1. law, govt and politics
2. immigration

GST 294 – winter 2014
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Short Term Study USA Proposal Cover Sheet
General information
Course name
Arizona: On the Line in the Immigration Debate
Course designation (e.g. GST
260)
GST 294
General Studies area(s) this
course will probably fulfill (e.g.
Expression and Civilization)
Civilization and Society
Proposed term
Donna Van Bodegraven
14
Winter 2014
Others (if any) who could
teach this course
Anyone with an interest in human rights and immigration
Faculty leader
Number of years at Elon
Previous experience
Indicate any prior experience leading university study abroad or study away programs. Also provide a
compelling rationale for the faculty members’ experiences and academic training that serve as preparation to
teach the proposed Study USA course. Do not exceed the space allotted.
I taught winter term study abroad courses for Elon in January of 2001, 2002, 2004, 2005,
2008 and 2009 as well as summer of 2009. I also accompanied a student-alumni service trip
to the Arizona-Mexico border during fall break of 2010. I earned my second master’s degree
(in Latin American Studies) at the University of Arizona in 2007, where I specialized in border
studies. My thesis was on the theatre of the U.S./Mexico border.
Proposed catalog description
This description will appear in all publicity materials and course schedule books. Limit your description to 200
words.
The immigration debate along the southwestern border of the United States is multifaceted because of the
unique geography, history and cultural interactions of the region. In this course, students will learn about
immigration from multiple perspectives and interact with numerous stakeholders along the Arizona/Sonora
border. Activities will include meetings with government officials from both countries, interaction with
humanitarian groups, exposure to the unique geographical features of the Sonora Desert, presentations by
scholars, experiences with artists, contact with the migrants themselves and group reflection. By the end of the
course, students will engage effectively in public discourse about the complicated issue of immigration from a
much broader perspective than that of the average U.S. citizen. (114 words)
Challenges
Do you see any logistical challenges for this course? Consider challenges regarding transportation, lodging,
1
GST 294 – winter 2014
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physical demands of the course, etc. Limit your response to the space below.

Finding a reasonably priced, well-located hotel for the nights when we are not staying at BorderLinks (the
faciltiies there are quite rustic and I don’t think we want to spend more than 10 nights or so there). Options
might be The Congress in downtown Tucson or the Best Western Royal Sun near the University of Arizona.
Two nights on a ranch might be a nice start to the program if it is affordable.
 Arranging for speakers when we are not working with BorderLinks.
 Arranging transportation when we are not working with BorderLinks.
 Access to the Tohono O’odham reservation.
Physical challenges: this program involves a lot of walking and 10-12 nights of sleeping in the BorderLinks
dormitory with shared bathrooms.
This proposal will be reviewed only when accompanied by the following, as outlined in the course
proposal guidelines:






a completed cover sheet
an expanded course description
an explanation of how the course meets the goals of academic content, cultural awareness, and
personal growth
an explanation of why your course should be taught in the proposed location
a tentative itinerary and an explanation of how it meets course objectives
a tentative syllabus for the course
Signatures
Proposals will be reviewed only when the Chair and Dean have indicated their approval of your offering this
course during the proposed term. NOTE: If this is a departmental course rather than a GST course, the
department chair’s signature also indicates that the course has been approved as a departmental offering. If
the course will become a catalog course, an appropriate course proposal must also be submitted to the
corresponding School or Division Curriculum Committee. Consult timetable for such proposals.
Name of department chair
(printed)
Maureen Ihrie
Signature
Date
Name of academic dean
(printed)
Alison Morrison-Shetlar
Signature
Date
1. Expanded course description: The immigration debate along the southwestern border
of the United States is multifaceted because of the unique geography, history and
cultural interactions of the region. In Arizona specifically, the harsh environment of the
Sonora Desert produces health risks for undocumented migrants. Moreover, throughout
its history as an area that once belonged to Mexico, the interactions between
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GST 294 – winter 2014
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indigenous populations, residents of Latino and non-Latino background, retirees, and
undocumented migrants have become strained. In this course, students will learn about
immigration from multiple perspectives and interact with numerous stakeholders along
the Arizona/Sonora border including ranch owners, humanitarian workers, government
officials, scholars, artists, the Tohono O’odham indigenous people and migrants
themselves. Activities will include meetings with government officials from both
countries, interaction with humanitarian groups, exposure to the unique geographical
features of the Sonora Desert through a service activity, presentations by scholars,
experiences with artists, contact with the migrants themselves and group reflection. By
the end of the course, students will engage effectively in public discourse about the
complicated issue of immigration from a much broader perspective than that of the
average U.S. citizen. The primary purpose of the course is to provide a multi-faceted
perspective on the complicated issue of undocumented migration across the
southeastern border of the United States, to encourage students to think critically about
all aspects of that issue, and to share in a public discourse format of the student’s
choosing an informed opinion about immigration.
2. Achieving Study USA goals:.
ACADEMIC CONTENT GOALS
Each course should have clearly stated academic objectives which will require the
student to:
Study USA goals
Specific Course
How objective will
Objectives:
be achieved
Students will…
 Comprehend the Readings, discussion,
a. Demonstrate increased
presentations,
complexities of
knowledge of specific
viewing of
the
immigration
course-related content;

b. Learn something of the
area of the country
visited (history, politics,
geography, the arts, etc.);
3
debate.
Challenge the
simplistic
arguments
around
immigration from
an informed
perspective.
 Appreciate the
unique nature of
the local physical
environment and
its impact on
immigration.
 Interact
respectfully with
representatives
from the
documentaries,
reflection,
interaction with
multiple
stakeholders
Readings, discussion,
presentations, visits
to museums, artistic
presentations (if
available), service
project, visit to the
Tohono O’odham
nation and cultural
museum
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c. Experience and develop
writing, speaking,
reading, critical thinking
and reflection skills.
indigenous
cultures of the
Arizona/Sonora
area.
 Demonstrate the
ability to
participate
effectively in
public discourse
about
immigration at
the local,
regional, or global
level (related to
QEP possible goal
#3 Engagement
and Action)
Reflections – written
and oral, final project
CULTURAL AWARENESS GOALS
Each course will have clearly stated objectives/activities which will promote cultural
awareness by requiring the student to:
Study USA goals
Specific Course
Objectives:
Students will…
a. Experience difference by
interacting with diverse
peoples;
 Interact
respectfully with
representatives
from the
indigenous
cultures of the
Arizona/Sonora
area.
 Interact with
migrants
 Identify the
characteristics
that make border
culture different.
Service project, visit
to the Tohono
O’odham cultural
center, interaction
with migrants
 Identify the
characteristics
that make border
culture different.
Reflections
b. Understand the
significance of culture
(such as beliefs, mores,
values, customs,
traditions, rituals and
behavior) and develop
an awareness of
different cultures in the
United States;
c. Gain insight into one’s
own culture/setting
through comparison and
4
How objective will
be achieved
Readings, viewing of
documentaries,
discussions,
presentations,
reflections, visit to
the Tohono O’odham
cultural center and
Mission San Xavier
del Bac
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contrast.
PERSONAL GROWTH GOALS
Each course should have clearly stated objectives/activities which will provide
opportunities for personal growth in areas such as:
Study USA goals
Specific Course
Objectives.
Students will…
a. Personal responsibility;
 Assume
responsibilities for
different aspects of
logistics and
reflections
b. Self confidence;
 Increase selfconfidence by
engaging in public
discourse on a
controversial issue.
c. Self-awareness through
reflection on encounters
with difference;
 Develop
compassion by
interacting with
migrants
themselves and
hearing their
stories.
 Interact respectfully
with
representatives
from the indigenous
cultures of the
Arizona/Sonora
area.
 Demonstrate the
ability to participate
effectively in public
discourse about
immigration at the
local, regional, or
global level (related
to QEP possible goal
#3 Engagement and
Action)
 Live together
cooperatively in the
BorderLinks
d. Intellectual curiosity and a
desire to learn and know;
e. Healthy risk taking and
decision making in
unfamiliar settings;
5
How objective will
be achieved
Fulfillment of
expectations for the
Witness for Peace
functional leadership
model.
Assume duties for
cooking and clean-up
in the BorderLinks
facility
Final project and the
preparatory steps for
same.
Reflections – written
and oral
Final project and the
preparatory steps for
same.
 Required
participation in
chores at
GST 294 – winter 2014
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dormitory for 10
days.
 Explore South
Tucson and the
University of
Arizona during free
days.
f. Interpersonal skills
through interaction with
the other members of the
group;
g. Tolerance for discomfort
and ambiguity;

h. Open-mindedness and
appreciation of
differences.

Develop
compassion by
interacting with
migrants
themselves and
hearing their
stories.
Interact
respectfully with
representatives
from the
indigenous
cultures of the
Arizona/Sonora
area.
BorderLinks
 Free time activities
 Living together in
close quarters with
shared bathroom
facilities.
Reflections – written
and oral
Final project
3. Achieving ELR goals:
PREPARATION
Is the experiential learning component a required part of the class? Yes
The students will spend the entire winter term in Arizona. They will engage on
a daily basis with the local environment, various stakeholders in the
immigration debate, and the course theme. Moreover, they will participate
in a short service project (most likely, cleaning up a piece of a ranch that is on
the migrant trail, re-filling water stations for migrants, etc.). For a few hours
and if safety concerns allow it, we will cross into Nogales, Mexico to see the
border wall and talk with government officials, migrants and NGOs on the
Mexico side. In a way, students will be engaged in experiential learning 24/7
during our time in Arizona.
How will students prepare, or how will you help them prepare, for the experiential
learning component?
During the fall semester preparatory course (SUS 294 – US), students will read
articles and selections from books, view documentaries, conduct preliminary
research, and discuss aspects of the planned winter term experience. They
will also discuss the meaning of “public discourse” and will choose their
planned outlet for the final project. We will also engage in several group
anticipation activities to encourage group cooperation and cohesion and
students will choose their functional leadership teams and plan activities as a
team. See the fall semester syllabus attached.
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IMPLEMENTATION
Please provide a brief plan for implementation of the Experiential Learning
component within the framework of the course and the semester. Include a
timeline for specific goals/waypoints.
For approximately 15 days of the 21 that we will spend in Arizona, we will
participate in a BorderLinks delegation; we will live in the BorderLinks facility
and BorderLinks will arrange our activities. BorderLinks’ mission is: “Through
dynamic educational experiences, BorderLinks connects divided communities,
raises awareness about the impact of border and immigration policies, and
inspires action for social transformation.” Moreover, “BorderLinks envisions a
world in which people, within and across social borders, respect and care for
each other, value and celebrate differences, and build healthy and just
communities where everyone has equal opportunity for a full and dignified
life.” BorderLinks has provided educational opportunities on the
Arizona/Sonora border since 1988. We are scheduled to live and work with
BorderLinks from Jan. 6-20, 2014 (specific dates are approximate). During the
days when we are not working with BorderLinks, the itinerary has been
planned to include visits to museums and some free time.
REFLECTION
What methods do you plan to use to encourage student reflection on their service
experiences and the integration of service with course content and goals. Check all
that apply.
_x_group discussion(s)
_x_relevant reading(s)
_x_class presentation(s)
_ _research paper(s)
_x_reflective paper(s)
__artistic work(s)
_x_other, please describe
For the final project, students will work individually or in teams (depending on
the size of the class and the students’ preferences) to develop a “public
discourse” presentation on immigration for a specific audience. This may be
a series of newspaper editorials, a presentation for a church group, a policy
paper for a government organization, a presentation for a professional
conference, etc. Student will be expected to complete preliminary steps in the
process of developing the project, include evidence of their experience on the
border, incorporate information from readings, and conduct and document
additional research.
ASSESSMENT OF EXPERIENTIAL LEARNING
Please explain below how student learning in the Experiential Learning component
will be assessed.
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It will be assessed through the incorporation of experiences into the
culminating activity, their reflections, and my observation of their interaction
with stakeholders in Arizona.
4. Reason for location: Please describe why the proposed geographic location is
appropriate and central to the course and its objectives. Articulate why this location is
best suited to teach the course.
I have chosen Arizona for this course because of my familiarity with the area and the
existence of BorderLinks. In 2007, I completed a master’s degree at the University of
Arizona in Latin American Studies. My primary area was border studies, and I wrote
my master’s thesis on border theatre since 1993. I also accompanied a student and
alumni BorderLinks delegation from Elon during fall break 2010. Arizona is truly “on
the line” in the immigration debate:
o Many migrants perish trying to cross through the Sonora Desert in Arizona.
o The border wall is clearly visible in many areas of southern Arizona.
o Arizona is the home to many cross-border urban and rural entities (e.g.
Nogales, Sonora/Nogales, AZ; Agua Prieta, Sonora/Douglas, AZ; Naco,
Sonora/Naco, AZ; Sásabe, Sonora/ Sásabe and Arivaca, AZ)
o The tribal lands of the indigenous Tohono O’odham are along some of the
migrant trails.
o Arizona once belonged to Mexico.
o Recent changes in state law have provoked further debate regarding
immigration and the state vs. federal jurisdiction over immigration.
5. Tentative itinerary and its relationship to course objectives:
Academic goals: By the end of the course, students will …
1. comprehend the complexities of the immigration debate through interaction with
multiple stakeholders along the Arizona/Mexico border.
2. challenge the simplistic arguments around immigration from an informed
perspective.
3. demonstrate the ability to participate effectively in public discourse about
immigration at the local, regional, or global level (related to QEP possible goal #3
Engagement and Action)
Cultural awareness goals: By the end of the course, students will …
4. identify the characteristics that make border culture different.
5. interact respectfully with representatives from the indigenous cultures of the
Arizona/Sonora area.
6. appreciate the unique nature of the local physical environment and its impact on
immigration.
Personal growth goals: By the end of the course and throughout the course, students will …
7. increase self-confidence by engaging in public discourse on a controversial issue.
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8. develop compassion by interacting with migrants themselves and hearing their
stories.
9. assume responsibilities for different aspects of logistics and reflections using the
Witness for Peace functional leadership model.
Date/Days*
Friday
1/3/14
Saturday
1/4/14
Sunday
1/5/14
Monday
1/6/14
Location
Activity
Tucson
(La Quinta Tucson
Airport – shuttles from
airport)
Tucson
(La Quinta Tucson
Airport)


Arrival by 4:00 p.m.
Welcome
dinner(location TBD)
7, 9

Excursion to the Living
Desert Museum
Explore the Arizona
State Museum
4, 6, 9
Tucson
(La Quinta Tucson
Airport)
Move to BorderLinks
facility in South Tucson


Tour of Tucson area
Tour of Mission San
Xavier del Bac
4, 6, 9

Orientation to
BorderLinks and
expectations
Desert Walk with
Samaritans or No More
Deaths volunteers
Evening reflection on
reading assignments
Meetings with U.S.
governmental agencies
such as the Border Patrol
or Immigration and
Customs Enforcement.
Legal Immigration
Simulation
Afternoon or evening
reflections
Meetings with
representatives of No
More Deaths, Humane
Borders, etc.
(humanitarian groups
that work on the border)
Evening documentary
viewing and discussion
Meeting with Mike
Wilson, a member of the
Tohono O’odham nation
who maintains water
stations on tribal lands
as a member of Humane
Borders.
1, 2, 4, 5, 6, 7, 8, 9



Tuesday
1/7/14
BorderLinks facility



Wednesday
1/8/14
BorderLinks facility


Thursday
1/9/14
Course objective
addressed
BorderLinks facility

9
1, 2, 3, 7, 8, 9
1, 2, 3, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
GST 294 – winter 2014
Date/Days*
p. 10 of 33
Location
Activity

Friday
1/10/14
Saturday
1/11/14
BorderLinks facility

BorderLinks facility



Sunday
1/12/14
BorderLinks facility


Monday
1/13/14
BorderLinks facility


Tuesday
1/14/14
BorderLinks facility




Wednesday
1/15/14
BorderLinks facility


Thursday
1/16/14
BorderLinks facility



Friday
1/17/14
BorderLinks facility



Saturday
BorderLinks facility

Afternoon or evening
reflections
Entire day at the Tohono
O’odham nation and the
Tohono O’odham
Cultural Center
Evening reflections
Service project – clean
up desert or refill water
stations
Afternoon or evening
reflections
Free day
Evening reflection on
free day activities
Day trip to Nogales,
Sonora to view border
wall, meet with
migrants, consult with
Grupo Beta, etc.
Afternoon or evening
reflections
Visit the Community
Food Bank Marana
Heritage Farm
Sustainable Futures
Activity
Visit Mercado San
Agustin Farmer’s Market
to buy dinner
Afternoon or evening
reflections.
Visit with a day labor
center to discuss the life
of a day laborer.
Afternoon or evening
reflections
Visit to federal detention
centers for migrants
Operation Streamline
and talk with Public
Defender.
Afternoon or evening
reflections
Talk with Hector Rivera
at the Restoration
Project
Mural tour of Tucson
Afternoon or evening
reflections
Another service project –
10
Course objective
addressed
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 4, 5, 6, 8, 9
6, 7, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 4, 5, 6, 7, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 4, 5, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
GST 294 – winter 2014
Date/Days*
p. 11 of 33
Location
1/18/14
Sunday
1/19/14
BorderLinks facility
Monday
1/20/14
Move to Best Western
Royal Sun near the
University of Arizona
campus
Tuesday
1/21/14
Best Western Royal Sun
Wednesday
1/22/14
Best Western Royal Sun
Thursday
1/23/14
Tucson – Move to La
Quinta by the airport
Friday
1/24/14
La Quinta Tucson
Airport – shuttles to
airport
Elon
Spring
semester
before
February 22
Activity
clean up desert or refill
water stations
 Afternoon or evening
reflections
 Final meetings with
BorderLinks staff and
final reflections
 Bus from BorderLinks to
the Best Western Royal
Sun
 Tour of the University of
Arizona
 Free day to explore the
university area, do
research in the library.
 Lecture by Dr. Oscar
Martínez or Raquel
Rubio-Goldsmith?
 Library research
 Final reflections and
strategizing for final
projects
 Free until noon checkout
 Move suitcases to one
room
 Free until 4:30
 Bus to El Tiradito and El
Minuto
 Visit El Tiradito for the
ceremony honoring
those who perished in
the desert
 Group farewell dinner at
El Minuto Café in South
Tucson
 Bus to La Quinta Tucson
Airport for final
overnight
End of program – students
return home, to Elon or to
another destination


Students complete and
submit final public
discourse projects
Class meeting to share
the projects as well
Course objective
addressed
1, 2, 3, 4, 7, 8, 9
1, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 9
1, 2, 3, 4, 7, 9
1, 2, 3, 4, 7, 8, 9
6, 9
1, 2, 3, 4, 6, 7, 9
*Dates listed are tentative and will depend on how BorderLinks organizes our delegation.
6. Course syllabus: Include a reasonably complete draft of your course syllabus.
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Below are the tentative syllabi for the fall preparatory course and the winter term
course
TENTATIVE Syllabus for
STU 294 Preparatory Seminar for Arizona: On the Line in the Immigration Debate
Fall 2013
Dr. Donna Van Bodegraven
Carlton 230-A
Office phone: 336-278-5646
Home phone: 336-570-2672
email: [email protected]
Contents of TENTATIVE syllabus for fall preparatory course
Course Description: ............................................................................................................ 12
Fall semester course goals and objectives: ......................................................................... 13
Required texts for fall semester: ......................................................................................... 13
Required texts for winter term: ........................................................................................... 14
My personal statement: ....................................................................................................... 14
Grading: .............................................................................................................................. 14
Academic Message ............................................................................................................. 15
Academic Accommodations for Disabled Students ........................................................... 15
Special notes related to behavior during winter term ......................................................... 15
COURSE COMPONENTS ................................................................................................. 15
Tentative course schedule: Class will meet on Thursdays from 4:10-5:40 p.m. ................ 19
Course Description:
This course will prepare you academically, culturally and personally for the winter term
course entitled Arizona: On the Line in the immigration Debate. Throughout this course you
will gain background knowledge about the geographic, cultural, historical and sociological
realities of Arizona and why it is truly “on the line” in the immigration debate. Moreover,
we will prepare logistically for our winter term in Arizona.
The course description for the winter term course is: The immigration debate along the
southwestern border of the United States is multifaceted because of the unique geography,
history and cultural interactions of the region. In this course, students will learn about
immigration from multiple perspectives and interact with numerous stakeholders along the
Arizona/Sonora border. Activities will include meetings with government officials from both
12
GST 294 – winter 2014
p. 13 of 33
countries, interaction with humanitarian groups, exposure to the unique geographical
features of the Sonora Desert, presentations by scholars, experiences with artists, contact
with the migrants themselves and group reflection. By the end of the course, students will
engage effectively in public discourse about the complicated issue of immigration from a
much broader perspective than that of the average U.S. citizen.
NOTE: This course and the winter course can be applied to the area of Civilization OR Society
in the Studies in the Arts and Sciences. It may also count in the Latin American Studies
minor.
Fall semester course goals and objectives:
Academic goals: Through this course, students will begin to …
10. comprehend the history that contributes to the complexities of the immigration
debate.
11. consider multiple perspectives on the immigration debate.
12. identify potential outlets for the public discourse final project for the winter term
course.
Cultural awareness goals: Through this course, students will begin to …
13. formulate a definition of and expectation about the concept of border culture.
14. learn about the indigenous cultures of the border area.
15. learn about and prepare for the unique nature of the local physical environment of
Arizona and the Sonora Desert and its impact on immigration.
Personal growth goals: Through the course, students will …
16. consider the skills necessary to engage in public discourse on a controversial issue.
17. anticipate the impact of interacting with migrants themselves and hearing their
stories.
18. choose their Witness for Peace functional leadership team and begin to consider
ways to fulfill their duties
19. prepare logistically for the winter term in Arizona.
Required texts for fall semester:
Selections from:
Martinez, Oscar J. Troublesome Border. Revised edition. Tucson: Arizona UP,
2006.
Nevins, Joseph. Operation Gatekeeper: The Rise of the “Illegal Alien” and the
Making of the U.S.-Mexico Boundary. New York: Routledge, 2002.
Sheridan, Thomas. Arizona: A History. Revised Edition. Tucson: Arizona UP,
2012.
Ordaz, Evangeline. “Visitors Guide to Arivaca (Map Not to Scale).” ms 5 July 2006.
Borderlands Theatre (PDF on Moodle)
Rubio-Goldsmith, Raquel, M. Melissa McCormick, Daniel Martinez & Inez Magdalena
Duarte. “A Humanitarian Crisis at the Border: New Estimates of Deaths
Among Unauthorized Immigrants.” Immigration Policy Brief, February 8,
2007.The American Immigration Law Foundation.
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[Assorted articles about the anti-immigrant laws in Arizona, comprehensive
immigration reform, etc. will be added as we get closer to fall semester 2013]
Required texts for winter term:
Urrea, Luis Alberto. The Devil’s Highway: A True Story. New York: Back Bay
Books/Little Brown, 2004.
Additional selections from:
Martinez, Oscar J. Troublesome Border. Revised edition. Tucson: Arizona UP,
2006.
Nevins, Joseph. Operation Gatekeeper: The Rise of the “Illegal Alien” and the
Making of the U.S.-Mexico Boundary. New York: Routledge, 2002.
Sheridan, Thomas. Arizona: A History. Revised Edition. Tucson: Arizona UP,
2012.
[Assorted articles about the anti-immigrant laws in Arizona, comprehensive
immigration reform, etc. will be added as we get closer to January 2014]
My personal statement:
I care about you as a student and a person and I welcome the opportunity to learn about
you and to assist you in meeting the course goals. To that end, I have provided a variety of
means by which you can contact me. I prefer personal contact whenever possible, and for
this reason you have my office telephone number and my home phone number. I welcome
you to my office during office hours. If you want to be absolutely sure that I will be available
for you during office hours, please make an appointment using my Google calendar (see the
document on Moodle regarding how to make an appointment with me using Google
calendar). Otherwise, feel free to drop by during office hours, but understand that someone
with an appointment has priority. If my office door is open – even if the time is not during
one of my office hours – I welcome visitors and my candy dish is always full. Finally, if you
prefer email, I promise to try to acknowledge receipt of emails within 24 hours, although I
may not be able to provide a detailed answer right away.
I am always concerned about the progress that my students are making toward
achievement of course goals and objectives. Also, if there are personal issues that impact
your ability to achieve course goals, you may want to share that information with me.
PLEASE let me know if my expectations are unclear or if you have personal concerns about
course expectations, my treatment of you, the quality of my communication with you or the
class in general, your grade, etc. I am more than happy to discuss these issues throughout
the semester. I urge you to communicate any concerns to me during the semester so that
appropriate adjustments can be made immediately rather than waiting until the end of the
semester when I have little time to help you out or to make corrections. Never doubt that I
care about your academic progress and personal well-being.
Grading: Grades for the fall course will be determined as follows:
Course component
Class participation and engagement
14
Percentage
20%
GST 294 – winter 2014
p. 15 of 33
Quizzes (lowest grade will be dropped)
Reaction papers on readings and films
Preliminary work on public discourse project
Pre-departure reflection paper
Group presentations (2)
15%
20%
10%
15%
20%
TOTAL 100.00%
Grading scale: A = 93-100; A- = 90-92.9; B+ = 87-89.9; B = 83- 86.9; B- = 80-82.9; C+ = 77-79.9;
C = 73 – 76.9; C- = 70-72.9; D+ = 67 – 69.9; D = 63-66.9; D- = 60-62.9; F = 59.9 and below
Academic Message
An Elon student’s highest purpose is Academic Citizenship: giving first attention to learning and
reflection, developing intellectually, connecting knowledge and experiences and upholding Elon’s
honor codes.
Elon’s honor pledge calls for a commitment to Elon’s shared values of Honesty, Integrity, Respect
and Responsibility. To be clear about what constitutes violations of these values, students should be
familiar with the Judicial Affairs policies in the student handbook, including violations outlined at
http://www.elon.edu/docs/eweb/students/handbook/Student%20Handbook%20Revised%20September%202012%20.pdf.
Students with questions about the specific interpretation of these values and violations as they
relate to this course should contact this instructor immediately. Violations of the academic-related
areas will be documented in an incident report to be maintained in the student’s judicial record, and
may result in a lowering of the course grade and/or failure of the course with an Honor Code F.
Academic Accommodations for Disabled Students: If you are a student with a
documented disability who will require accommodations in this course, please register with
Disabilities Services in the Duke Building, Room 108 (278-6500), for assistance in developing a plan
to address your academic needs. For more information about academic accommodations, please
visit www.elon.edu/disabillities.
Special notes related to behavior during winter term
During most of our time in Tucson we will stay together in the BorderLinks complex which includes a
dormitory facility for up to forty people. Cooking and cleaning tasks are shared by the group. It is
likely that other delegations will be using the facility along with us. Therefore, no alcohol should be
consumed because it may be offensive to other delegations.
In addition to the points outlined in Elon’s Honor Code, I expect all students to be attentive,
courteous, and enthusiastic to program participants and presenters at all times throughout this
course. In particular, students should be respectful during presentations given by our guest speakers
and our BorderLinks partners. The reputation of Elon University is shaped by this group's behavior
both in and out of the "classroom."
COURSE COMPONENTS
15
GST 294 – winter 2014
p. 16 of 33
Class participation and engagement (20%)
Grading for this component of the final grade will be based on the following rubric:
Grade
A
B
C
D
F
Description – A student who earns this grade does the following:
Attends all classes, arrives on time, is attentive, demonstrates enthusiasm,
asks good questions (not just frequent questions), demonstrates knowledge
of related readings; contributes frequently and thoughtfully to group
discussions; is polite to professor, presenters and classmates. Completes all
assignments on time.
Attends all classes, arrives on time, is attentive, usually asks good questions,
occasionally demonstrates knowledge of related readings; contributes
occasionally and thoughtfully to group discussions; is polite to professor,
presenters and classmates. Completes all assignments on time.
Attends all classes, usually arrives on time, may be distracted occasionally but
is not disruptive, demonstrates enthusiasm for some but not all activities;
asks good questions occasionally, sometimes demonstrates knowledge of
related readings; contributes occasionally to group discussions but comments
rarely enhance the discussion; is coolly courteous to professor, presenters
and classmates; completes all assignments but not always on time.
Attends most classes; is occasionally disruptive (e.g. sighs loudly, fiddles or
rolls eyes); must be called on to contribute to group discussions and
comments are superficial; looks bored and seems uninterested; rarely asks
any questions at all; appears not to have read anything; behavior toward
classmates, presenters and professor borders on rudeness; does not complete
assignments regularly. .
Exceeds behaviors listed as “D” behavior
Quizzes (lowest grade will be dropped) – 15%
In order to be sure that you are keeping up with the readings and film viewings and
following the lectures and presentations, I will occasionally administer brief quizzes. Some
will be announced (see schedule) and some will be unannounced. I will drop the lowest
grade for these quizzes before calculating the final grade. The results of these quizzes will
also help me identify comprehension issues that I and our presenters in Arizona can address
before the end of the winter term course.
Reaction papers on readings and films – 20%
You will write a brief reaction to selected assigned readings and films. Each paper will not
exceed one printed page (double-spaced) per reading assignment. Re-size your document
so that it will fit on one page. However, if you need to reduce print size beyond 11 point,
you wrote too much!
These one-page, double-spaced, word-processed reaction papers will consist of two
sections:
a)
A BRIEF summary of the content of the selection or film (about one or two
paragraphs). Synthesize and summarize the content in your own words.
b)
A one paragraph analysis of how the content is related to the course content. Does
it help address one of the course goals or objectives? How? Does it provide background
information?
16
GST 294 – winter 2014
p. 17 of 33
Sections a) and b) are obligatory for every reaction paper submitted.
Label each reaction paper carefully as follows on the upper right-hand corner of the page
(single space this part). Use this format for ALL work submitted electronically:
Firstname Lastname
Author/Director and brief title of reading/film
Date
Submit the reaction papers electronically to Moodle by 8:00 p.m. on the day prior to class.
ALWAYS KEEP AN ELECTRONIC COPY OF YOUR PAPERS ON YOUR OWN COMPUTER.
These papers are graded with a + (plus – an excellent paper; exceeds expectations for
synthesis and analysis; has no grammar or spelling errors), √ (check = a good paper; meets
expectations for synthesis and analysis; has few grammar or spelling errors), √- (check minus
= an adequate but inferior paper that barely meets expectations for synthesis and analysis
and/or grammatical or spelling accuracy but does include both content points), or 0 (zero =
not acceptable; paper fails to include required content or analysis or contains excessive
grammar, spelling or punctuation errors.). Completion credit is granted for a √- (check
minus) or higher. NO CREDIT is granted for a zero. Please write in complete sentences using
appropriately sophisticated grammar and vocabulary. NOTE: Any paper with 5 or more
grammar, punctuation or spelling errors will automatically receive a zero. Please proofread
and correct before submitting.
For students who don’t participate much in class, this course component allows you to
communicate your interest to me directly. I need the papers BEFORE class discussion begins
because some of the points may provide focus to class discussion for the day. No reaction
papers will be accepted after the class discussion on the topic. If you are ill and will miss
class, you can still submit your paper prior to class.
NOTE: A total of ten reaction papers are listed in the Assignment column below. I will only
count the 6 best papers in the final grade calculation. If you submit 6 good papers at the
beginning of the course, you do not have to submit any more.
Preliminary work on public discourse project -10%
[I will ask students to: provide a preliminary proposal, define their intended audience,
indicate if they will work in a group or alone, describe their potential perspective and outline
their research and observation strategies.]
Pre-departure reflection paper - 15%
Prompt to be developed. Short paper (3-4 pages) in which students consider the anticipated
challenges, questions they hope to answer, concerns, things they are most looking forward
to, etc. , all based on the planned itinerary (this is to be sure that they READ the itinerary
before departure). This paper will become the basis for their post experience reflection.
Group presentations - 20%
a) Short presentations on assigned immigration laws. Will ask students to address
historical period, major provisions, and impacted populations for each law.
b) Research on sites we will visit – each group will become a specialist on a site and will
present to the class.
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p. 18 of 33
c) Current events/recent events presentations – Each group will research and present on a
recent development in the immigration debate in Arizona.
18
GST 294 – winter 2014
p. 19 of 33
Tentative course schedule: Class will meet on Thursdays from 4:10-5:40 p.m.
Date
9/5/13
9/12/13
Theme for
the class
Who are we?
Where are we
going?
Assignment for today



9/19/13
9/26/13
10/3/13
Who has lived
in Arizona?
How will we
function in
Arizona?
How has the
U.S. dealt
with
immigration
in the past?
Where are we
going in
Arizona?






Prepare a one-minute
biography (prompts to be
provided)
Readings in Martínez
(Introduction) and reaction
paper
Readings in Nevins (Chap. 1
and 2) and reaction paper
Readings in Martínez (e.g.
Chap. 1, Chap. 3) and
reaction paper
Readings in Sheridan and
reaction paper
Objectives for the class











Re-connect after summer
Welcome any new classmates
Activity: “The thing that I am most excited about
regarding this course is….”
Consider roommate pairings
Introduce Functional Leadership Model
Consider the geographic and climatic features of
Arizona and the Sonora Desert
Group building activity.
Assign group presentations on immigration laws
Course objective
addressed
10, 9
1, 2, 6
1, 4, 5, 8, 9, 10

Review multicultural history of Arizona
Selection of Functional Leadership teams
Discuss logistical aspects of the Arizona experience,
potential Skype conversation with BorderLinks
official
QUIZ – readings thus far
Prepare presentation on
immigration laws




Presentations on immigration laws
Discussion
Political cartoon activity
Provide background on “Dying to Get In”
1, 2, 3, 4, 5, 8
Prepare presentation on site
View documentary “Dying to
Get In”




QUIZ on immigration laws
Presentations on selected sites
Discussion of “Dying to Get In”
Provide some historical background for “A Visitor’s
1, 2, 3, 4, 5, 6, 8,
10
19
GST 294 – winter 2014
Date
10/10/13
10/17/13
10/24/13
10/31/13
p. 20 of 33
Assignment for today
Theme for
the class
How have
Arizonians
dealt with
immigrants in
the past?
Where are we
going in
Arizona?
How have
Arizonians
dealt with
immigrants in
the past?
Where are we
going in
Arizona?
How will we
function in
Arizona?
How will we
tell our/their
story?
How have
Arizonians
dealt with
immigrants in
Objectives for the class
Course objective
addressed

Reaction paper





Discussion of “A Visitor’s Guide…”
Presentations on selected sites
Preparation for “Crossing Arizona”
1, 2, 3, 4, 5, 6, 8,
10

Prepare presentation on site
Read “A Visitor’s Guide to
Arivaca”
Reaction paper



Prepare presentation on site
View “Crossing Arizona”
Reaction paper


Presentations on selected sites
Discussion of “Crossing Arizona”
1, 2, 3, 4, 5, 6, 8,
10

Group expectations
assignments
Public discourse assignment
– What is it? What are
examples?



QUIZ – site presentations
Class discussion on group expectations
Class discussion on potential outlets for public
discourse final project
Preparation for “Walking the Line”
3, 6, 7, 8, 10
View “Walking the Line”
Reaction paper


Discussion of “Walking the Line”
Preparation for current events/recent events
projects and selection of themes.
Selection of teams for current events/recent events
1, 2, 3, 4, 5, 6, 8,
10




Guide…”


20
GST 294 – winter 2014
Date
11/7/13
11/14/13
11/21/13
11/28/13
12/xx/13
p. 21 of 33
Assignment for today
Theme for
the class
the past?
What can
happen in the
desert?
What is
“border
culture”?
What’s the
latest news
on
immigration
in Arizona?
What’s next?
What are YOU
thinking
about
regarding the
Arizona
Objectives for the class






Course objective
addressed
projects
QUIZ on three documentaries
Read Rubio-Goldmith, et. al.
article
Reaction paper
Read Martínez, Chap. 4 and 5
Reaction paper




Discussion of Rubio-Goldsmith article
Discussion of Martínez selection
Introduction to The Devil’s Highway
Time to work on current events/recent events
projects
1, 2, 3, 6, 8, 10
Prepare current
events/recent events project

Current events/recent events presentations
1, 2, 3, 4, 5, 6, 7,
8, 10

CLASS WILL BE HELD AT CANCUN RESTAURANT
Submit your flight
 Answer final logistical questions
information to the Moodle
 Double-check flight information
site.
 Dinner
 Make a list of any final
questions.
 Arrange transportation for
dinner
NO CLASS – Thanksgiving break
Submit pre-departure reflection FINAL EXAM DAY
21
9, 10
1, 2, 3, 4, 5, 6, 7,
8, 9, 10
GST 294 – winter 2014
Date
Theme for
the class
experience?
p. 22 of 33
Assignment for today
Objectives for the class
22
Course objective
addressed
GST 294 – winter 2014
p. 23 of 33
Tentative Syllabus for
GST 294 Arizona: On the Line in the Immigration Debate
Winter 2014
Dr. Donna Van Bodegraven
Carlton 230-A
Office phone: 336-278-5646
Home phone: 336-570-2672
email: [email protected]
Contents of winter term TENTATIVE syllabus
Course Description: ............................................................................................................ 23
Course goals and objectives: ............................................................................................... 23
Required texts: .................................................................................................................... 24
My personal statement: ....................................................................................................... 24
Grades ................................................................................................................................. 25
Academic Message ............................................................................................................. 25
Academic Accommodations for Disabled Students ........................................................... 26
Important additional behavioral notes ................................................................................ 26
COURSE COMPONENTS ................................................................................................. 26
Tentative course schedule ................................................................................................... 31
Course Description:
The immigration debate along the southwestern border of the United States is multifaceted
because of the unique geography, history and cultural interactions of the region. In this
course, students will learn about immigration from multiple perspectives and interact with
numerous stakeholders along the Arizona/Sonora border. Activities will include meetings
with government officials from both countries, interaction with humanitarian groups,
exposure to the unique geographical features of the Sonora Desert, presentations by
scholars, experiences with artists, contact with the migrants themselves and group
reflection. By the end of the course, students will engage effectively in public discourse
about the complicated issue of immigration from a much broader perspective than that of
the average U.S. citizen.
Course goals and objectives:
Academic goals: By the end of the course, students will …
20. comprehend the complexities of the immigration debate through interaction with
multiple stakeholders along the Arizona/Mexico border.
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GST 294 – winter 2014
p. 24 of 33
21. challenge the simplistic arguments around immigration from an informed
perspective.
22. demonstrate the ability to participate effectively in public discourse about
immigration at the local, regional, or global level (related to QEP possible goal #3
Engagement and Action)
Cultural awareness goals: By the end of the course, students will …
23. identify the characteristics that make border culture different.
24. interact respectfully with representatives from the indigenous cultures of the
Arizona/Sonora area.
25. appreciate the unique nature of the local physical environment and its impact on
immigration.
Personal growth goals: By the end of the course and throughout the course, students will …
26. increase self-confidence by engaging in public discourse on a controversial issue.
27. develop compassion by interacting with migrants themselves and hearing their
stories.
28. assume responsibilities for different aspects of logistics and reflections using the
Witness for Peace functional leadership model.
Required texts:
Urrea, Luis Alberto. The Devil’s Highway: A True Story. New York: Back Bay
Books/Little Brown, 2004.
Selections from:
Martinez, Oscar J. Troublesome Border. Revised edition. Tucson: Arizona UP,
2006.
Nevins, Joseph. Operation Gatekeeper: The Rise of the “Illegal Alien” and the
Making of the U.S.-Mexico Boundary. New York: Routledge, 2002.
Sheridan, Thomas. Arizona: A History. Revised Edition. Tucson: Arizona UP,
2012.
[Assorted articles about the anti-immigrant laws in Arizona, comprehensive
immigration reform, etc. will be added as we get closer to January 2014]
My personal statement:
I care about you as a student and a person and I welcome the opportunity to learn about
you and to assist you in meeting the course goals. To that end, I have provided a variety of
means by which you can contact me. I prefer personal contact whenever possible, and for
this reason you have my office telephone number and my home phone number. I welcome
you to my office during office hours. If you want to be absolutely sure that I will be available
for you during office hours, please make an appointment using my Google calendar (see the
document on Moodle regarding how to make an appointment with me using Google
calendar). Otherwise, feel free to drop by during office hours, but understand that someone
with an appointment has priority. If my office door is open – even if the time is not during
one of my office hours – I welcome visitors and my candy dish is always full. Finally, if you
prefer email, I promise to try to acknowledge receipt of emails within 24 hours, although I
24
GST 294 – winter 2014
p. 25 of 33
may not be able to provide a detailed answer right away.
I am always concerned about the progress that my students are making toward
achievement of course goals and objectives. Also, if there are personal issues that impact
your ability to achieve course goals, you may want to share that information with me.
PLEASE let me know if my expectations are unclear or if you have personal concerns about
course expectations, my treatment of you, the quality of my communication with you or the
class in general, your grade, etc. I am more than happy to discuss these issues throughout
the semester. I urge you to communicate any concerns to me during the semester so that
appropriate adjustments can be made immediately rather than waiting until the end of the
semester when I have little time to help you out or to make corrections. Never doubt that I
care about your academic progress and personal well-being.
Grades for the winter term course will be determined as follows:
Course component
Class participation and engagement, including regular group reflections in Arizona
Work as a member of a functional leadership team
Quizzes on readings and presentations (lowest grade will be dropped)
Written reflections
Final project – preliminary work
Final project – class presentation in February
Final project – final form in February
TOTAL
Percentage
20%
10%
15%
15%
15%
10%
15%
100.00%
Grading scale: A = 93-100; A- = 90-92.9; B+ = 87-89.9; B = 83- 86.9; B- = 80-82.9; C+ = 77-79.9;
C = 73 – 76.9; C- = 70-72.9; D+ = 67 – 69.9; D = 63-66.9; D- = 60-62.9; F = 59.9 and below
NOTE: Final grades for study abroad winter term courses are due around March 1, 2014. As
indicated in the course schedule, some items will be completed upon our return to campus.
Academic Message
An Elon student’s highest purpose is Academic Citizenship: giving first attention to learning and
reflection, developing intellectually, connecting knowledge and experiences and upholding Elon’s
honor codes.
Elon’s honor pledge calls for a commitment to Elon’s shared values of Honesty, Integrity, Respect
and Responsibility. To be clear about what constitutes violations of these values, students should be
familiar with the Judicial Affairs policies in the student handbook, including violations outlined at
http://www.elon.edu/docs/eweb/students/handbook/Student%20Handbook%20Revised%20September%202012%20.pdf.
Students with questions about the specific interpretation of these values and violations as they
relate to this course should contact this instructor immediately. Violations of the academic-related
areas will be documented in an incident report to be maintained in the student’s judicial record, and
may result in a lowering of the course grade and/or failure of the course with an Honor Code F.
25
GST 294 – winter 2014
p. 26 of 33
Academic Accommodations for Disabled Students: If you are a student with a
documented disability who will require accommodations in this course, please register with
Disabilities Services in the Duke Building, Room 108 (278-6500), for assistance in developing a plan
to address your academic needs. For more information about academic accommodations, please
visit www.elon.edu/disabillities.
Important additional behavioral notes
During most of our time in Tucson we will stay together in the BorderLinks complex which includes a
dormitory facility for up to forty people. Cooking and cleaning tasks are shared by the group. It is
likely that other delegations will be using the facility along with us. Therefore, no alcohol should be
consumed because it may be offensive to other delegations.
In addition to the points outlined in Elon’s Honor Code, I expect all students to be attentive,
courteous, and enthusiastic to program participants and presenters at all times throughout this
course. In particular, students should be respectful during presentations given by our guest speakers
and our BorderLinks partners. The reputation of Elon University is shaped by this group's behavior
both in and out of the "classroom."
COURSE COMPONENTS
Class participation and engagement, including regular group reflections in Arizona (20%)
Grading for this component of the final grade will be based on the following rubric:
Grade
A
B
C
D
Description – A student who earns this grade does the following:
Attends all events, arrives on time, is attentive, demonstrates enthusiasm,
asks good questions (not just frequent questions), demonstrates knowledge
of related readings; contributes frequently and thoughtfully to group
reflections; is polite to professor, presenters and classmates, and thanks
speakers on his/her own in addition to the thanks expressed by class
ambassadors. Completes all assignments on time.
Attends all events, arrives on time, is attentive, usually asks good questions,
occasionally demonstrates knowledge of related readings; contributes
occasionally and thoughtfully to group reflections; is polite to professor,
presenters and classmates. Completes all assignments on time.
Attends all events, usually arrives on time, may be distracted occasionally but
is not disruptive, demonstrates enthusiasm for some but not all activities;
asks good questions occasionally, sometimes demonstrates knowledge of
related readings; contributes occasionally to group reflections but comments
rarely enhance the discussion; is coolly courteous to professor, presenters
and classmates; completes all assignments but not always on time.
Attends most events but may miss due to oversleeping or other excuses; the
security team occasionally has to search for him/her; is occasionally disruptive
(e.g. sighs loudly, fiddles or rolls eyes); must be called on to contribute to
group reflections and comments are superficial; looks bored and seems
uninterested; rarely asks any questions at all; appears not to have read
anything; behavior toward classmates, presenters and professor borders on
26
GST 294 – winter 2014
F
p. 27 of 33
rudeness; does not complete assignments regularly. .
Is sent home due to persistent abuses such as those listed as “D” behavior
Positive contributions to group dynamics and fulfillment of group duties (10%)
All participants are expected to maintain a positive attitude, support their classmates and
professors, and make positive contributions to the group dynamics in this course.
Moreover, students will be divided into leadership teams to coordinate various aspects of
the course. The guidelines below describe behaviors of leadership teams and the
corresponding grades. Once during the course, I will talk with each team to discuss the
midterm grade and make suggestions for improvement. It is likely that many teams will
exhibit attributes from more than one level listed below. For instance, a team might have
performed at a mix of B-level and C-level behaviors, leading to a grade that is somewhere
between a B and a C.
A-level Teams
These teams perform well-above the expectations outlined in the Functional Leadership
descriptions. They take initiative and are creative in the ways they fulfill their team mission.
They might ask professors for advice, but will more often brainstorm independently to
determine how they might be a better team. Team members are consistently punctual
when meeting for group events.
B-level Teams
These teams attempt to excel in the roles outlined in the Functional Leadership descriptions.
They will often ask professors for advice on how to better fulfill their team objectives. Team
members may occasionally be sought out by the Security Team for lagging behind but do
not hold up the group by missing departure times.
C-level Teams
These teams perform exactly what was asked of them at the beginning of the course in the
Functional Leadership descriptions. Team members may hold up the rest of the group by
being excessively tardy or absent-minded, but this only happens once or twice.
D-level Teams
On a few occasions, this team has neglected its prescribed duties as outlined in the
Functional Leadership descriptions and someone else was required to do it for them rather
than helping them. These team members have likely developed a reputation for being late
and will hold up the group more than once. These team members do not cooperate well
with one another.
F-level Teams
These teams neglected duties as outlined in the Functional Leadership descriptions, leading
to a costly error for the class or an individual. They failed to perform tasks when explicitly
asked to by an instructor. They might have been left behind by the group for failing to meet
at a scheduled rendezvous point. By acting irresponsibly, a member of this group may have
endangered the group. It is possible that this team is so dysfunctional that it must be
dissolved.
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GST 294 – winter 2014
p. 28 of 33
Functional Leadership Teams (based on Witness for Peace delegation organization)
3/13/13 – This is a draft of the possible leadership teams for this course. The final version will
depend on the development of the course and the number of student participants.
AMBASSADORIAL
Team members represent the group in thanking speakers, guides, etc. and compose thank-you
notes from the group. Responsible for getting an accurate address. May be asked to introduce the
group and explain the purpose of our sojourn in Arizona. Spanish skills may be helpful, but not
essential. In very formal occasions, Dr. Van Bodegraven or BorderLinks personnel will assume this
role.
LEISURE
Informs students on schedule and options for independent time. Reads excursion and restaurant
reviews (e.g. Zagat’s, Lonely Planet) and provides suggestions to group. Also finds out information
about practical considerations such as nearest convenience store, laundromat, etc. Students must
report non-program travel plans to this group, including departure date, time, destination, means of
travel and anticipated return time and date. Informs faculty member of these plans.
LOGISTICS
Handles things like checking for items left behind on group excursions, coordinating bus clean-up,
reminding of deadlines, double-checking attendance at all events, hotel check-in and check-out.
Organizes chore schedule for class at BorderLinks and informs BorderLinks staff of responsible
students for cooking, setting up and clean-up for each meal. Assists with the analysis of restaurant
bills for group meals not included in program costs. When separate checks are not provided, helps
sort out bill. Requests a copy of menu for reference, collects money from students and helps to
calculate tip. Responsible for keeping an up-to-date list of public discourse venues and schedules.
REFLECTIONS
Working with the professor and BorderLinks staff, this team coordinates reflections on the group’s
experiences in Arizona. The team distributes responsibility for leading reflection to different group
members and maintains a schedule of who is responsible. Also announces time and location of daily
reflections.. Receives group’s ideas for reflection on specific topics that the group wants to discuss.
SECURITY
Assists faculty member in keeping track of everyone at all times. Organizes buddy system for
keeping track of everyone on field trips. Does a pre-departure head count on bus. Organizes
luggage supervision team during transfers from hotel to BorderLinks to hotels. Students must report
non-program travel plans to this team, including departure date, time, destination, means of travel
and anticipated return time and date. Informs faculty member of these plans.
REPORTERS AND PHOTOGRAPHY
Members of this team are our representatives to the outside world. The team members get correct
spelling of all sites visited and all speakers. Set up and maintain course blog with regular updates
and digital pictures on unique group activities. Take group and activity photographs to visually
document our activities, being careful to balance academic, cultural and social activities. At end of
the course, sets up a location where the best photographs from the course will be available to all.
HEALTH COORDINATOR
Keeps track of first-aid kit and carries it (or assigns others to carry it) on field trips. Informs faculty
members when supplies are low. Helps with health problems as much as possible. Reminds
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GST 294 – winter 2014
p. 29 of 33
students to keep hydrated. Hears student concerns about possible health issues and intervenes as
deemed appropriate. Informs faculty member of any concerns.
VIBES
Is especially aware of group's emotional tone and individual manifestations of culture shock.
Talks to individuals who need someone to talk to. Informs faculty members of potential
difficulties. Coordinates scheduling of "How we doin'?" check-ups. Organizes group
celebrations as appropriate.
Quizzes on readings and presentations (lowest grade will be dropped) – 15%
In order to be sure that you are keeping up with the readings and following the lectures and
on-site presentations, I will occasionally administer brief quizzes. Some will be announced
(see schedule) and some will be unannounced. I will drop the lowest grade for these quizzes
before calculating the final grade. The results of these quizzes will also help me identify
comprehension issues that I and our presenters can address before the end of the course.
Written reflections - 15%
Submit all written reflections electronically to the Moodle website or via flash drive directly
to Dr. Van B. All written reflections must be word processed and double-spaced. Do not
exceed page limit indicated.
[I haven’t had time to develop this yet]
Number
Due date and
time*
Prompt
Course objectives
addressed
Page
limit
1
2
3
4
5
6
*Will be adjusted when final BorderLinks itinerary is established
Final project – preliminary work - 15%
Number
1
Due date
and time*
1/15/14
11:59 p.m.
2
1/18/14
11:59 p.m.
3
1/22/14
11:59 p.m.
Description
Research plan – describe data and supporting
documentation that you think you might need for
your project
Revised proposal – See form on Moodle
Updated version of proposal based on experience in
Arizona thus far.
Bibliography for final project – at least 10 scholarly
sources plus additional sources. Format: Either
29
Page
limit
2 pages
See form
As
needed
GST 294 – winter 2014
p. 30 of 33
MLA or APA.
Final project – class presentation in February - 10%
On February 1x at 4:30 p.m., we will meet to hear the progress of your final project. You will
do a 10 minute presentation to the class in which you describe a) your audience for your
public discourse presentation; b) your format; and c) a summary of your content.
Your classmates will provide you with comments and suggestions for improvement before
you submit your final project. Dinner will be served.
Final project – final form in February - 15%
You will submit your final project by February 22. If you are presenting to a church group or
in another public venue, you must also provide evidence that the presentation was
completed by this date.
30
Tentative course schedule
Date/Days*
Friday
1/3/14
Saturday
1/4/14
Sunday
1/5/14
Monday
1/6/14
Tuesday
1/7/14
Wednesday
1/8/14
Thursday
1/9/14
Friday
Location
Tucson
(La Quinta Tucson
Airport – shuttles from
airport)
Tucson
(La Quinta Tucson
Airport)
Tucson
(La Quinta Tucson
Airport)
Move to BorderLinks
facility in South Tucson
Assignment for day
I STILL NEED TO WORK
ON THIS
Reflection paper
Activity


Arrival by 4:00 p.m.
Welcome dinner(location TBD)
7, 9


Excursion to the Living Desert Museum
Explore the Arizona State Museum
4, 6, 9


Tour of Tucson area
Tour of Mission San Xavier del Bac
4, 6, 9


Orientation to BorderLinks and expectations
Desert Walk with Samaritans or No More Deaths
volunteers
Evening reflection on reading assignments
Meetings with U.S. governmental agencies such
as the Border Patrol or Immigration and
Customs Enforcement.
Legal Immigration Simulation
Afternoon or evening reflections
Meetings with representatives of No More
Deaths, Humane Borders, etc. (humanitarian
groups that work on the border)
Evening documentary viewing and discussion
Meeting with Mike Wilson, a member of the
Tohono O’odham nation who maintains water
stations on tribal lands as a member of Humane
Borders.
Afternoon or evening reflections
Entire day at the Tohono O’odham nation and
1, 2, 4, 5, 6, 7, 8, 9
BorderLinks facility


BorderLinks facility



BorderLinks facility


BorderLinks facility
Complete reading
of The Devil’s
Highway for
discussion
Course objective
addressed


31
1, 2, 3, 7, 8, 9
1, 2, 3, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
Date/Days*
Location
Assignment for day
I STILL NEED TO WORK
ON THIS
1/10/14
Activity


Saturday
1/11/14
BorderLinks facility
Sunday
1/12/14
Monday
1/13/14
BorderLinks facility



BorderLinks facility

BorderLinks facility


Tuesday
1/14/14


Wednesday
1/15/14
BorderLinks facility
Thursday
1/16/14
BorderLinks facility
Research plan
Due by 11:59 p.m.





Friday
1/17/14
BorderLinks facility


Saturday
1/18/14
BorderLinks facility



Sunday
1/19/14
BorderLinks facility
Revised proposal
Due by 11:59 p.m.


32
the Tohono O’odham Cultural Center
Evening reflections
Service project – clean up desert or refill water
stations
Afternoon or evening reflections
Free day
Evening reflection on free day activities
Day trip to Nogales, Sonora to view border wall,
meet with migrants, consult with Grupo Beta,
etc.
Afternoon or evening reflections
Visit the Community Food Bank Marana
Heritage Farm
Sustainable Futures Activity
Visit Mercado San Agustin Farmer’s Market to
buy dinner
Afternoon or evening reflections.
Visit with a day labor center to discuss the life of
a day laborer.
Afternoon or evening reflections
Visit to federal detention centers for migrants
Operation Streamline and talk with Public
Defender.
Afternoon or evening reflections
Talk with Hector Rivera at the Restoration
Project
Mural tour of Tucson
Afternoon or evening reflections
Another service project – clean up desert or
refill water stations
Afternoon or evening reflections
Final meetings with BorderLinks staff and final
reflections
Course objective
addressed
1, 2, 4, 5, 6, 8, 9
6, 7, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 4, 5, 6, 7, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 4, 5, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 3, 4, 7, 8, 9
Date/Days*
Location
Assignment for day
I STILL NEED TO WORK
ON THIS
Activity
Monday
1/20/14
Move to Best Western
Royal Sun near the
University of Arizona
campus

Tuesday
1/21/14
Best Western Royal Sun

Wednesday
1/22/14
Best Western Royal Sun
Bibliography for
final project (due:
11:59 p.m)
Thursday
1/23/14
Tucson – Move to La
Quinta by the airport
Submit Final Project
preliminary
assignment 3 by
midnight
Friday
1/24/14
(Day in mid
February)
By February 22
La Quinta Tucson Airport
– shuttles to airport
Elon
Elon




Bus from BorderLinks to the Best Western Royal
Sun
Tour of the University of Arizona
Free day to explore the university area and do
research in the library.
Lecture by Dr. Oscar Martínez or Raquel RubioGoldsmith?
Library research
Final reflections and strategizing for final
projects





Course objective
addressed
1, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 9
1, 2, 3, 4, 7, 9
Free until noon check-out
Move suitcases to one room
Free until 4:30
Bus to El Tiradito and El Minuto
Visit El Tiradito for the ceremony honoring those
who perished in the desert
 Group farewell dinner at El Minuto Café in South
Tucson
 Bus to La Quinta Tucson Airport for final
overnight
End of program – students return home, to Elon or
to another destination
1, 2, 3, 4, 7, 8, 9
We will meet to hear short presentations about each
final project. Dinner will be served.
All, but especially 3 and
7
1, 2, 3, 4, 6, 7, 9
Complete and submit final public discourse projects.
Public presentations must be scheduled and
completed by this time.
33
6, 9