WEEKLY SCHEDULE
Week 5 (click to open up a new page with week 5 info!)
Week 6
Week 7
Week 8
Week 9
Week 10 This is finally updated! :)
Winter 2007 Schedule
| Tuesday |
Wednesday |
Thursday |
|
Learning Groups |
Seminar 9:00 – 12:30 Sem II A3107 (H), D2107 (J) & D2109 (N) |
Lecture/Workshop
Sem II D 1105 |
| LUNCH | LUNCH | LUNCH |
|
Lecture/Workshop Sem II C1107 |
Seminar 2109 (H) &3107 (J) Movement 4:30 - 5:00 CRC 116-117 |
|
WEEK |
TUESDAY |
WEDNESDAY |
THURSDAY |
|
1 1/9-11
|
Centering. |
Seminar Readings for SeminarThe Diary of Vaslav Nijinsky. |
AM: Centering. Readings for Seminar The Cosmic Serpent (p. 1-80) |
|
2
1/16- |
Centering. |
Seminar |
AM: Centering Readings for SeminarAmerican Vulgar (Part 1)
|
|
3 1/23-
|
Diversity Series (11-1:00PM) |
Seminar DUE: PROCESS PAPER (9:00 AM) |
AM: Centering Molecules of Emotion (p. 150-323)DUE: WEEKLY THEME PAPER |
|
4 1/30-
|
Centering |
Seminar |
AM: Centering -Pharmacology of Drug Abuse (Nancy) |
|
5 2/6-8
|
Centering Lecture: Synaptic Transmission, Neuronal Processing and Sleep (Nancy) Workshop: Bring scissors, glue, etc.
|
Seminar DUE: PROCESS PAPER (9:00 AM) |
AM: Centering PM: Seminar & Movement Imagining ArgentinaDUE: WEEKLY THEME PAPER |
|
6 2/13-
|
Centering -The validity of psychological and medical tests |
Seminar DUE: PROCESS PAPER (9:00 AM) |
AM: Centering PM: Seminar & Movement
Readings for Seminar Genetic NutritioneeringDUE: WEEKLY THEME PAPER |
|
7 2/20- |
Centering (Jean & Heesoon)
|
-Participate in campus wide Participate in Day of Presence activities (Required)
DUE: PROCESS PAPER (9:00 AM) |
AM: Centering |
|
8 2/27- |
Centering |
Seminar DUE: PROCESS PAPER (9:00 AM) |
AM: Centering Reading for SeminarReflections on a National Epidemic Violence. (Chapters, 4, 5, 6,7) DUE: CREATIVE PROJECT DESCRIPTIONDUE: WEEKLY THEME PAPER |
|
9 3/6-8 |
Centering |
-Conference with faculty
|
AM: Centering DUE: PROCESS &CONTENT PAPER #2 (9:00
AM) |
|
10 3/13- |
Centering
|
Centering |
Centering |
|
11 |
-Evaluation conferences |
-Evaluation conferences |
-Evaluation conferences |
Credit Distribution
4 – Human Biology
6 – Psychiatric Diagnosis and Psychopathology
4 – Evolution of Culture and Medicine
1 – Complementary Medicine
1 – Contemporary Psychological Issues
|
Centering. Syllabus, Covenant, Seminar Group, etc. -Psychopathology -Defense mechanisms (in-depth analysis)
|
Seminar Centering Student introductions.
Readings for SeminarThe Diary of Vaslav Nijinsky. |
AM: Centering. Genetic code Genetics of mental illness
PM: Seminar & Movement Readings for SeminarThe Cosmic Serpent [Part 1 & plus (will be posted on your faculty's office door) DUE: WEEKLY THEME PAPER |
For Week Two:
Wednesday-Molecules of Emotion (p. 9-149)
Thursday- American Vulgar (Part 1).
Covenant Addenda and Syllabus
Fall 2006
Human Health and Development
Classrooms
|
|
Monday |
Tuesday |
Thursday |
|
9:00 – 12:30 |
|
Long House (1007B & C) |
Sem 2 D 1105 |
|
12:30 -- 1:45 |
(1:00
–3:00PM) |
Lunch |
Lunch |
|
1: 45 -- 4:30 |
COM 110 |
Lib 1326 (H), 1412 (J) |
Sem 2 B2107 (G), |
|
4:30 -- 5:00 |
|
Lib 1326 (H), 1540 (J) |
Movement |
Office hours: Appointments only
Faculty
Jean Cavendish, MD. (Office: Lab II, 3259, Phone
number-867-6316, cavendij@evergreen.edu)
Heesoon Jun, Ph.D. (Office: Lab II, 2267,
Phone number-867-6855, junh@evergreen.edu)
Gene Sine, MD.
(Office: Lab II, 3260, Phone number-867-6196, sineg@evergreen.edu)
Addenda to covenant
0. Please re-read the covenant on a weekly basis.
- Submit portfolio on Thursday of week 10.
- Be available for conferences through Thursday of evaluation week. (See covenant.)
- Attend your evaluation appointment during evaluation week.
- Submit all the required work on the due dates (See Covenant regarding late work).
- Monday attendance is mandatory. Credit will be lost for non-attendance just like for lectures, workshops, and seminars. Monday attendance is as important as other days. There are at least two learning objectives; (1) you are learning to honor and respect your peers as much as your faculty (deconstructing hierarchical thinking) and (2) you are learning to “participate collaboratively and responsibly in our diverse society” which is one of the Expectations of an Evergreen Graduate (below). When you are absent or late you are hindering every member’s learning including your own. You are a vital member of your group. If your group decides to meet other than the designated time you (each member) need to state the following in your learning summary process paper (a) when and (b) how long each member was present in the meeting (not just your attendance time).
- Bring your syllabus to all class meetings and read it on a weekly or daily basis.
- Seminar requirements: If you haven’t finished reading the book, do not talk.
Expectations of an Evergreen Graduate
1. Articulate and assume responsibility for your own work.
2. Participate collaboratively and responsibly in our diverse society.
3. Communicate creatively and effectively.
4. Demonstrate integrative, independent, and critical thinking.
5. Apply qualitative, quantitative and creative modes of inquiry
appropriately to practical and theoretical
problems across disciplines.
6. As a culmination of your education, demonstrate depth, breadth and
synthesis of learning and the ability to
reflect on the personal and social
significance of that learning.
Learning Summary Guidelines
Your Learning Summary consists of two parts:
I. PROCESS: one page (font size 11 or 12) answering the questions below on the process of How you learned. Paper due on once a week on Tuesday, Week 3, 4, 5, 6, 7, and 8 and Thursday Week 9. Staple with Content papers on Week 5 and 9.
Please answer the following questions. You do not need to share your process papers with your group members since it is your own process of how you learn. The process papers are designed to give you an opportunity to practice honoring yourself and expand your conscious. Honoring self starts with being honest with self and not trying to look to others. Your faculty is not going to use the process papers for your evaluation. Please put your name on the back of the page.
1. READING: (1) State how many pages you have read for the seminar reading this week. (2) State how closely you’ve read. If you just skimmed the reading, what was the reason? (3) How did you feel about skimming or reading thoroughly? (4) So far this year, how often did you read thoroughly or just skim? Do you consider this your pattern?
2. LISTENING: (1) How well did you listen in lecture, seminar, workshop, and peer groups? (Answer separately for each.) (2) If you are not attentively listening, why? (3) Do you listen more attentively in some areas than others? (4) What could you do to become a more attentive listener? An excellent listener would probably be able to state in some detail what was discussed in the previous week’s lecture, seminar or workshop.
3. SPEAKING and PARTICIPATING: (1) How well did you participate in seminar, workshop, and peer group? (2) Did you monopolize the conversation? If so, why? (3) Did you stay quiet? If so, why? (4) Did you actively participate in the workshop?
4. GROUP WORK: (1) How many hours did you spend actually working in your learning summary group at the required Monday meeting? This time should not include your socializing time. (2) Did you stay focused on the task at hand such as processing the program content or editing? (3) Did you talk more than your share? (4) Did anyone monopolize? (5) What could you have done differently to stay more focused? (6) Who were present and how long did they stay?
II. CONTENT: 1600 words (see below) on what
you have learned on topics listed below.
Papers are due on Tuesday at 9 a.m. in week 5 and
Thursday at 9: a.m. in week 9
You will be assigned a group of 3 to 5 students from your seminar group for Learning Summary Group work. You need to bring a typed draft of the content paper to your Learning Summary Group for peer feedback. You are required to have at least 3 peer critiques from your Learning Summary Group. Staple peer critiques to the back of the final draft of each Learning Summary Content papers. Your final draft should include revisions based on the peer feedback. Please give feedback directly on the paper in a legible manner. This feedback does not need to be typed. Your feedback on your peers’ learning summaries is one of the sources faculty will use for evaluation. As a reviewer, you should comment on both the mechanics of the paper (grammar, sentence, and paragraph structure) as well as specific comments on the content of the paper. Comments such as “this is a good paper” or “this doesn’t make sense to me” aren’t helpful to your peers for their rewriting. However, it is fine to make comments such as “your point is clear and you do a good job of supporting your argument” or “you forgot to mention two other aspects of the author’s evidence”.
For the paper due on Tuesday, Week 5, on the basis of your learning in the program through the 4th week, how is the development from multicultural and holistic perspectives different from the monocultural and Western perspective?
For the paper due on Thursday, Week 9, what captured your attention during the last 8 weeks? What do you remember and why are they significant? On the basis of your learning from the program, create a system of physical, psychological and spiritual health and discuss why you do and don’t practice it?
- In your paper, include reference to the lectures, seminar books, workshops, and small group work. Cite direct sources, for example, a peer in your small group, a faculty or guest lecturer, workshop facilitator, or author of assigned text. e.g. “On page 23, Jung says ….” In my small group, Joe brought up the fact that Jung and Freud disagreed on the unconscious.” You may cite a particular lecture like this: (Jean, Oct. 19, 2006). You may cite our texts like this: (Bryson, p. 249, 2003). For any other texts, use APA citation guidelines.
Most paragraphs in your paper should have more than one cited reference.
- Choose a particular point to discuss. State the author’s or speaker’s evidence on this point, not your personal opinions.
- The 1600-word limit should be a severe constraint. You should write well over 2000 words and then edit down by careful rewording. In publications, authors are usually allowed only a few pages to discuss several months of their full-time work. Use “Word Count” under “Tools” and put the total number of words and the date on the upper right of the front page. Put your name and date on both the “process” page and the “content” paper (on the back). The 1600-word limit applies only to the content section, so the word count needs to be listed only on the content paper. It has been your faculty’s experience there is a high positive correlation between number of times students revised and the quality of their papers. Give complete rough draft to your group for feedback rather than something so rough that they can’t give you feedback that will assist you for your final paper.
- Please submit hard copy (not computer disks). As stated in the covenant, late work is not accepted for any reason.
Other Writing Assignments
Bring two copies of typed answer to each question (see Weekly
Schedule) on that day. Submit one copy to your
seminar Faculty. Your faculty is interested in your
opinion. Your answers assist the faculty in his/her attempt
to provide the best instructional strategies for your learning.
There will be some additional short writing assignments when a
faculty thinks it will assist your
learning.
Texts
Ackerman, D. A Natural History of the
Senses. Vintage Books isbn
Bryson, B. (2003). A Short History of Nearly
Everything. New York: Broadway. isbn
0-7679-0818x.
Dawson, G., &. Glaubman, R. (2000). Life is
so Good . New York: Penguin Books.
isbn 0-375-50396-x
Fadiman, A. (1997). The Spirit catches you and
you fall down. New York: The Noonday Press.
Isbn: 0-374-52564-1
Frankl, V. (1992). Man’s search for meaning.
(4th ed.). Boston: Beacon Press. Isbn: 0-8070-2918-1
Moyers, B. (1993). Healing and the Mind.
:New York: Broadway Books. isbn:
0385476876
Paludi, M. A. (Ed.). (2001). Human
Development in Multicultural Contexts. New
York: Pearson Education, isbn:
0130195235
Tart, C. (2001). Waking up: Overcoming the
obstacles to human potential. Lincoln, NE:
Iuniverse.com, Inc.
Isbn: 0595196640.
Seminar
There will be a random in-class short essay(s) each week before book seminar and the content will be rated on a 0 (poor) – 5 (excellent) scale.
Seminar is the heart of Evergreen education when all students complete the book and participate collaboratively in intellectual sharing, challenging and learning different perspectives. The quality of a seminar decreases when some students do not complete the book and discuss it on the basis of incomplete knowledge or when some students monopolize the seminar. If you did not finish the book, observe others who completed the reading.
Please be mindful of balancing speaking and listening by being aware of how often you speak, how long you speak (minutes per class). Then there will be enough time for all learning community members who completed the book to share their feedback or ideas.
Seminar Preparation and Participation
1. As you read, identify the author’s main points and what evidence, arguments, or reasons the author uses to support these main points.
2. Read actively. Try to anticipate the author’s arguments. Remind yourself of the bigger picture – e.g. what chapter or subsection are you reading. Try to write a sentence or two summarizing the author’s writing every few pages.
3. Find connections between the program’s lectures, workshops, other readings, and the seminar readings. This ability to integrate material is a hallmark of more advanced thinkers.
4. During seminar, speak clearly. If you are a quiet speaker, look at the person farthest away from you and talk to him or her.
5. Use specific examples from the text including page numbers and passages. Wait a few seconds until the rest of us can find the page and passage.
6. Ask specific questions or state a particular point from the text to the seminar group (including page number). Argue the author’s point from your perspective and not your general personal opinions. Learn from diversity of opinions and ideas. Being offended when others disagree with your ideas or opinions prevents you from learning to think from multiple perspectives.
7. It is fine to disagree with the opinions of others, but do so in a respectful manner.
8. Involve others by asking their opinions on the topic
to avoid monopolizing (letting a few
people dominate the discussion leads to
an unsuccessful seminar).
9. Take responsibility to make yourself intellectually
challenged by initiating questions
and/or comments to the seminar group. You can only be bored or
unchallenged when you become a passive learner who waits for someone
else to speak on what you would like to discuss. No one can read
your mind.
10. Be an active participant and keep the discussions on topic and away from tangents.
WEEKLY SCHEDULE
|
WEEK |
TUESDAY |
THURSDAY |
|
1
9/26- 28 |
AM: Centering. Faculty and Program Introduction, Syllabus, Covenant, Seminar Group, etc. Introduction to Health (Gene)
PM: Question: What is your definition of health? |
AM: Centering. PM: Seminar & Movement Readings for Seminar
Pages -- 1- 48 (Paludi)
Question: What is your definition of sanity? |
|
2
10/ 3-5 |
AM: Centering. PM: Seminar
Question: What is emotion? |
AM: Centering Readings for Seminar
Pages -- 53-- 92 (Paludi) |
|
3
10/10 |
AM: Centering DUE: PROCESS PAPER (9:00 AM) |
AM: Centering
PM: Seminar & Movement Pages -- 130-148 (Tart)Question: What is average? |
|
4
10/17 |
AM: Centering
and disease
(Heesoon, Gene & Jean)
Diversity Series (11-1:00, Lecture Hall 1) Reading for Seminar The spirit catches you
and you fall |
AM: Centering
(both Eastern and Western PM: Seminar & Movement Readings for Lecture and Seminar
Pages -- 305-341 (Moyers) Question: What is suggestibility? |
|
5
10/24 |
AM: Centering PM: Seminar DUE: PROCESS & CONTENT LEARNING SUMMARY
AT (9:00 AM) |
AM: Centering
PM: Seminar & Movement Question: What is anxiety and what is fear? |
|
6
10/31 |
AM: Centering
(5) physical aspects of the hearing Reading for Seminar Pages -- 175-225-(Ackermen)
|
AM: Centering
(Jean and Heesoon) PM: Seminar & Movement Reading for Seminar (ON RESERVE) Pages --1-26 (Gilligan) (Faculty Retreat)
Question: What is your definition of comfort? |
|
7
11/7 - 9 |
AM: Centering
Readings for Lecture and Seminar Pages – 67 - 123
(Ackerman) Question: What is ritual? |
AM: Centering Healing Practices
(Gene, Heesoon & Jean Readings for Lecture and Seminar
Pages -- 283-291, 221-235 & 197-209 (Tart)
Question: How do we know we are healed?” |
|
8 11/14 |
AM: Centering
different religious
affiliation Reading for Seminar Pages – 1-2 & 224-288
(Vaughan, ON RESERVE) DUE: PROCESS PAPER (9:00 AM) |
AM: Centering
religions affiliation
PM: Seminar & Movement Reading for SeminarLife is so Good (complete book) DUE: CREATIVE PROJECT DESCRIPTIONQuestion. What is spirituality? |
|
9 11/28-30 |
AM: Centering PM: Conference with Faculty |
AM: Centering DUE: PROCESS & CONTENT LEARNING SUMMARY
AT (9:00 AM) |
|
10 12/5- 7 |
AM: & PM Centering
|
AM: & PM Centering |
|
11 |
Evaluation Conferences |
Evaluation Conferences |
Credit Distribution
4 – Developmental Psychology from multicultural perspective
4 – Physiology and Anatomy
4 – Psychopharmacology
2 - Complementary Medicine
2 - Contemporary Psychological Issues
