Overview Preparing Teachers of Color Program

The Evergreen State College's Master in Teaching Program took an unprecedented, temporary leap from its usual home on the thousand-acre wooded campus near Olympia to an urban neighborhood in Tacoma, to prepare teachers of color for the classroom. The result may serve as a national model.

While enrollment of students of color in Washington state's K-12 schools recently increased 38 percent, the percentage of teachers of color remained constant -- a situation educators say can be an obstacle to minority student's probabilities for success.

Evergreen has a small branch campus in one of the most diverse areas of Tacoma, where faculty suspected many people of color were interested in becoming teachers, but couldn't find an educational program that fit into their schedules or budgets. With funds provided by the Pew Charitable Trusts, Evergreen conducted a needs assessment that identified 18 people of color with bachelor's degrees working in Tacoma-area schools who were interested in a graduate teaching degree and certification, as well as 14 people of color enrolled in the Evergreen-Tacoma campus undergraduate program. Based on those findings, the MIT program decided to move most of its 1994-96 classes to Tacoma and to hold them on evenings and on weekends so students wouldn't have to quit their jobs for the first year.

The second year of the program involves intensive student teaching experiences. "Our recruitment effort to enroll and prepare students of color for K-12 teaching positions is unprecedented among Washington's state colleges, and we are working equally hard to retain these students and enable them to enter the teaching profession," says Jan Kido, director of Evergreen's MIT Program.

By any measure, the program has been a resounding success. The year prior to the MIT program's arrival in Tacoma, Evergreen reached out to students who needed coursework to meet prerequisites. Of the program's 60 students, half are students of color and, according to Tacoma campus director Joye Hardiman, the retention rate is the highest in the state. Last year, only five African Americans graduated with a master in teaching degree in Washington, she says. This year, the MIT-Tacoma program expects to graduate 17. Faculty and students agree being in Tacoma has given the MIT program a different feel -- adequately preparing students for the diverse population they will teach. "One of the big commitments we made with this program is to urban education," says Kido. "It's easy to sit in the forest and talk about urban education. It's very different to actually locate the program in an urban environment."

Next fall, the MIT program returns to Olympia, but the teachers who graduate from this special two-year cycle will make an important contribution the educational needs of Washington -- especially in the Tacoma schools.

Coordinated Study Programs: Pluralism Across the Curriculum

The main features of Evergreen's curriculum are coordinated study programs, offering team-taught, interdisciplinary education at its finest. They are usually full time, often for the entire academic year, and typically taught by two- to five-member faculty teams working with 40-100 students. Each program has a theme or issue around which several academic disciplines are explored. The syllabi included in Diversity Connections are only a few of the many programs that reflect cultural diversity.

Practical Examples and Working Documents related to this topic

Syllabus -- "Banned in Boston"

SPRING 1994

PROGRAM DESCRIPTION

During the Spring 1994 quarter, "Banned in Boston: The Hidden History of the Struggle for Community and Equality in the United States" was an upper division interdisciplinary group contract which examined the historical experiences and issues of cultural contact of several population groups that make up the United States. Particular emphasis was placed on the interlocking relationships embodied in the encounter between the African American and Irish American communities. The BANNED IN BOSTON program was also a two-part exploration into the "Master Narrative" in United States historiography that is reproduced in both the nation's schools and in the popular media.

Hence students were encouraged to take the concepts of "the alternative national narrative" and the development of conscious, "dynamic co-existence" to their own research.

As required reading, students read People's History of the United States by Zinn; A Different Mirror: A Multicultural History by Takaki; The Ties That Bind by Magubane; Paddy's Lament by Gallagher; The Souls of Black Folks by Du Bois; Race in North America by Smedley; The American Irish: A Political and Social Portrait by Shannon; From Mammy to Miss America and Beyond by Jewell; Erin's Daughters in America by Diner; The Wages of Whiteness: Race and the Making of the American Working Class by Roediger.

In addition, pedagogical tools included audio-visual materials such as Davidson's AFRICA (PART THREE); Mazrui's THE AFRICANS. (PART SIX); WHEN IRELAND STARVED; Griffith's BIRTH OF A NATION; Riggs' ETHNIC NOTIONS; THE LAST HURRAH; Sandler's A QUESTION OF COLOR; THE MOLLY MAGUIRES; Bourne's THE BLACK AND THE GREEN; A MINOR ALTERCATION; and BLACK ATHENA.

Student assignments were designed to build on one another in order to enable complex topics and subjects to gradually cohere in the course. For example, each student had to prepare an Intellectual Journal or Weekly Integrative Response paper in which the interlocking themes from readings, lectures, Seminar discussions, and videos were woven together in synthesis. Such a process fed directly into Integrative Papers I and II, which were required submissions, to be either written spontaneously during Seminar, or be between 8-12 typed pages if prepared beforehand. Furthermore, students elected a research topic conceptually linked to the course and wrote a Proposal Outline and Bibliography to prepare them for the submission of the final research project, which had to be between 15 and 20 pages in length. At the end of the quarter, these research papers were presented orally in conference format. Each student had to commit to reading and formally responding to at least five research papers written by peers.

Syllabus -- "Good Fences Make Good Neighbors"

PROGRAM DESCRIPTION

"Good Fences" was a year-long, interdisciplinary, coordinated studies program dealing with Mexican culture. We looked at Mexican history, art, architecture, literature, and geography, as well as the "fences" (political, philosophical, psychological) which have traditionally separated Mexico and the United States. To this end, students read a number of books, viewed films, attended lectures, wrote papers, created art projects (e.g. masks) and attended seminars on the readings about Mexico. Students in the program were also expected to study Spanish.

FALL QUARTER: During Fall Quarter, students read the following books:

1. History of the Conquest of New Spain by Bernal Diaz.
2. Quetzalcoatl and the Irony of Empire by David Carrasco.
3. Frida: A Biography of Frida Kahlo by Hayden Herrera.
4. The Death of Artemio Cruz by Carlos Fuentes.
5. Pedro Paramo by Juan Rulfo.
6. The Maya by Michael Coe.
7. Life in Mexico by Frances Calderon de la Barca.

They also read extensive selections from the following books:

1. Limits to Friendship by Pastor and Casteneda.
2. The Labyrinth of Solitude by Octavio Paz.
3. Women in Hispanic Literature, edited by Beth Miller.
4. A History of Mexico by Henry Bamford Parkes.

They also viewed the following films:

1. Mexico, a three-part series from PBS on Mexico since 1920.
2. La Ofrenda, documentary on The Day of the Dead celebration.
3. Crossing Borders, a documentary on Carlos Fuentes.
4. Sentinels of Silence, a documentary on Pre-Columbian civilizations.
5. Frida Kahlo, a PBS documentary on the artist's life.
6. The Living Maya by Hubert Smith, Parts 1 and 2 of an anthropological study of a modern Mayan village.
7. The Treasure of the Sierra Madre, by John Huston.

Lectures were given on Pre-Columbian art, daily life of the Aztecs, the military technology of the Spanish Conquistadors, the nature of ethnographic research, the caste system of Colonial Mexico, and the Mexican sense of fatalism. A guest lecturer, Rafael Marino, spoke on Mayan mathematics and its interrelationship with the two calendars they had devised.

Students wrote three essay papers based on their readings for the quarter. They also took a map quiz in which they were responsible for naming and locating all 32 Mexican states, all of the countries and states which border Mexico, all of the bodies of water which surround it, and the three major mountain ranges which divide it.

Spanish language study consisted of five in-class hours per week. Students studied grammar, vocabulary, and verb conjugation.

WINTER QUARTER:

Winter quarter of the Good Fences program was a continuation of what we had started in the fall. We continued to look at the language, culture, arts, and literature of Mexico. An emphasis was placed on the social history of Mexico especially during the period around the Mexican Revolution of 1910. Students read books, watched films, participated in seminars, attended lectures, and continued to work on acquiring the Spanish language.

Books read this quarter:

1. The Edge of the Storm by Agustin Yanez.
2. The Eagle and the Serpent by Martin Guzman.
3. Zapata and the Mexican Revolution by John Womack, Jr.
4. Soldaderas by Elizabeth Salas.
5. The Underdogs by Mariano Azuela.
6. Modern Mexican Painters by MacKinley Helm.
7. Recollections of Things to Come by Elena Garro.

In addition, they read selections from:

1. The Course of Mexican History by Meyer and Sherman.
2. The Politics of Mexican Development by Roger Hansen.
3. Limits to Friendship by Pastor and Casteneda.

Lectures were given on Mayan art and architecture, modern Mexican muralists, the land reform movement in Morelos prior to the Revolution, and contemporary Mexican culture. Guest speakers during the quarter included Elizabeth Salas (author of the book Soldaderas, speaking on the role of women since pre-Columbian times to the present in the Mexican military), Charles Nisbet (speaking on the economics of the Tequila industry), Lucienne Block and Stephen Dimitroff (friends and co-workers of Frida Kahlo and Diego Rivera, who spoke on the muralist movement), Don Foran (who spoke on Catholicism), Jorge Gilbert (who spoke on the Catholic Church in Latin America), and Jose Gomez (who spoke on the United Farmworkers movement in the United States).

Students viewed the following films:

1. Los Olvidados by Luis Bunuel.
2. El Gallo de Oro by Robert Galvadon.
3. Mexico, Mexico, Ra, Ra, Ra, a Mexican film on societal problems
4. Maria Candelaria by Emilio Fernandez.
5. Viva Zapata by Elia Kazan.
6. La Cucaracha, a Mexican film on the 1910 Revolution.
7. The Living Maya by Hubert Smith, Parts 3 and 4.
8. Memorias de un Mexicano by Salvador Toscano.
9. The Ballad of Gregorio Cortez by Robert B. Young.
10. Diego Rivera in America, a PBS documentary on the artist.

During the sixth week of class, students were given a test covering all the material since the beginning of the program. They wrote answers to a combination of long and short essay questions as well as completing one page of writing answers entirely in Spanish.

Spanish language study continued with students participating in a number of workshops and role-playing situations designed to help students improve their conversational skills. They also continued to study verb tenses and conjugations.

SPRING QUARTER:

Spring quarter was the culmination of our year long study of Mexican culture. The bulk of the time was spent in our trip to Mexico itself; the trip lasted from four to six weeks, depending on the individual student's projects. Students traveled first to Cuernavaca where they had the option of attending a Spanish language institute for the first week. After that, students were allowed to follow their own agendas and itineraries, based on the needs for their individual research projects.

After our return from Mexico, we reconvened. For the following two weeks, students continued to participate in book seminars, view films, and attend lectures. They were also allowed time simply to discuss their experiences in Mexico with the rest of the group. This sharing of experiences served as a good springboard to deeper discussions of issues that had been raised fall and winter quarters.

The books that were required reading this quarter were:

1. Calling All Heroes by Paco Taibo.
2. Princess of the Iron Palace by Gustavo Sainz.

Students also read the essay "The Other Mexico" from Octavio Paz' Labyrinth of Solitude.

Students viewed the films:

1. El Norte by Gregory Nava.
2. El Rojo Amanecer, a 1990 Mexican Film on the massacre of student demonstrators just prior to the 1968 Olympics.

Guest speakers spring quarter included Library Dean Sarah Peterson (who spoke on the place of Princess of the Iron Palace in contemporary fiction) and Isaac Shultz-Reyes (co-founder of Ballet Folklorico Loren).

The final two weeks of class were devoted to student presentations of their final projects. Students were each allotted one hour's time in which to give their presentation to the entire program.

Faculty: Robert Haft, Eric Larson, Gil Salcedo

Syllabus -- "Humans and Nature in the Pacific Northwest"

FALL QUARTER, 1994

Faculty:
Mike Beug
Kathy Burgess
Sherry Walton
Betty Ruth Estes
Brian Price

INTRODUCTION

During Fall quarter we will focus on these questions: how do people understand their place in the world, in time and space? What is the nature of the place or places that people try to understand? Our address of the first question will have two dimensions. On the one hand, we will inquire about the understanding of the world of Northwest Coast Native American peoples both before and during early contact with white people. On the other hand, we will reflect on our own understandings of our place in the world. Accordingly, we will read stories in the oral tradition and will visit the Makah reservation on the northwest tip of the Olympic Peninsula. To address the second question we will learn to work in the tradition of natural history while reading ecological and other works about the Northwest Coast. The natural history tradition relies on painstaking first-hand observation of the natural world through extensive field work, and the careful recording of observations in journal form. Accordingly, we will learn how to accurately identify plants, shrubs, trees, mushrooms, and birds -- that is, we will learn good techniques to enable us to see what is there in nature and how to make meaning of what we see. This work will involve the patient use of identification books, some laboratory time, and a great deal of field work, during which we must learn to adjust our eyes and ears to seeing and hearing at a slower pace than that to which we are generally accustomed. Addressing our two primary questions through this variety of learning experiences will take time, significant consistent effort, and care and patience. As we do this work, we will also learn better how to read, write, and work together attentively.

WEEKLY SCHEDULE

Day, Time, Location, Activity
Monday, 12-2.30, L4300, Lecture/Workshop
2:30-3, L4300, Set up for Field Work
Tuesday, 9-2, Various, Field Work
2:30-4, L4300, Field Work Debriefing
Wednesday, 10-12:30, L2218-21, Seminar
12:30-1, L2218-21, Sem. Assignment for Thursday
Thursday, 9-11, L4300, Lecture
11-12:30, L4300, Workshop
1:30-3:30, L4300, Seminar
3:30-4, L4300, Closure & Next Week's Set-up

REQUIRED TEXTS

Paula Underwood, Who Speaks for Wolf
Ruth Kirk and Jerry Franklin, The Olympic Rainforest: An Ecological Web
Barbara Sproul, Primal Myths: Creation Myths from Around the World
William Elmendorf, Twana Narratives: Native Historical Accounts of a Coast Salish Culture
J. A. Eckrom, Remembered Drums: A History of the Puget Sound Indian War
Theodora Kroeber, Ishi in Two Worlds
James G. Swan, The Northwest Coast
National Geographic Society, Field Guide to the Birds of America
H. D. Harrington and L. W. Durrell, How To Identify Plants
Warren Randall et al, Manual of Oregon Trees and Shrubs
David Alt and Donald Hyndman, Roadside Geology of Washington
Stewart Schultz, The Northwest Coast: A Natural History

IMPORTANT DATES TO REMEMBER

1. Week 2: Monday 8 am: Leave for Field Trip

2. Week 3: Monday, 3-5: Optional Computer Workshop

3. Week 3: Thursday, 9 am: Integrative Essay Due

4. Week 4: Thursday, 4 pm: Journals due at Seminar Leaders' offices; Sign-Up for Individual Conferences on Monday or Tuesday of Week 5

5. Week 5: Individual Conferences

6. Week 6: 1 ) Monday, 8 am: Self-Reflective Writing due
2) Monday, 8 am: Leave for Field Trip

8. Week 7: 1 ) Thursday, 9 am: Integrative Essay due
2 ) Thursday, 9-11 Consolidation Exercise (test )

9. November 19-27: Thanksgiving Break

10. Week 11: December 12-16: - Evaluation Conferences. Do not make travel plans until your conference has been scheduled.

WEEK 1 (September 26-30)

MONDAY
9-11 Faculty Seminar
12-1:30 Introduction: l) Getting Acquainted questionnaire 2) Us, Syllabus (Brian), Field Trip money (Mike) seminar assignment 3) Base Cooperative Groups.
1:45-2:45 Introduction to field journals equipment and examples) Jig-saw
2:45-3 assignment/Personal Goals sheet

TUESDAY On the Playing Field
9-9:45 Seminar groups in fours and pairs doing introductions
9:45-10:15 Seminar groups in sixes. Animal ID game. Debriefing on cooperative work
10:15-10:35 Broken Circles Game and debriefing on successful seminar/group interactions
10:50-12 Social Contract (BR and student small groups)
12-1 Lunch
1-2:30 Rape Response Coalition
2:30-3:30 Field Journals: Camera game
3:30-4 Snackluck

WEDNESDAY
10-11:30 Seminar: l) Introductions: Name Games, each one introduce one.
2) What learning has been like for me so far; what I expect it to be like at Evergreen (write for 15 minutes, talk with 3-4 others for a while; report out on board; faculty prompt questions).
11:30-12 Assignments for student group work & sign-up sheets for conferences
12-5 Student Group Work and 10 minute Conferences with Faculty (Personal Goals sheet due): Groups = library assignment biographical info., book reviews, oral history, menu planning for retreat, food buying, van driving group, audio-visual group, finding out about student services and other resources group, appropriate ways to interact with Makah group.

THURSDAY
9-10 Student Groups 6,7,8,9 report out
10-12 Jig-saw Teaching groups
1:30-3:30 Field journal exercise: drawing without seeing, etc.
1:30-3:30 Seminar: Groups 3, 5 report out; Underwood, Who Speaks for Wolf?
3:30-4 Closure & Set Up for Next Week: Field Trip

WEEK 2 (October 3-7)

Field Trip to the Olympic Peninsula. Be at bus circle at 8 am, Monday, returning after 5 pm, Thursday.
IN PREPARATION FOR THE FIELD TRIP READ: Kirk and Franklin, The Olympic Rainforest; Alt and Hyndman, Roadside Geology, pp. 1-23, and 267-76.

MONDAY: Lunch at Dungeness Spit; to Fort Flagler; dinner; evening lecture and small group discussion of 0lympic Rainforest, Chap 3.; journal writing time. Hurricane Ridge; Neah Bay; Cape Flattery hike; salmon dinner; Mike Hill on cross-cultural issues; Journal Writing time.

WEDNESDAY: Makah Museum; workshops on basketry, carving and storytelling; community dinner and traditional dancing; journal writing time.

THURSDAY: Hoh Rain Forest and quiz; home
ASSIGNMENT INTEGRATIVE ESSAY DUE THURSDAY, OCTOBER 13, 9 AM

WEEK 3 (October 10-14)

MONDAY
9-11 Faculty Seminar
12-2:30 Natural Science Lecture/Workshop: Read Schultz, Northwest Coast, Chapter 1, and Harrington and Durrell, How to Identify Plants, Chapters 1, 2, and 3.
2:30-3 Set up for Field Work:
3-5 Optional Computer Workshop in Computing Center

TUESDAY
9-4 Field Work: For the next two weeks we will do basic training in field observation. Each student will rotate around each of the following four faculty-led groups: Botany (flowers), Mycology, Birds, and Seeing What's There. Field work will take place 9-12, 1-4 each Week .

WEDNESDAY
10-12:30 Seminar (Open Exploration): Sproul, Primal Myths
RESPONSE JOURNAL DUE
12:30-1 Assignments for Thursday Seminar:
1-5 Student Preparation for Thursday Seminar:

THURSDAY INTEGRATIVE ESSAY Assignment DUE 9 AM
9-12:30 Workshop
1:30-3:30 Seminar: Sproul, Primal myths
3:30-4 Closure & Set Up for Next Week:

WEEK 4 (October 17-21)

MONDAY
9-11 Faculty Seminar
12-2:30 Natural Science Lecture/Workshop: Read Schultz, Northwest Coast, Chapter 2.
2:30-3 Set up for Field Work

TUESDAY
9-4 Field Work: As for last week

WEDNESDAY
10-12:30 Seminar: Sproul, Primal Myths
12:30-1 Assignments for Thursday Seminar
1-5 Student Preparation for Thursday Seminar

THURSDAY
9-11 Cultural History Lecture: Betty Ruth, Science as Story
11-12:30 Workshop
1:30-3:30 Seminar
3:30-4 Closure & Set Up for Next Week
4 pm JOURNALS DUE AT SEMINAR LEADERS DOORS AT 4 PM. STUDENTS SIGN UP FOR INDIVIDUAL CONFERENCES

WEEK 5 (October 24-28) (Sherry and I will be at Rainbow Lodge Th/Fri)

MONDAY
9-11 Faculty Seminar

WE NEED TO WRITE UP HABITATS EXERCISES
We will be having individual conferences for a half hour each with each of our seminar students. We will not hold regularly scheduled hours. When not in your conference, do the field work exercises in the three habitats (Gooey Beach, Organic Farm, Second Growth Forest), spending 3 hours in each habitat. Also the library field trip preparation exercises. Be in L4300 at 2:30 PM on Tuesday.

ASSIGNMENT: MID-QUARTER SELF-REFLECTION WRITING TO BE TURNED IN MONDAY, OCTOBER 31 (IT'S YOUR VAN TICKET!!)

WEDNESDAY
10-12:30 Seminar: Elmendorf, Twana Narratives
12:30-1 Assignments for Thursday Seminar
1-5 Student Preparation for Thursday Seminar

THURSDAY
9-10:30 Cultural History Lecture: Betty Ruth, Quinault
10:45-12:30 Natural Science Lecture: Kathy and Mike: Geology and Fossil Types of the Oregon High Desert.
1:30-3:30 Seminar: Elmendorf, Twana Narratives
3:30-4 Closure & Set Up for Field Trip

WEEK 6 (October 31-November 4)

MID-QUARTER SELF-REFLECTION WRITING DUE AT 8 AM

Field Trip to Camp Hancock, John Day River, Eastern Oregon, leaving 8 am, Monday, returning after 5 pm, Thursday
Brian: Evening talk on Northern Paiute.

Reading in Roadside Geology to be announced

ASSIGNMENT: INTEGRATIVE ESSAY DUE THURSDAY, NOVEMBER 10, 9 AM

WEEK 7 (November 7-11)

MONDAY
9-11 Faculty Seminar
12-2 Natural Science Lecture/Workshop: Read Schultz, Northwest Coast, Chapter 3.
2-3 Set up for Field Work

TUESDAY
8:30-10 Lecture: Bill Sapp of Project Green
10-2 Field Work: 4 groups of students, recycling the Week 3-4 field work at the next step.
2:30-4 Field Work Debriefing

WEDNESDAY
10-12:30 Seminar (Open Exploration): Eckrom, Remembered Drums
12:30-1 Assignments for Thursday Seminar
1-5 Student Preparation for Thursday oond question ("What is the book really about?") is to develop your analytical thinking and expository writing skills. To achieve those goals, we ask that you type a short (400-500 word) response to the second question every week (starting in week 2); you will turn in this "theme" piece to your faculty at the beginning of the first book seminar of the week (Monday). Three times during the quarter, you will be asked to take your "theme" piece to the writing tutor for suggestions and corrections; you will submit the original and the revised versions to your seminar leader on those weeks (by Thursday). So, by the end of the quarter, you will have written nine "theme" pieces, three of which you will have rewritten as well. Due dates for all of the writing assignments are listed on the "more detailed schedule" in this document.

The learning goal for the third question ("So what?") is to stimulate your personal process of reflecting on the readings. Only you can decide how to address it. We are asking that you submit three exploration "essays"-- writings that address whatever material has excited you the most so far, in whatever form you deem appropriate -- to us during the quarter (Thursdays of weeks 4, 6, and 9, as listed on the "more detailed schedule"). You should keep all of your writing together (the letter we asked you to write over the summer, your nine "themes" and the three rewrites, as well as your three exploration essays) in your beautiful green TESC portfolio, which we will collect again at the quarter's end.

The reading and writing processes described in the ABOVE remarks are the formal requirements of your participation in the program. There are some additional suggestions that we have, but ht following ideas are NOT formally required of you. First, as part of preparing for seminal and writing your themes, we encourage you to have other students read your work; you may choose to form study groups or to pair up with another student in order to talk regularly with others on the program materials. Second, as we suggested in the letter we sent to you over the summer, you may want to keep a personal journal. Not only does keeping a journal provide a great tool for reflection (which will make writing the exploration essays easier), it also provides a document of your step-by-step development that your can draw on when it comes to time to write your self-evaluation. We highly recommend both study groups and journals, but again, we do not formally require them.

As you can see, preparing for seminar is a process involving reading, reflection, and writing. It requires returning to our three questions on a very frequent basis. It means that each person come to seminar with ideas, issues, and questions already identified, which s/he may then contribute to the group's work.

In sum, each person's hard work on the book before seminar provides the shared context within which the group may take up central issue together in seminar. Preparation is what allows us to work together. So: work hard, get into it, and enjoy the learning process!

V. EVALUATIONS

Each faculty member will evaluate students in his or her seminar using the input of others on the team who have worked with those students. Incomplete status will be granted only for reasons of family crisis, illness, or similar emergencies. Informal evaluations will be held in fall and winter quarters, and formal evaluations in spring )or when the student leaves the program).

Credit is not the same as positive evaluation. Students receive credit for fulfilling minimum requirements and standards. The evaluation is a statement describing the quality of the student's work. It is possible for a student to receive credit but receive an evaluation that describes poor quality work It is also possible for a student to attend regularly yet receive no or reduced credit because of unsatisfactory performance.

Each student will have an evaluation conference with his/her seminar leader at the end of each quarter to discuss the student's self-evaluation, the faculty evaluation of the student, and the student evaluation of the faculty. Students will submit a final, typed, formal evaluation of their seminar leader at the end of each quarter. Students should plan to be on campus through evaluation week.

VI. PROGRAM COVENANT

1. First and foremost, we agree to actively engage the material, learn collaboratively and attend all program activities.

2. Evaluation will be based upon: the satisfactory completion of assignments including seminar preparation; attendance, active participation in meetings; completion off assignments in a timely fashion, demonstration of understanding of the themes, issues, and techniques under discussion, and demonstration of improvement of academic skills.

3. If there is a grievance, the following steps must be taken in order: A. Meet and try to resolve the grievance with all parties involved; B. if not resolved, meet with seminar leader; C. if not resolved, meet with the Program Coordinator; D. if not resolved, meet with the faculty team; E. if still not resolved, meet with the academic dean.

The faculty members have agreed to this covenant by the act of writing it and continuing in the program.

By continuing in this core program, each student recognizes that this covenant represents the ground rules governing the program.