CLTE - College Ten

Teaches foundational concepts for intellectual exploration and personal development within an academic community: analysis, critical thinking, metacognition, engagement with others across difference, and self-efficacy. Reflects our college theme of Social Justice and Community, addressing topics such as identity formation, inequality, and environmental injustice.

Student Internship through the Apprenticeship in Community Engaged Research (H)ACER Program at College Nine and College Ten. The (H)ACER Program joins community engagement with critical reflexive components of qualitative research to support transformative learning and strengthen community-university partnerships. Students will be placed at a variety of internships and work with our community partners such as Calabasas Elementary School classroom teachers, Calabasas Elementary School After School Program, Calabasas Community Garden, and Watsonville High School classroom teachers. Students also may propose internships if they already have strong ties with a community partner and receive approval from the (H)ACER Director. Requires students to read selected readings on critical service learning, community learning, qualitative research methods and a variety of texts relevant to the history, context and activities at the sites where they will intern. Internships will take place primarily in Watsonville. Enrollment by permission of the instructor.

Introduction to the (H)ACER program at College 10. (H)ACER trains students in participatory research methodologies and creates opportunities for students to work in real world contexts addressing issues such as social, economic, educational, and environmental injustice. Students gain a foundation in understanding the context of the research university and developing critical research methods for working with communities. Students grapple with questions of how to conduct research in an ethical way and to build relationships that both recognize and are not foreclosed by histories of violence, with particular attention to race, class, gender, and nationality.

Through readings, discussions, and primary research on campus, course explores the following questions: What is sustainability at UCSC and what assumptions about the relationships between humans and nature are privileged in these definitions? (Formerly, I Couldn't Imagine Myself Anywhere Else: Understanding UCSC Undergraduate Narratives.)

Series of presentations, films, and workshops that address personal and cultural identity and examine social, cultural, political, environmental, and other justice concerns.

Students newly appointed into leadership positions at College Ten explore the concept of leadership relating to the college's theme of Social Justice and Community. Prerequisite(s): current College Ten student leader; permission of instructor.

Weekly colloquium on social justice issues with a different topical focus each quarter. Presentations by UCSC faculty and invited speakers. Students must attend class, read an assigned article or book chapter(s) on the week's topic, and write a one-page synopsis.

Rumi's Field Nonviolent Communication Living-Learning Community operates in a spirit of cooperation, compassion, and goodwill. Students living on Rumi's Field enroll in this course in fall to explore the relevance of nonviolence to the pursuit of social justice. Restricted to residents of the Rumi's Field.

Provides students with the opportunity to conduct service-learning work in a local Santa Cruz community over spring break. There are four preliminary class meetings in the winter quarter. Winter meeting attendance is required. Enrollment is by interview only. Enrollment is restricted to College Nine and College Ten members.

Explores how environmental policy is made and influenced. Students learn about key contemporary environmental issues and the forces at play in determining environmental policy outcomes. Focuses on skills that enable citizens to impact environmental policy.

Students explore their own creative output in order to inspire community dialogue around social justice issues. Open to those who identify as artists as well as those who do not. Interested students must attend an information session and commit to expectations. Preference is given to College Nine and College Ten members.

Fosters a deeper intellectual engagement with the theme of College Ten through the design and implementation of community-based research projects developed in close consultation with community partners. Students gain methodological, teamwork, and critical-thinking skills while furthering social justice. Prerequisite(s): CLNI 85, or CLTE 85, or equivalent. Enrollment is restricted to College Nine and College Ten members and by permission of instructor.

Offers an applied experience of collaborative planning, production, and leadership. Students plan workshops and other event components; conduct outreach and publicity; and address all aspects of educational event planning. Enrollment is restricted to members of the spring volunteer Practical Activism planning group. Enrollment is by permission of the instructor.

Explores the theoretical tenets and applications of Transcommunality, an outgrowth of the principles of Kingian non-violence, which works toward peace, tolerance, and mutual respect across difference and diversity. UCSC students connect with the Cemanahuac Cultural group, a multi-ethnic and multi-racial gathering of incarcerated men who are warriors for peace within and outside the prison community. Three meetings will be held at the Correctional Training Facility (CTF) in Soledad, California. Enrollment is restricted to junior and senior College Ten members and by interview.

Explores the principles of community, guided by established texts, for inmates at the Correctional Training Facility (CTF) in Soledad, California. Covers the theoretical tenets and applications of Transcommunality, an outgrowth of the principles of Kingian non-violence. Three joint meetings will be held with UCSC students enrolled in the parallel course 125A. Enrollment by permission of instructor.

Course takes a holistic approach in familiarizing students about how to effectively and ethically conduct community engaged research, from contextualized understandings of power and knowledge to hands-on training in various methodologies through a class project. The topical focus of the course varies (e.g., sustainability, water justice, educational equity etc.).

Considers an ethic of engaging with communities that honors existing knowledges and integrates them into community-engaged action plans and research strategies. Explores a list of questions critical scholars must consider when building socially just community partnerships. Interrogates notions of help and volunteerism and explores theories and practices of popular education as a praxis engagement. Includes practice interviews, oral histories, field notes, and other research methods. Interacts with community partners through forums, blogs, and other multimedia.

Undergraduates at upper-division level participate in teaching discussion groups for College Ten 85 (W). Prerequisite(s): permission of instructor: essay describing interest in becoming course assistant, copies of evaluations, and letter of recommendation from faculty member and/or college staff member. Enrollment is restricted to College Ten juniors and seniors.

Independent study through which a group of students explores a particular topic in consultation with an instructor. Prerequisite(s): CLTE 91 or CLTE 105 recommended. Students submit petition to sponsoring agency.

Independent study through which a group of students explores a particular topic in consultation with an instructor. Prerequisite(s): CLTE 91 or CLTE 105 recommended. Students submit petition to sponsoring agency.

Individual directed study for upper-division college members with college-affiliated faculty. Students must submit petition with one of the college academic advisers with accompanying letter from faculty adviser. Approval of provost required. Enrollment is restricted to upper-division College Ten members.

Individual directed study for upper-division college members with college-affiliated faculty. Students must submit petition with one of the college academic advisers with accompanying letter from faculty adviser. Approval of provost required. Enrollment is restricted to upper-division College Ten members.