Winter
From work
Contents |
[edit] WORK AND THE HUMAN CONDITION
[edit] Winter 2009
Work and the Human Condition Fall/Winter/Spring 2008-2009
Link to the Fall syllabus -- you can find all of last quarter's lecture notes and handouts here as well.
Link to the Annotated Bibliography Projects page
12 Credit, All level program Faculty: Susan Preciso precisos@evergreen.edu, X6011 and Stephen Beck--becks@evergreen.edu,X5488
CRN: 10231 Program wiki page: www2.evergreen.edu/wikis/work/ Meets: MTW 6:00-9:30 and Saturday, January 24 9:00-4:00 (Field Trip to Washington State Historical Society Museum) Classrooms:
- Monday & Wednesday -- B1105 (all-program); B2107, B3109 (seminar)
- Tuesday -- B1107 (all-program); B2107 (breakout space)
Class Standing: This all-level program accepts up to 25% freshmen as well as supporting and encouraging those ready for advanced work.
Fields of Study: American Studies, Cultural Studies, History, Literature, Philosophy, Writing
In this year long program, we will examine the nature and place of work in human life and culture. Studying literature, philosophy and history, we will develop an understanding of work that goes well beyond the concept of work as a way to pay the bills. We will consider important questions: Why is work important in a complete human life? What roles can it play both for an individual and for the whole social system? What ways of working should a person strive to practice? Who does what work?
To better understand and critique challenging material, we’ll spend time improving skills in close reading, critical reasoning, writing clearly and well, and in research methods. We’ll examine the ways in which approaching an idea through different disciplinary lenses allows us to deepen our understanding of it— often complicating the picture in generative ways. We plan to build in time for study groups to meet and work together on reading and writing, recognizing the value we place on collaboration; it enriches each community member’s experience with this intellectual work. Our primary lens will be Western; however, we will make some important connections and comparisons to other traditions as well.
This is a thematic program — that is to say, it is organized around a central position that the faculty maintain and want to explore with the students. Our position is that a fully human life requires significant work. This position, far from being a final answer, prompts many questions and invites open exploration. What counts as work? What makes work significant? What is required, individually and socially, in order for someone to have significant work? We hope and expect to deepen our own understanding of this position, and perhaps to revise it, as you deepen your understanding of it as well.
During Fall Quarter, we studied ideas about the place of work in the human condition, beginning with some ancient foundational texts and continuing through the early 18th century. We read the Odyssey, passages from the Bible, Aristotle, and the Stoics, the Tao te Ching, and Robinson Crusoe. We began our work with Hannah Arendt’s The Human Condition, and E.H. Carr’s What is History?
Winter Quarter’s work will begin with the study of Enlightenment thinking, reflecting the influence of the Protestant Reformation, the scientific revolution and mercantilism. We’ll then study the effects of the Industrial Revolution on work, life, and culture in the nineteenth century. Our reading will include John Locke, Adam Smith, Marx, 19th century American literature, including Moby Dick, and Walden; or Life in the Woods and Daniel Rodgers’ The Work Ethic in Industrial America. We’ll also continue to read Arendt’s The Human Condition.
During Spring Quarter, students will read contemporary ideas about the values and challenges of work and working. They will also learn from people about the work they do, interviewing and taking oral histories. They will document work and working through writing and other media they find useful and effective.
[edit] Winter Quarter Book List
Hannah Arendt, The Human Condition ISBN: 9780226025988 University of Chicago Press Introduction: Canovan, Margaret
Jerry Cederblom and David Paulson, Critical Reasoning ISBN 0-534-60507 Thomson
E.H. Carr, What is History? ISBN 039470391X Vintage
Jane Aaron, Essential Handbook for Writers ISBN 0-321-10045-X Little Brown
Thomas Paine, Rights of Man ISBN 0486408930 Dover
Anton Chekov, Uncle Vanya ISBN 0486401596 Dover
Herman Melville, Moby Dick ISBN 9780142000083 Penguin Classics
Henry David Thoreau, Walden; or Life in the Woods ISBN 0486284956 Dover
Daniel Rogers,The Work Ethic in Industrial America ISBN 0-226-72352-6 U of Chicago Press
Lawrence Simon, ed. Marx, —Selected Writings ISBN 0-87220-218-6 Hackett
[edit] Learning Goals
As a student who successfully completes the full program, you will understand how the nature of work and concepts of work have changed through the history of the western tradition. In particular, you will understand how modes of work, conceptions of work, and values surrounding work have changed. Part of that understanding involves understanding the nature and value of work in your life in relation to your society.
To achieve the above, main goal of the program, you will need to learn several more specific things. You will learn how to read, understand and critically respond to philosophical texts, to historical texts and to literary texts. Further, you will integrate your understanding of philosophical, historical and literary material so as to develop and support your own positions on the nature and value of work. In addition, you will need to develop strong skills in writing, critical reasoning, and research.
[edit] Program Structure and Regular Activities
Most Mondays and Wednesdays will include lecture, workshop, or full program work and a seminar on the reading.
Lectures are aimed to inform you of central concepts, arguments, disciplinary methods and specific content related to the week’s readings.
Workshops are designed to facilitate you in developing your understanding of texts as well as skills of interpretation, analysis and critique. As the work is generative, you will need to collaborate closely with your colleagues.
Seminars will deepen your understanding through close attention to the texts, including identification and interpretation of central and problematic concepts and vocabulary, as well as interpretation and critique of arguments and themes.
Triads For many of our activities, including seminar response paper work, some workshops, and other aspects of our collaborative work, students will be assigned to a triad, that will in the best of circumstances, remain stable over the quarter. You’ll need to make sure that your triad partners have your contact information.
We’ll work on critical reasoning and writing on most Tuesdays.
===A Salon=== Before our regular work begins every Tuesday, we’ll meet for tea and conversation—a salon for Work and Human Condition. We hope you’ll often join us when you can. It will give us a chance to talk about ideas, to reflect on our work, and just to enjoy each other’s company.
[edit] General Expectations
Excellent attendance and full participation on all program activities. If you cannot make a class meeting, you need to let your seminar faculty know—either by phone or e-mail. You’ll also need to contact your triad peers so that they can take notes and fill you in on what you missed.
[edit] College-level work
Since the program is focused on reading, writing, and critical thinking, you are expected to demonstrate these skills at the college level. Specifically, this means:
- the ability to read, understand, and then summarize texts
- the ability to learn from texts through discussion with others
- the ability to analyze and pursue writing assignments
- the ability to write coherent, focused, correctly punctuated prose
- the ability to develop and defend a thesis
- the ability and commitment to do all of the above reliably
We will inform you as early as feasible, and no later than the fifth week, whether you are working at the college level, and if not, what you need to do in order to bring skills to the college level. Email: Stephen and Susan will use your Evergreen e-mail exclusively, so make sure you’ve accessed and check you account.
Library: We’ll also expect every student to activate their library account.
[edit] Program Requirements
1. Seminar Response Papers: For each seminar, you are to write a brief response paper —- 1 page in length. Your responses are to have three parts: (1) quotation; (2) description; (3) response.
(1) Quotation: Choose a one- or two-sentence quotation from the seminar text that is at the heart of your topic of interest for the paper. Your quotation need not capture the whole of the topic (that generally requires you to quote too much), but it should be central to that topic.
(2) Description: Describe the topic in the text that interests you. Often, this means giving a restatement of a position from the text. Sometimes, it means giving an account of central concepts. Sometimes, it means describing an image or a character. In any case, the goal is to represent, as faithfully as possible, your topic as it is present in the text itself. Focus on specific passages and details; avoid broad generalizations about the whole of the text.
(3) Response: Present your own thoughts about your topic. You may be interested in your topic because you don’t understand a concept or a position, or because you object to the position it takes, or because you think that a position, image or character can be helpfully applied to some other situation, or for other reasons. Whatever the source of your interest, make this clear to the reader. It is OK — in fact, it is a very good thing — to be tentative, to try out ideas that you haven’t fully worked out, to experiment with new thoughts. Remember, this is a very brief paper. The description and response should be a paragraph each. We will begin seminar in triads, where you will read and make brief observations about each other’s responses. At the end of each seminar, you will write a brief postscript to your response. Purpose The purpose of your response papers is threefold. First, your response papers should focus your own thoughts about the text on a specific topic; by having your thoughts focused in this way, you will be well prepared to participate in seminar discussions. Second, response papers will help to focus your classmates’ thoughts on your topic; seminar responses will significantly guide the structure and content of seminar. Third, your responses will record your growing understanding of our texts and themes over the course of the program.
Form While the content of your paper can be tentative and provisional, the form should not. Responses are to be typed, double-spaced, with 1” margins on all sides, with a proper header including your name, the date of the seminar, and the program title.
Response papers will not be accepted late, at all. Since their purpose is largely to help you prepare for seminar and to inform that seminar, they can’t do that after the fact.
2. Reading Notes We expect you to take detailed notes on your reading all quarter. This means that you’ll need to have a notebook, or section of your binder, dedicated to reading notes. If you take notes on your computer, make sure that you print them and put them into your notebook for reference. Each of us has particular practices that are useful to us, but you can think about including quotations from the reading that seem particularly intriguing or puzzling (include page numbers). You can write questions that come up and to which you might want to return. You can record connections you make between the reading at hand and other texts and ideas. You might also have a section to write down vocabulary that is either new, or used in a way that is unfamiliar. You’ll include your reading notes in your portfolio.
3. Complete Annotated Bibliography By the second week of the quarter, students will choose their research topic, which will focus on some kind of work going on in during the 19th and early 20th century Washington. Once the subject is identified, students will research that kind of work. Each student is expected to find and examine historical resources, both primary and secondary. We’ll expect students to use artifacts as resource as well, and those artifacts might be part of museum or trade society collections. For example, we’ll visit the Washington State Historical Society Museum and draw from their collection. At the Pacific Northwest Room of the Tacoma Public Library, we’ll have access to newspaper collections, trade journals and other primary resources. Maps and government documents might provide useful information as well. From this research, each student will compile an accurate, useful, well-written annotated bibliography. The annotated bibliographies will be posted on the program wiki and be available as research tools for everyone in the program. We’ll provide information on the format and conventions for the annotated bibliography, as well as a sample bibliography as part of our work on academic research and writing.
4. Completed portfolio Your portfolio should include:
1. All seminar papers—the copy that has both peer response and “post seminar” notes.
2. Your reading notes—these can be hand written or typed, but should be gathered and included on a separate section of your portfolio.
3. Your completed Annotated Bibliography
4. All written work from our Tuesday meetings—Critical Reasoning exercises, writing workshops and exercises, notes.
5. Lecture notes and notes from workshops.
6. Your self-evaluation—on the form, but consider it a draft. Your faculty may have some suggestions for revision.
6. Completed self-evaluation This must be submitted to registration and records if you are leaving the program. If you are continuing, you’ll keep it for reference, but the “official” self-evaluation is submitted only when you finish your work in the program.
7. Completed evaluation of faculty You can include this in your portfolio, bring it to your evaluation conference, or turn it in to our program secretary, Sharon Wendt (Sem II B 2124).
[edit] Some Important and Useful Resources
Integrative Essays: Fall Quarter
Summit-books from other college libraries
Dictionary of Philosophical Terms
JSTOR--Scholarly articles available through our library
Stanford Encyclopedia of Philosophy
Philosophical Dictionary, at Philosophy Pages
Guide to the Study of Philosophy, at Philosophy Pages
[edit] Program Covenant
Work and the Human Condition Fall/Winter/Spring, 2008/9 Faculty/Student Covenant
Introduction Academic study is work we do both in solitude and together. As work we do in solitude, it requires consistent, sustained attention and effort. As work we do together, it requires making and keeping commitments to support each other’s best efforts, to listen carefully and speak sincerely to each other, and to offer and accept honest feedback in the spirit of helping each other learn and grow. This covenant is intended to guide us to do our academic work to the best of our abilities.
A Commitment to Respect
1-As participants in this program, we agree to act according to these principles based on respect:
2-We will take responsibility for our own work, words, actions and reactions.
3-We will listen and speak to people the way we would like people to listen and speak to us.
4-We will read and act in accordance with the Evergreen Social Contract, the Student Conduct Code, and the Sexual Harassment Policy.
5-We will abide by strong ethical standards in all our relations with members of other communities.
6-We will keep off all personal electronic devices during class sessions in order to fully engage ourselves and others in class activities. This includes laptop computers, cell phones, PDA’s, and MP3 players.
An Acceptance of Responsibilities (Students) By participating in this program as a student, I also agree to abide by the following:
1-I will attend all class meetings. I will be on time and prepared to participate.
If extenuating circumstances force me to be late, I will try not to interrupt the program activity and I will make sure I learn what I missed from my triad, not the faculty.
If I must miss a class due to illness or emergency, I will notify my faculty in advance by phone or e-mail. I understand that missed classes must be made up and that my make-up work must demonstrate that I have learned what I missed learning in class due to my absence. I also understand that it is my responsibility to develop a plan for my make-up work in conjunction with my seminar leader. I further understand that, if significant class time is missed and not sufficiently made up, I will receive reduced credit for the program. Missing and partial assignments may also result in lost credit.
I understand that, as a student in a 12-credit program, I am expected to put 30 hours of work into program attendance, activities and assignments each week.
2-I will complete and turn in all assignments on time. I understand that late work may not be accepted or, if accepted, may not be evaluated as fully or as quickly as timely work. Response papers will not be accepted late, at all. I will apply high standards of scholarship to all my work, including typing (double- spaced), proofreading and stapling multiple pages. As a college-level program, quality scholarship is essential.
3-I will not present others’ ideas and information as my own. I will acknowledge the ideas and information of others, whether published or those of my co-learners, when I incorporate them into my own work.
For example, I will include citations throughout my writings as appropriate and will clearly indicate when substantive ideas or language are drawn from a source; this might include quotation marks and/or phrasing such as, “according to Carr,…” 4-I will support the other students in the program, and especially the other members of my triad, in their learning. I will do so not only by coming prepared to discuss the texts for the day but also by providing prompt, honest and constructive feedback on their work.
5-I will address conflicts and grievances promptly and with the individuals directly involved. If this does not resolve the conflict or grievance, I will then seek guidance next from my seminar leader. If the conflict is still unresolved I will speak to the faculty team. If all of these avenues have been exhausted, I will speak to the Dean of Evening and Weekend Studies (Allen Olson, 867-5485)
6-Since learning experiences are typically challenging, I will take initiative to ensure that my needs are met as the program unfolds. There are a number of means by which I might do this. These include: • Being open to gaining from the unexpected or undesired • Being flexibly responsive to changes • Seeking out supplementary information as desired • Seeking opportunities to work with other students • Working with tutors • Giving timely feedback and creative suggestions to faculty with respect and with the anticipation of being heard and valued • Understanding that there may be more factors involved in the development, content and delivery of a learning program than I am aware of. 7-I will write a transcript self-evaluation, a faculty evaluation, and attend my evaluation conference, which will be scheduled during evaluation week of each quarter.
An Acceptance of Responsibilities (Faculty) By participating in this program as a faculty member, I agree to abide by the following: 1-I will do my best to create and maintain a high-quality program of learning opportunities. I will take full responsibility for my work, behavior, presence, and awareness, and allow others their own responsibility. And I will do my best to support the learning process of each student.
2-I will review and return homework in a timely fashion.
3-I will contact my program secretary, Sharon Wendt (x6588), in advance if an absence cannot be avoided and seek to make alternative arrangements for class activities.
4-I will advise students who are in danger of not receiving full credit during the fifth week of the quarter or when it becomes apparent. I will award each student full credit if he or she has good, completes all assignments on time, and does work that meets minimum college-level standards. I may award less than full credit for work that fails to meet these criteria. If I judge that a student is in danger of receiving less than full credit, I will inform him or her by the fifth week or at such time as I come to this judgment.
5-I will complete a written evaluation the program and myself.
6-I will be prepared for and attend weekly faculty team planning meetings focused on the facilitation of student learning. I also will work to support and encourage my teaching partner’s work in order to bring students the best of their scholarship and skills.
Credit and evaluation policy • Students receive credit for fulfilling minimum requirements. Plagiarism or academic dishonesty may lead to total loss of credit. Credit may be reduced due to unsatisfactory attendance (missing more than one class is unsatisfactory — Saturday meetings count as two classes), missed or late papers, failure to submit a transcript self-evaluation during evaluation week, or work that does not meet minimum college-level standards. • The evaluation process is a central feature of education at Evergreen that allows students to learn by reflecting on their experiences. Students are required to submit transcript self-evaluations and faculty evaluations in order to receive credit for the program. Credit will be issued only after both these evaluations, as well as a full portfolio, has been turned in. Evaluations and portfolio are due on the last day of class. If not turned in by this date, a “no credit” will be issued to the student. The student may petition to have the “no credit” changed if the portfolio is turned in within one week following the last class date. • Credit is not the same as a positive evaluation. It is possible to receive credit yet receive a poor evaluation.
[edit] Winter Schedule
[edit] Week 1
Activities
Monday:1/05 Introductions and Survey. Returning Students talk and plan a presentation of last quarter's work. New students meet with Stephen and Susan.
Tuesday 1/06: Returning students: with Susan, work on your essays--identify and evaluate argument patterns. New students: with Stephen, argument patterns and central concepts in Critical Reasoning.
Wednesday 1/07 Review Arendt Prologue, Chapters I and II. Seminar: Arendt, Prologue and Chapters I and II.
Assignments
For Tuesday 1/06: Returning students--bring your final integrative essay from fall quarter. New Students--read Critical Reasoning, Chapter 2.
For Wednesday 1/07: Read or re-read Arendt, Prologue, Chapters I and II Write Seminar Response Paper.
[edit] Week 2
Activities
Monday 1/12: Lecture: Stephen—Lecture on Locke and the Social Contract. Seminar: Second Treatise of Government, chapters II-V (link to on-line text on wiki).
Tuesday 1/13: We'll meet in the Library. Begin to identify research area. In-class discussion and writing. Library work.
Wednesday 1/14: Workshop on Paine and Rights of Man Part I:7-12; 29-32; and the conclusion (89-94) Part II: Chapter 1, all (107-110): Chapter 3, all (113-124); from Chapter 5, 168-184. Seminar: Rights of Man Part I:7-12; 29-32; and the conclusion (89-94) Part II: Chapter 1, all (107-110): Chapter 3, all (113-124); from Chapter 5, 168-184.
Assignments
For Monday 1/12: Read Locke Second Treatise of Government, Chapters II-V (link to on-line text on wiki).
For Tuesday 1/13: Read section 35 b in Little, Brown--Essential Handbook. Begin work on Critical Reasoning, Chapter 10.
For Wednesday 1/14: Rights of Man Part I:7-12; 29-32; and the conclusion (89-94) Part II: Chapter 1, all (107-110): Chapter 3, all (113-124); from Chapter 5, 168-184 and write seminar response paper on those chapters.
[edit] Week 3
Position: By the nineteenth century, beliefs and expectations about work and the role it played in individual lives, and in the whole culture, had changed in fundamental ways. Thomas Hardy's Tess interrogates the new industrial economy as well as the rupture of the social structure.
Activities
Monday 1/19: Martin Luther King Day--No Class
Tuesday 1/20: Writing work with Carr, Chapter III Sample Annotated Bibliography and Critical Reasoning chapter 10.
Wednesday 1/21: Lecture: Stephen on Empiricism, Natural Rights and Utilitarianism. Workshop on Rodgers.Workshop on RodgersSeminar on Rodgers through Chapter 4.
Assignments
For Tuesday 1/20: Read Carr, Chapter III and continue with Critical Reasoning Chapter 10.
For Wednesday 1/21 Read Rodgers through Chapter 4 and write seminar response paper.
[edit] Week 4
Position: Daniel Rodgers examines the purposeful construction of a work ethic we have come to accept as natural.
Activities
Monday 1/26: Lecture: Susan on popular culture in 19th century America. 19th Century Popular Culture Lecture Seminar: Rodgers to conclusion.
Tuesday 1/27: We meet in the Library. Bibliography workshop and research time. Critical Reasoning work on Chapter 7.
Wednesday 1/28: Lecture: Stephen on The Philosophical Background to Marxism. Seminar: "The Communist Manifesto".
Assignments For Monday 1/26. Read: Rodgers to Conclusion and write Seminar Response Paper.
For Tuesday 1/27. Read Critical Reasoning Chapter 7.
For Wednesday 1/28. Read "The Communist Manifesto" in Karl Marx, Selected Readings and write seminar response paper.
[edit] Week 5
Position: Marx reveals the crisis for work that industrialization brings about: work has simultaneously become oppressive and ceased to be a source of meaning for many people.
Activities
Monday 2/02: Lecture on Marx's Social and Economic Theory. Workshop on Marx on Alienation and Division of Labor. Seminar: Marx readings.
Tuesday 2/03: Critical Reasoning, Chapter 7 and work with Marx readings. Writing: --mid-quarter reflection.Mid-quarter Reflection. Triad conferences
Wednesday 2/04: Lecture: Stephen on Arendt. Seminar: Arendt, Chapter III.
Assignments
For Monday 2/02: Read pp. 58-68, 98-101, and 115-121 in Karl Marx, Selected Readings. Response paper.
For Tuesday 2/03: Continue reading Chapter 7 Critical Reasoning and bring Marx as well.
For Wednesday 2/04: Read Arendt, Chapter III and write seminar response paper.
[edit] Week 6
Position: Henry David Thoreau's experiment at Walden Pond provides the framework for his reflection on the actual value and quality of life that emerged for Americans in the new economy of the mid-nineteenth century.
Activities
Monday 2/09: Lecture: Stephen on Arendt's Distinction Between Labor and Work. Seminar: Arendt, Chapter IV
Tuesday 2/10: Lecture: Susan--Melville in Context/The American Renaissance.Melville in Context: The American Renaissance Workshop on Carr, Chapter IV.
Wednesday 2/11: Critical Reasoning, Chapter 7. Seminar: Walden, "Economy."
Assignments
For Monday 2/09: Read Arendt, Chapter IV and write Seminar Response Paper.
For Tuesday 2/10: Read Carr, Chapter IV--no response paper due. For Wednesday 2/11: Read Walden, "Economy," and Critical Reasoning, Chapter 7. Write Seminar Response Paper on "Economy."
[edit] Week 7
Position: Work, race, class, religion, philosophy, the economy--Melville challenges his readers to question their beliefs about them all in this nineteenth century epic.
Activities
Monday 2/16: Presidents' Day--No class
Tuesday 2/17: Lecture: Susan on Moby DickMoby Dick Lecture. Seminar: Moby Dick through Chapter 49.
Wednesday 2/18: 6-7 p.m., Meet in regular room. 7 p.m.Questions about Moby Dick: Day of Presence Speaker: Raul Anorve, Queremos Vivir Sin Miedo (We Want to Live Without Fear), Lecture Hall #1.
Assignments
For Tuesday 2/17: Read Moby Dick through Chapter 49 and write Seminar Response Paper.
For Wednesday 2/18: Read Moby Dick through Chapter 83 and write seminar response paper.
[edit] Week 8
Monday 2/23: Guest Lecture: Jules Unsel with background on the antebellum "state of the union." Seminar: Moby Dick through Chapter 101.
Next Moby Dick Workshop
Tuesday 2/24: Critical Reasoning Chapter 6. Workshop on Annotated bibliography form and conventions.
Wednesday 2/25: Seminar: Moby Dick to conclusion.
Assignments:
For Monday 2/23: Read Moby Dick through Chapter 101 and write Seminar Response Paper.
For Tuesday 2/24: Read selections from Critical Reasoning, Chapter 6. Bring all bibliographic information on your project sources to date.
For Wednesday 2/25: Read Moby Dick to conclusion and write Seminar Response Paper.
[edit] Week 9
Position: Arendt holds up as an ideal a public world in which free people engage in action, yet as Uncle Vanya shows, such free action is supported by the work of others, without clear justification.
Activities
Monday 3/02: Lecture: Stephen, Arendt on Action. Seminar: Arendt, Chapter V.
Seminar on the Budget Tuesday 3/03: Bring completed Annotated Bibliography. Panel presentations of bibliographic materials that were very useful.
Wednesday 3/04: Chekov night--film of the play. Seminar: on the text and film.
Assignments
For Monday 3/02: Read Arendt, Chapter V and write seminar response paper.
For Tuesday 3/03: Annotated Bibliogrphy is due. Also, send it as a MS Word document to your seminar faculty.
For Wednesday 3/04: Read Uncle Vanya and write seminar response paper.
[edit] Week 10
Activities
Monday 3/09: Critical Reasoning Quiz on Chapters 6, 7 and 10. Synthesis Workshop. Self-Evaluation Workshop
Tuesday 3/10: Writing Workshop on Thoreau. Seminar on Walden, "Where I lived and What I Lived For."
Wednesday 3/11: Potluck and program reflection.
Assignments
For Monday 3/09: Bring your portfolio, with everything from the quarter.
For Tuesday 3/10: Read Walden "Where I Lived and What I Lived For." (You don't need to write a Seminar Response Paper)
For Wednesday 3/11: Bring fabulous food for the potluck, and good thinking for the reflection.
Evaluation Week—March 16-20: Conferences
Have a wonderful break—and we’ll see you all (we hope) March 30.