belonging (IMB) theme.

Student Learning Communication: By writing their own IMB story, students will enhance their capacity to communicate in various ways—writing, graphics, numeracy, and other visual and oral means—; collaborate effectively with others by peer editing their work; and be competent in appropriate communication styles according to audience. Diversity of Human Experience: By interviewing peers and researching an individual peer's IMB story, students will enhance their appreciation for and understanding of the rich complexity of the human experiences. By including research on specific aspects of the peer's IMB narrative, students will come to understand how a peer's IMB connects with ethnic and cultural perspectives, class, race, gender, sexual orientation, and ability, for example. Ethics and Social Responsibility: By receiving training from Mercy Corps Northwest agents and other immigration advocates in the area, students will expand their understanding of the impact and value of immigration and migration upon individuals and their choices on society, both intellectually and socially, through group projects and collaboration in learning communities.

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Inquiry and Critical Thinking: Students will learn various modes of inquiry through interdisciplinary curricula—problem­posing, investigating, conceptualizing—in order to become active, self­motivated, and empowered learners.

Inquiry­based Learning Experiences

Experiences with ePortfolios: Students will explore important questions related to IMB in collaboration with other students and advocates in the field of immigration and migration. With guidance from peers, professors, and immigration advocates, students will share, via their ePortfolios, the yearlong process they undertook to propose, complete, and broadcast their spring term's IMB community­based project.

D. Description of methods to ensure coherence of theme across participating faculty:

During fall term 2015, University Studies faculty and staff met to discuss Fernández’s idea to propose a new FRINQ course, one that impacts the growing population of immigrant students at our institution; this idea originated as part of his participation in PSU’s Refugee and Immigrant Student Issues Committee, and the committee’s efforts to support this student population and its allies. Yves Labissiere (Interim Director, University Studies) attended the first two meetings and suggested that we invite Dr. Alex Stepick (PSU, Sociology), a committed and published expert in the field of immigration and migration. The committee formed later that fall with the following members: Mirela Blekic (Retention Associate, University Studies); Annie Knepler (Writing Coordinator, University Studies); Alex Stepick (Sociology); and Óscar Fernández (Adj. Asst. Prof., FRINQ’s “Race and Social Justice” course). Blekic, Knepler, Stepick, and Fernández continued to meet monthly during the 2014­2015 academic year. Although the three faculty members come from different disciplines, we did want to create an overarching assignment that easily suits, and is adaptable to, various academic approaches: we came up with the concept of having students not only examine their own IMB (immigration, migration, and belonging) story, but a peer’s. Thanks to Knepler’s community­based learning insight, we also resolved to directly involve Mercy Corps Northwest; by using this agency, students will become familiar with best practices and right terminology, and recognize the sheer human value of this organization’s work. E. Interdisciplinarity of theme:

The theme of immigration, migration, and belonging is a prima facie interdisciplinary. By investigating their own personal IMB story, students will need to learn interviewing techniques from demographers and sociologists. By deciding how to present their own IMB story (via a poem, a short story, or an ethnographic account, for example), students may turn to the humanities for inspiration. By proposing a formal research project based on their IMB experiences, students will

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connect with other possible disciplines (history, sociology, anthropology, economics, for example). By exploring what “belonging” may mean to them in the context of migration and immigration, students will also need to approach other possible disciplines focusing on identity and its intersection with the politics of belonging (for example, gender studies, ethnic studies, Black Studies, Native American studies). By proposing a community­based project, students will also connect with disciplines and direct­to­client practices not typically presented at a university (for example, law and order, philanthropy, social advocacy movements and agencies). F. Relation of course to other University Studies offerings (cohesion, ties to future learning): Specific linkages between the theme and Sophomore Inquiries and their Clusters include but are not limited to the following:

This Immigration, Migration, and Belonging FRINQ theme can lead to further exploration in these SINQ Clusters: 2014 ­ 2015 SINQ Clusters courses: American Identities

Community Studies Family & Society Gender and Sexualities Studies Global Perspectives Interpreting the Past Healthy People / Healthy Places Leading Social Change Popular Culture

Specifically, this FRINQ’s essential cognitive processes (described earlier in detail, but we

mean these: “knowledge gathering, understanding, applying, analyzing, evaluating, and creating”: please see pages 2­4) will also prepare students with the transferable skills that are prioritized by SINQ (and by UNST): “UNST equips students with the core skills and perspectives to be successful throughout life. These include an ability to communicate effectively, to think creatively and critically, to be curious about the diversity of the human experience, and to wrestle with understandings of ethic and social responsibility.” 3

Moreover, in terms of UNST’s diversity learning outcomes, this FRINQ directly meets each diversity benchmark for FRINQ, and prepares students to meet SINQ’s diversity goals, as articulated below for both programs:

3 Understanding the University Studies Program. Portland State University’s University Studies Department, 2015. Web. 5 July 2015.

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University Studies Diversity Goals: FRINQ Outcomes

• Identify the contributions of diverse groups to social, cultural, and scientific knowledge. • Collaborate effectively with people from a variety of backgrounds. 4

By specifically identifying immigrant and migrant communities as our representative

“diverse group,” this new course fosters positive dialogue about the contributions of immigrants. Moreover, students will report on a peer’s IMB story, and thus collaborate effectively with peers from a different background.

By writing formal research papers and proposing a community­based project, students will be familiar with concepts of power, bias, and discrimination for our target group. Students’ knowledge of discrimination against immigrant communities will be a sound foundation for the SINQ diversity outcomes addressed below:

University Studies Diversity Goals: SINQ Outcomes • Explain interrelationships among the concepts of power, bias, prejudice, and discrimination. • Identify and analyze examples of discrimination at personal, societal, and institutional levels.

4 Carpenter, Rowanna. Deepening Students Appreciation for Diversity through University Studies Courses. Portland State University’s University Studies Department, 2011. Web. 5 July 2015.

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G. How this theme will address the University Studies Goals: University Studies Goal

Representative Assignments Assessment Plan

Communication: Writing

Personal IMB story assignment (students write about their own IMB story). My Peer’s IMB Story. Exploring a peer’s IMB story and report back. Research Proposals. Proposing a research paper based on what they have learned about themselves or a peer’s background. Final Research Paper. Community­Based Learning Proposals. Propose a project for target community based on discussions with our community partners. Poster and/or ePortfolio Presentation of Community­Based Project. Peer­review Process. Most assignments will be peer­reviewed; students will be asked to use the rubric to assess each other’s writing.

See Appendix I. University Studies Writing Rubric. See Appendix VI. Peer­Revision Sheet.

Graphics Student Self­Generated Time­Management Graphic (pie chart, bar graph, for example). This assignment will serve as an introduction for creating, understanding, and critiquing various graphs. America by the Numbers: www.americabythenumbers.org

See Appendix II. Understanding Graphics and Scientific Data (& Numeracy) Rubric.

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New Americans in Oregon: http://www.immigrationpolicy.org/just­facts/new­americans­oregon United Nations: http://www.un.org/en/development/desa/population/theme/international­migration/ Mercy Corps Northwest: http://www.mercycorps.org/research­resources

Oral Communication

Interview 1: self. Interview a family member about family’s IMB story. Interview 2: peer. Interview a peer and gather information about that individual’s IMB story. In­Class Presentation 1. Individual and/or in groups of two. Report back on individual’s and peer’s IMB story. In­Class Presentation 2. Individual and/or in groups of two. Report on group’s community­based project proposal and findings.

See Appendix III. Oral and Visual Communication Value Rubric.

Numeracy America by the Numbers:

www.americabythenumbers.org New Americans in Oregon: http://www.immigrationpolicy.org/just­facts/new­americans­oregon United Nations: http://www.un.org/en/development/desa/population/theme/international­migration/

See Appendix II. Understanding Graphics and Scientific Data (& Numeracy).

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Mercy Corps Northwest: http://www.mercycorps.org/research­resources

Visual Communication

In­Class Presentation 1. Individual and/or in groups of two. Report back on individual’s and peer’s IMB story. In­Class Presentation 2. Individual and/or in groups of two. Report on group’s community­based proposal and findings. Community­Based Learning Proposals. Propose a project for target community based on discussions with our community partners.

See Appendix III. Oral and Visual Communication Value Rubric.

Group process Interview 1: self. Interview a family member about family’s IMB story. Interview 2: peer. Interview a peer and gather information about that individual’s IMB story. In­Class Presentation 1. Individual and/or in groups of two. Report back on individual’s and peer’s IMB story. In­Class Presentation 2. Individual and/or in groups of two. Report on group’s community­based proposal and findings. Community­Based Learning Proposals. Propose a project for target community based on discussions with our community partners.

See Appendix IV. Group and Self­Assessment Rubric. See Appendix VI. Peer­Review Sheet.

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Poster and/or ePortfolio Presentation of Community­Based Project. Peer­Review Process. Most assignments will be peer­reviewed; students will be asked to use the rubric to assess each other’s writing.

Computer Literacy * Annotated bibliographies. * Works Cited page. * ePortfolio content, ease of use, and appropriate content for a university­related project and audience (in short, differentiate between UNST ePortfolios and other types of social media).

See Appendix V. Computer Literacy Assessment Rubric.

Inquiry and Critical Thinking

* Evaluating academic and non­academic sources. * Peer­review process. * Proposal draft process (revise and re­submit). * In­class critical thinking workshops on logic fallacies. * Writing assessed via a writing rubric. Students will be asked to use this rubric in all peer­reviewing processes. * Presentations by experts in the field of IMB, both within PSU and in our city (for example, Mercy Corps Northwest).

See Appendix I. University Studies Writing Rubric. See Appendix VI. Peer­Revision Sheet.

Diversity and Human Experience

* By interviewing peers and researching an individual peer's IMB story, students will enhance their appreciation for and understanding of

Various rubrics come into play: See Appendix I. University Studies Writing Rubric.

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the rich complexity of the human experiences. * By including formal research on specific aspects of the peer's IMB narrative, students will come to understand how a peer's IMB connects with ethnic and cultural perspectives, class, race, gender, sexual orientation, and ability, for example. * By proposing a community­based IMB project, students will take a hands on approach about how diversity issues affect immigrant communities.

See Appendix IV. Group and Self­Assessment Rubric.

Ethics and Social Responsibility

* By receiving training from Mercy Corps Northwest agents and other immigration advocates in the area, students will expand their understanding of the impact and value of immigration and migration upon individuals and society. *By way of group community­based projects, and in collaboration in with agents of change, students will assess and evaluate their ethnic and social responsibility.

Appendix IV. Group and Self­Assessment Rubric.

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III. Course Schedule and Topics

Term Topical Outline First Term

Week 1. Introductions. Migrations and Movements. We’ll meet each other and talk about our IMB stories. Week 2. Introductions. Migrations and Movements. We’ll meet each other and talk about our IMB stories. Week 3. Introduction to methodology and best practices. Visit Mercy Corps Northwest & introduction of common language, methodologies, and best practices. Week 4. Review and assess Mercy Corps Northwest visit and incorporate to IMB story. Week 5. Images of Immigrants and Immigration. Week 6. Images of Immigrants and Immigration. Week 7. Global Migration: Historical Background. Week 8. Global Migration: Historical Background. Week 9. Global Migration: Historical Background. Week 10. Global Migration: Historical Background. Finals Week.

Second Term

Week 1. Immigration into the US: Changes over Time. Week 2. Immigration into the US. Changes over Time: US Immigrant Experience (late 19th century). Week 3. Immigration into the US. Changes over Time: US Immigrant Experience (late 19th century). Review Mercy Corps Northwest’s common language, methodologies, and best interview practices. Week 4. Immigration into the US. Changes over Time: US Immigrant Experience (20th century). Week 5. Immigration into the US. Changes over Time: US Immigrant Experience (20th century). Week 6. Immigration into the US. Changes over Time: US Immigrant Experience (21st century). Week 7. Immigration into the US. Changes over Time: US Immigrant Experience (21st century). Week 8. Immigration into the US. Changes over Time: US Immigrant Experience (21st century). Week 9. Immigration into the US. Changes over Time: Immigration into Oregon. Week 10. Immigration into the US. Changes over Time: Immigration into Oregon. Finals Week.

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Third Term Week 1. Migrations and Social Networks. Week 2. Migration and Social Networks. Review Mercy Corps Northwest’s common language, methodologies, and best interview practices. Week 3. Migration: The Rural to Urban Factor. Week 4. Gendered Migration: The Case of Mexico and the US. Week 5. Why Most People Don’t Migrate? Week 6. Migration to the Global North. Week 7. Migration within the Developing World. Week 8. Migration within the Developing World. Week 9. Racism, Immigration, and Whiteness. Week 10. Racism, Immigration, and Whiteness. Finals Week.

IV. Preliminary Reading List: A. Textbooks to be used:

Nota bene. We shall use books (fiction and nonfiction), articles, and case studies in lieu of a textbook. See following sections. B. Books (selections from the following may be assigned)

Migration Andersson, Ruben. Illegality, Inc.: Clandestine Migration and the Business of Bordering Europe.

Oakland, CA: University of California P, 2014. Print. Gutiérrez, David G. Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the

Politics of Ethnicity. Oakland, CA: University of California P, 1995. Print. Stepick, Alex. Pride against Prejudice: Haitians in the United States. Boston: Allyn and Bacon,

1998. Print. Portes, Alejandro and Ruben Rumbaut. Immigrant America. Berkeley, CA: University of

California Press, 2006. Print. Stephen, Lynn. Transborder Lives: Indigenous Oaxacans in Mexico, California, and Oregon.

Duke University Press, 2007. Print

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Belonging and Identity Alcoff, Linda, and Eduardo Mendieta. Identities: Race, Class, Gender, and Nationality. Malden,

MA: Blackwell, 2003. Print. Benmayor, Rina, and Andor Skotnes, eds. Migration and Identity. New Brunswick: Transaction,

2005. Print. Brown­Guillory, Elizabeth, ed. Middle Passages and the Healing Place of History:

Migration and Identity in Black Women's Literature. Columbus: Ohio State UP, 2006. Print.

Burke, Peter J., and Jan E. Stets. Identity Theory. Oxford: Oxford UP, 2009. Print. Clandinin, D. Jean, and F. Michael Connelly. Narrative Inquiry: Experience and Story in

Qualitative Research. 1st ed. San Francisco: Jossey­Bass Inc., 2000. Print. De Fina, Anna. Identity in Narrative: A Study of Immigrant Discourse. Amsterdam: John

Benjamins, 2003. Print. Edwards, John. Language and Identity: An Introduction. Cambridge, UK: Cambridge UP, 2009.

Print. Fishman, Joshua A. Handbook of Language and Ethnic Identity. New York: Oxford UP, 1999.

Print. Gilroy, Paul. "Diasporas and the Detours of Identity." Identity and Difference. Ed. Kathryn

Woodward. Thousand Oaks: Sage, 1997. 301­43. Web. James, Carl, and Adrienne Shadd. Talking about Identity: Encounters in Race, Ethnicity, and

Language. Toronto: Between The Lines, 2001. Print. Kelly, Ursula A. Migration and Education in a Multicultural World: Culture, Loss, and Identity.

New York: Palgrave Macmillan, 2009. Print. Lavie, Smadar, and Ted Swedenburg, eds. Displacement, Diaspora, and Geographies of Identity. Durham: Duke UP, 1996. Print. Lin, Angel. Problematizing Identity: Everyday Struggles in Language, Culture, and Education.

New York: Lawrence Erlbaum Assoc., 2008. Tannen, Deborah, Shari Kendall, and Cynthia Gordon. Family Talk: Discourse and Identity in

Four American Families. Oxford: Oxford UP, 2007. Print. Jones, Susan R., and Marylu K. McEwen. "A Conceptual Model of Multiple Dimensions of

Identity." Journal of College Student Development 41.4 (2000): 405­413. Web.

Current Immigration to the United States and the Coming Demand for Immigration Globally

Borjas, George. Heaven’s Door: Immigration Policy and the American Economy. Princeton:

Princeton UP, 2001. Print.

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C. Articles

Migration Haines, Michael. “The Population of the United States, 1790­1920.” In Engerman, Stanley and

R. Gallman (eds.), The Cambridge Economic History of the United States, Vol. II, The Long Nineteenth Century. Cambridge: Cambridge UP, 2000. Web.

Steckel, Richard and Joseph Prince. “The Tallest in the World: Native Americans of the Great Plains in the Nineteenth Century,” American Economic Review 91.1 (2001): 287­204. Print..

Hughes, J.R.T. “What Difference Did the Beginning Make?” American Economic Review 67.1 (1977): 15­20. Print.

Slavery

Galenson, David. “White Servitude and the Growth of Black Slavery in Colonial America,”

Journal of Economic History 41.1 (1981): 39­47. Print. Darity, Jr., William. “The Numbers Game and the Profitability of the British Trade in Slaves,”

Journal of Economic History 45.3 (1985): 693­703. Print. Fogel, William. “Three Phases of Cliometric Research on Slavery and Its Aftermath,” American

Economic Review 65.2 (1975): 37­46. Print.

European Immigrations, Past and Current Hatton, Timothy and Jeffrey Williamson. “After the Famine: Emigration from Ireland,” Journal of

Economic History 53.3 (1993): 575­600. Print.

The Great Migration and Other Movements of Natives within the United States

Collins, William. “When the Tide Turned: Immigration and the Delay of the Great Black

Migration.” Journal of Economic History 57.3 (1997): 607­632. Print. D. Fiction (selections from the following may be assigned ) 5

Novels

1. The Jungle (1906) by Upton Sinclair: Most readers, critics and politicians focus on this

influential novel’s depictions of horrifying meat processing and packing facilities. Upton Sinclair really meant for The Jungle to be seen as a socialistic treatise on the marginalized

5 Summaries borrowed from OED; all changes mine: “Coming to America: 50 Greatest Works of Immigration.” Open Education Database, 5 January 2011. Web. 1 June 2015.

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state of immigrants. 2. Angela’s Ashes (1996) by Frank McCourt: In this tragic — if not outright shocking —

memoir, author Frank McCourt recounts his terrifyingly bleak childhood bouncing from America and back to his parents’ native Ireland — though he eventually makes it back to Poughkeepsie, NY, as a young adult.

3. What is the What (2006) by Dave Eggers: Based on the true story of Valentino Achak Deng of the Lost Boys of Sudan program, What is the What chronicles the separation from his family during the Second Sudanese Civil War, the harrowing trek to Ethiopia’s refugee camps, the troubles once he makes it, the sudden run to Kenya and — eventually — his immigration to the United States.

4. How the Garcia Girls Lost their Accents (1991) by Julia Alvarez: The author relates her wonderful Bildungsroman backwards, relaying the haunting story of four sisters who fled the Dominican Republic and eventually forged lives for themselves in America.

5. Saffron Dreams (2009) by Shaila Abdulla: Not only does the main character lose her husband in the tragic September 11th terrorist attacks on the World Trade Center, she must subsequently contend with raising a handicapped child solo and Americans behaving in a hostile manner because of her Pakistani heritage.

6. American Born Chinese (2006) by Gene Luen Yang: The traditional Chinese tale of The Monkey King’s Journey to the West blends with a young man’s struggle to fit in at an American school — and things only get more embarrassing when his highly stereotyped cousin comes to visit. With warmth, intelligence and plenty of humor, Gene Luen Yang offers up a graphic novel centering on themes of identity and strength suitable for the whole family.

Local Theater and Productions

Cottonwood in the Flood (2015) by Rich Rubin. Performance Works NW recently

presented a stage reading of this play. Fernández attended a subsequent reading of the play at Westminster Presbyterian (1624 NE Hancock) on May 25, 2015. Using a single African American family as a backdrop, the play describes the history of the Great Migration of Blacks from the American South to Portland, Ore., the racism they experienced in the Northwest, and the financial and psychological trauma caused by the Vanport Flood of 1948.

E. Movie List (selections from the following may be used for assignments) A Day Without a Mexican (US, Mexico, Spain, 2004)

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Fear and Learning at Hoover Elementary (US, 1997)

Journey of Hope (Switzerland­Turkey, 1990)

Pretty Dirty Things (UK, 2002)

Hate (La Haïne) (France,1995)

My Beautiful Launderette (UK, 1985)

El Norte (US, UK, 1983)

Sin Nombre (US, 2009)

Ilégal (Belgium, France, 2010)

Biutiful (Spain, 2010)

F. Other materials that may be used in class

Mercy Corps Northwest’s website and its on site classrooms; students will receive onsite

training about immigration and migration from experts in the field. In addition, we want to partner with their Refuge Gardens program as part of spring term’s community engagement project, http://www.mercycorpsnw.org/community/farm.

Present­day reports on immigration and migration in Maria Hinojosa’s “America by the

Numbers” (PBS, 2014 ­ Present), http://video.pbs.org/program/america­numbers/.

World Affairs Council of Oregon, especially their “International Speakers Series,” http://worldoregon.org/.

Presentations by PSU faculty; we especially want to invite professors in the natural

sciences working on migration of flora and fauna, and invasive specifies, for example.

Presentations by PSU staff; we will invite the following offices: IELP International Student Advising; Office of International Student and Scholar Services.

Presentations by OHSU (Oregon Health & Science University) doctors and clinicians,

especially those involved with their Intercultural Psychiatric Program (IPP) which provides mental health services to refugees, immigrants, and non­English speaking communities, http://www.ohsu.edu/xd/education/schools/school­of­medicine/departments/clinical­departments/psychiatry/divisions­and­clinics/ipp.cfm.

Oregon Historical Society, especially their “Classroom & Group Visits” programming,

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http://www.ohs.org/education/classroom­and­group­visits/index.cfm.

Mexican Consulate in Portland, Oregon. Consult with their staff and invite key members to offer presentations; although most consulate staff are bilingual, Fernández can serve as interpreter, as the case may be; http://consulmex.sre.gob.mx/portland/.

Collaborate with HACIENDA and their new Portland Mercado (7238 SE Foster Road), the

first Latino public market in Portland, http://www.portlandmercado.com/.

Plays about immigration and migration showcased by Teatro Milagro, the Northwest’s only bilingual (Spanish & English) theater house. If the play should be only in Spanish, the theater does display English translations over the stage.

G. Any additional comments or points for the University Studies Council to consider.

The Report from PSU’s Refugee and Student Issues Committee draws attention to the barriers facing immigrant and refugee students within our institution. According to the report, these students face four key barriers at PSU: 1. identification of immigrant and refugee students at Portland State University; 2. English language support; 3. financial literacy and student employment; and 4. transition and cultural adjustment. The committee estimates that “there are 6

several thousand refugee and immigrant students at Portland State University” (Blekic et al. 2); furthermore, in UNST’s fall 2011 survey to all FRINQ students, the committee finds that 35% (386 of 1090) of Freshmen Inquiry students speak a language other than English at home and that “out of these 35%, only 14% (54) are international students. The great majority, 85% (332) belong to the population we identify as refugees/immigrants” (3).

This Immigration, Migration, and Belonging FRINQ course helps address each of the four barriers named above, with the exception (perhaps) of barrier 3: direct tie­in opportunities for student employment.

Due to FRINQ’s yearlong course duration, its unique role as the university’s first line of support for incoming students, and its function as initial “ambassador” and “guide” to PSU’s academic and social cultures and environments, FRINQ is particularly well positioned to positively impact the greatest number of immigrant students and allies.

We respectfully submit this proposal for your approval and look forward to your feedback.

6 Blekic, Mirela, Julie Haun, and Karen Kennedy. Report from the Refugee and Immigrant Student Issues Committee. Portland, OR: Portland State

University, 2012. Report.

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APPENDICES

Appendix I. University Studies Writing Rubric 7

4 3 2 1

Context, Audience, Purpose

Demonstrates a thorough understanding of context, audience, and purpose. Consistently shows awareness of both audience and genre through word choice, style, and format. Content shows strong engagement with the purpose of the work, and the needs and interests of the audience.

Demonstrates adequate consideration of context, audience, and purpose. Shows some awareness of both audience and genre through word choice, style, and format. Content generally shows engagement with the purpose of the work, and the needs and interests of the audience.

Demonstrates some awareness of context, audience, purpose. May show some recognition of genre conventions, but overall the language, style, and organizational choices are not fully appropriate. Content shows little engagement with the purpose of the work, and the needs and interests of the audience.

Demonstrates minimal attention to context, audience, purpose. Shows almost no attempt to address the needs of the audience and the conventions of the genre.

Content Development

Consistently uses appropriate, relevant, and compelling evidence (e.g., texts, observation, narrative) to explore ideas and effectively convey a point of view, demonstrating a complex and thorough understanding of the subject. Evidence is used for a variety of purposes, including as subject for analysis, to support ideas, to provide context, and to present counterpoints.

Uses appropriate, and relevant evidence (e.g., texts, observation, narrative) to explore ideas and convey a point of view. Evidence is generally compelling and is used for more than one purpose, including as subject for analysis, to support ideas, to provide context, and to present counterpoints.

Sometimes uses appropriate, and relevant evidence (e.g., texts, observation, narrative) to explore ideas or convey a point of view. Some evidence is compelling and may be used for more than one purpose, but ideas are not fully developed.

Demonstrates minimal use of evidence to develop ideas or convey a point of view. Evidence is not consistently relevant.

7 University Studies Goals, 2014 ­ 2015 Goal of the Year: Communication. Writing Rubric. Portland State University, n.d. Web. 6 July 2015.

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Synthesizing Ideas Skillfully synthesizes ideas and contextualizes sources integrating their own thoughts with those of others. Consistently uses summary, quotes, paraphrase, as well as framing and signal phrases. Sources are accurately attributed using a consistent citation format appropriate for the discipline of the writing.

Synthesizes ideas and contextualizes sources, generally integrating their own thoughts with those of others. Often uses summary, quotes, paraphrase, as well as framing and signal phrases. Sources are accurately attributed using a consistent citation format appropriate for the discipline of the writing, though there might be small errors in attribution.

Some attempt to synthesize ideas and contextualize sources. Makes some use of summary, quotes, paraphrase, as well as framing and signal phrases. There is some attempt to attribute sources, but it is not always accurate.

Little attempt to synthesize ideas and contextualize sources, and almost no attempt at synthesis (e.g., patchwork writing). Minimal attempt to attribute resources but it is not adequate or accurate.

Process Demonstrates an understanding of writing as a generative and purposeful thinking process. Reflections and/or work samples provide evidence of strong engagement with effective writing and revision techniques, including brainstorming, drafting, workshopping, revising, editing, and proofreading. Incorporates feedback from others with a sense of authorial choice or responsibility.

Approaches writing as a generative and purposeful thinking process. Reflection and/or work samples provide evidence of engagement with effective writing and revision techniques, including brainstorming, drafting, workshopping, revising, editing, and proofreading. Incorporates feedback from others.

Attempts to use writing as a generative and purposeful thinking process. Reflection and/or work samples provide limited evidence of use of effective writing and revision techniques, including brainstorming, drafting, workshopping, revising, editing, and proofreading. Makes surface­level response to feedback.

Shows little evidence of the use of writing as a generative and purposeful thinking process. Reflection and/or work samples provide minimal evidence of use of effective writing and revision techniques. Makes no attempt to respond to feedback.

Organization and Structure

Demonstrates a clear understanding of organization and structure. Paragraphs are focused and there

Demonstrates an awareness of organization and structure. Most paragraphs are focused

Demonstrates some awareness of organization and structure. Several paragraphs may not

Demonstrates little awareness of organization and structure. Paragraphs are generally

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are strong transitions between ideas. The structure is consistently appropriate to the audience, purpose, and/or discipline.

and there are often strong transitions between ideas. The structure is generally appropriate to the audience, purpose, and/or discipline.

be focused and there are few transitions between ideas. The structure is not always appropriate to the audience, purpose, and/or discipline.

unfocused and there is a lack of transitions between ideas. Structures are not appropriate to the audience, purpose, and/or discipline.

Grammar and Mechanics

Demonstrates agile control of syntax, vocabulary, and mechanics. Skillfully communicates meaning to readers with clarity and fluency. Is virtually error­free.

Demonstrates control of syntax, vocabulary, and mechanics. Uses straightforward language and may attempt to use more complex language and sentence structures. There are few errors and almost none of the errors are likely to impede the reader’s understanding of the ideas.

Demonstrates some control of syntax, vocabulary, and mechanics. Includes multiple errors, some of which may impede a reader’s understanding of the ideas.

Demonstrates little control of syntax and mechanics. Uses language that frequently impedes meaning because of errors in usage.

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Appendix II. Understanding Graphics and Scientific Data (& Numeracy) Rubric 8

Expert 4: An appropriate type of graph was expertly used for the data set(s) and/or arguments. The title of the graph clearly relates to the data displayed and reflects both the independent and dependent variables. The graphic expertly illustrates the argument(s). Colors, textures, labels, or other features are used to enhance the graph. Proficient 3: An appropriate type of graph was used for the data set(s) and/or arguments. The title of the graph generally relates to the data displayed and reflects both the independent and dependent variables. The graphic generally illustrates the argument(s). The set of data is plotted with only minor errors. Colors, textures, labels generally enhance the graph. Emergent 2: An appropriate type of graph used for the data set(s) and/or arguments. The title of the graph relates somewhat to the data displayed, but does not reflect both the independent and dependent variables. The graphic indirectly illustrates the argument(s). Some confusion exists as to labeling the parts of the graph. The set of data is plotted with some errors. There is minimal use of colors, textures, labels, for example, to enhance the graph. Novice 1: An inappropriate type of graph was used for the data set(s) and/or arguments. The title of the graph vaguely relates to the data displayed. The graph only vaguely illustrates, if at all, the argument(s). Major problems exist with labeling and parts of the graph. There is little, if any, use of colors, textures, labels, or other features to enhance the graph.

8 Lantz, Hays B. Rubrics for Assessing Student Achievement in Science Grades K­12. No City: Corwin, 2004. Web. 5 July 2015. All changes mine.

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Appendix III. Oral and Visual Communication Value Rubric 9

Expert 4 Proficient 3 Emergent 2 Novice 1

Organization Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Language Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.

Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to audience.

Delivery Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident.

Delivery techniques (posture, gesture, eye contact , and vocal expressiveness) make the presentation interesting, and speaker appears comfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable.

Supporting Material A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/ authority on the topic.

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/ authority on the topic

Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that partially supports the presentation or establishes the presenter's credibility/ authority on the topic.

Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that minimally supports the presentation or establishes the presenter's credibility/ authority on the topic

Central Message Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.

Central message is clear and consistent with the supporting material.

Central message is basically understandable but is not often repeated. and is not memorable.

Central message can be deduced, but is not explicitly stated in the present

9 Oral Communication Value Rubric. Arizona State University, n.d. Web. 6 July 2015. All changes mine. I specifically changed the four original designations, from “Capstone 4, Milestones 3 and 2, Benchmark 1” to “Expert 4, Proficient 3, Emergent 2, Novice 1.”

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Appendix IV. Group and Self­Assessment Rubric 10

Here are six categories that I would like you to use to assess your peers and yourself for the

class project. For each item, rate yourself and each person in your team using the 4­point scale given. Please think hard and honestly about each of the categories and how you and each group member performed. It is not necessary that everyone get the highest score on each item. Different people will have different strengths and different contributions. Beside each rating item, I have included a space for comments. Please include examples or explanations that will help me understand your ratings. Please do your evaluations independently – do not share or discuss your scoring or come to a decision based on a group opinion. I want a rating from each of you, based on your perceptions and experiences. Submit one form for each person, including yourself, with your name and the assessed person’s name on each form. Rater’s Name: _______________________________ Assessment of: ________________________________

Rating Comments, Examples, Explanations, etc.

Group Participation Attends meetings regularly and on time.

Time Management & Responsibility Accepts fair share of work and reliably completes it by the required time.

Adaptability Displays or tries to develop a wide range of skills in service of the project, readily accepts changed approach or constructive criticism.

Creativity/Originality Problem­solves when faced with impasses or challenges, originates new ideas, initiates team decisions.

Communication Skills Effective in discussions, good listener, capable

10 Group and Self­Assessment Tool. Carnegie Mellon University, n.d. Web. 5 July 2015. All changes mine.

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presenter, proficient at diagramming, representing, and documenting work.

General Team Skills Positive attitude, encourages and motivates team, supports team decisions, helps team reach consensus, helps resolve conflicts in the group.

Technical Skills Ability to create and develop materials on own initiative, provides technical solutions to problems.

Scoring For each category, award yourself and each member of your team a score using this scale.

3 – Better than most of the group in this respect 2 – About average for the group in this respect 1 – Not as good as most of the group in this respect 0 – No help at all to the group in this respect

(Adapted from Goldfinch, 1994; Lejk & Wyvill, 2001)

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Appendix V. Computer Literacy Assessment Rubric 11

Rate the student for each outcome as: 1–Unacceptable 2­Needs Work 3­Competent 4­Excellent NA­ Not applicable Utilizes operating system software and data management skills

Comments

Proper file naming conventions used.

1 2 3 4 NA

File is readable/viewable/useable. For example, all associated files are uploaded such as images, pictures, etc.; hyperlinks work correctly. A video is focused and maintains appropriate sound level.

1 2 3 4 NA

Demonstrate an understanding of the ethical use of technological tools

The artifact appears to be the student’s own work.

1 2 3 4

NA

For research artifacts, sources are appropriately documented

1 2 3 4 NA

Utilizes software (word processing, presentation, or application specific to discipline)

Overall, the artifact is professional looking. It is appropriate to submit to an instructor, colleague, manager, or customer.

1 2 3 4

The font is appropriate for 1 2 3 4 NA

11 Computer Literacy Assessment Rubric. Southwestern Illinois College, 2015. Web. 6 July 2015.

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readability. Bolding, italicizing, and centering is used appropriately (if applicable)

The application is formatted specific to business/collegiate standards. For example, the page formatting includes correct use of page breaks, paragraphs indented, page numbers included. Extra pages and spacing are removed. Tables are appropriately spaced, and columns are accurately titled. Columns of numbers line up.

1 2 3 4 NA

The artifact is completed using appropriate tools. The software used is appropriate for the application.

1 2 3 4 NA

It is evident the student took pride in the completion of the artifact and has a good understanding of the application requirements.

1 2 3 4 NA

Overall Average or Rating for the Assignment ____________

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Appendix VI. Peer­Revision Sheet

Peer­Revision Sheet (1­5): How to Respond Helpfully to a Peer’s Draft 12

Your Name:_______________________________________ Peer Evaluator:____________________________________ *If you need more space, please use separate sheet. Please number the questions.

Topic Question Peer Evaluator:

1. The assignment How might the writer better fulfill the assignment?

2. Introduction Does the introduction tell the reader what the draft is about? Does it catch the reader’s interest? What does the opening accomplish in terms of hooking the reader’s interest, establishing common ground, and establishing the writer’s ethos? How else might the writer begin?

3. Audience Who is the audience? How does the draft establish good will with that audience? How does it capture the interest of that audience? What values does the audience hold that are different from the writer’s?

4. Supporting points

List th List the main points, in order. Number them in order of importance. Which of them could be explained or supported more fully? What evidence, examples, or details might do the trick? Which of the supporting points could be de­ emphasized or eliminated?

5. Paragraphs Which paragraphs are clearest? Best developed? Which paragraphs need further development? What kinds of information might help?

6. Organization How is the draft organized—chronologically, emphatically, or some other way? Given the organizational pattern, could the main points be presented in a more effective way? What suggestions can you make for transitions between paragraphs that would make connections clearer and easier to follow?

7. Sentences Choose two sentences you consider the most interesting or best written—stylistically effective, entertaining, or otherwise memorable. Then choose two sentences you see as weak—confusing, awkward, or uninspired. Advise your peer on how to revise those two weak sentences

Good sentence no. 1: Good sentence no. 2:

12 Adapted from the Pennsylvania State University's Freshman English Course Packet (circa 2000), English Department. All changes mine.

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Weak sentence no. 1: Weak sentence no. 2:

8. Lexicon Circle the words that are particularly effective; underline those that are weak, vague, or unclear. Do those words need to be defined or replaced? Are there any potentially offensive words in the draft?

Circle=effective Underline=weak, vague, unclear List 2 examples of effective language: List 2 examples of weak language

9. Tone What dominant impression does the draft create—serious, humorous, satiric, persuasive, argumentative, and objective? Is the tone appropriate to the topic and audience? Is it consistent? Mark specific places where the writer’s voice comes through most clearly. Ask the writer if this is the tone he/she intended—and if this voice is surprising.

10. Conclusion Does the draft conclude in a memorable way? Does it end abruptly? Trail off? Restate the introduction? How else might this draft end? If you like the conclusion, provide two reasons why.

11. MLA citation style

Point out major and minor MLA citation style. Check the Works Cited page. Check in­text MLA citation style. Point out at least two citation errors

12. Final thoughts What are the main strengths of this draft? Weaknesses? What surprised you—and why? What do you want to know more about? What was the single most important thing said?