UNIV 100, “Freshman Transition – Communicating Across Cultures” (1 credit) – Fall 1999

This course assists freshmen with their transition to college life by helping students adjust academically, develop decision-making skills, and learn about the services and opportunities for involvement at George Mason University.  Although all classes have a core body of knowledge, each class specializes in a particular aspect of college life.  This particular course focuses on cultural diversity at GMU as well as the opportunities and challenges of cross-cultural communication.  Team development exercises included at Hemlock Overlook, an outdoor experiential education facility. 

This course examines principles underlying effective interpersonal and group interaction, and the development of appropriate and effective communication strategies in one-to-one and small group communication settings.  Emphasis on analyzing and assessing the communication skills necessary to create and sustain effective communication in personal and professional relationships.

NCLC 110, “Community of Learners” (8 credits) – Fall 1997, Fall 1998

This eight credit learning community is designed to develop essential college skills through practice, revision, and reflection; particularly communication (reading, writing, speaking) for critical thinking and problem solving, information literacy, statistics, and probability.  Issues such as transition to college, higher education policy, ways of knowing, and cognition, as well as personal freedom are explored.  Team development exercises included at Hemlock Overlook, an outdoor experiential education facility.

This eight credit learning community is designed to explore the definitions of self and society in historical non-Western and Western context. Issues relating to concepts of moral identity, cultural differences and American government are covered using text, film, plays, self-reflection and writing.

NCLC 275, “Developing Human Relations” (4 credits) – Fall 2000

As a bridge course to the New Century College concentrations and learning communities focused on communication and human relationships, this course addresses basic concepts and theories of communication and conflict.  This four credit learning community (with one credit devoted to experiential learning) is designed as an introduction to the fields of Communication and Conflict Resolution in particular.   In addition, students develop their research skills as they learn to work with scholarly sources in related fields.   The course is divided into five blocks (self-awareness, gender, culture, relationships and family, and computer-mediated interaction), through which students explore theories, skills and experiential exercises.  The New Century College competency areas that are prioritized in this learning community include communication, critical thinking, problem solving, valuing, and group interaction.   I designed and taught the first offering of this course.

This six credit learning community (with one credit devoted to experiential learning) is designed as an introduction to the theory and practice of conflict analysis, resolution and transformation, and interpersonal communication.  The New Century College competencies covered in this learning community are communication, critical thinking, problem solving, valuing, and group interaction.  The goals of the course are to provide a sound theoretical base for further study in conflict analysis, resolution, and transformation; to introduce dynamics involved in interpersonal communication; and to link the respective theoretical with practical applications via experiential learning, real world case studies, and role play simulations.

This course examines how various marginalized groups in the United States identify themselves as communities.  Through an historical-critical examination of the experiences of four groups (Black Americans, women, gays and lesbians, and the “underclass”), we explore how marginalized peoples negotiate their identities, establish communities, and influence American socio-political life.  In so doing, we also study the intersections of race, gender, and class on the community-building and identity processes, using historical, critical, and rhetorical approaches. 

NCLC 375, “Introduction to Integrative Studies” (3 credits) – Fall 2001

This course is designed for students who recently transferred into the Integrative Studies program of New Century College. Students receive an introduction to key components of the New Century College curriculum, including the learning community pedagogy, experiential learning, the nine competency areas, group work and collaborative scholarship, portfolio writing, learning style awareness, and career planning. Students also receive an introduction to key college administrators and university offices.  I designed and taught the first offering of this course.

NCLC 491, “Senior Capstone” (2 credits) – Spring 2000, Summer 2000

This is the culminating synthesis course for Integrative Studies students of New Century College.  Students workshop the graduation portfolio through which they present a culminating reflection on their undergraduate experience, and give a senior exposition.  Information and exercises related to post-graduation professional development (i.e. interviewing skills, resume development, career strategies and portfolio development) are offered.

NCLC 495 – Independent Study and Experiential Learning (variable credit) – Spring 1999 through Summer 2003

Supervised student Independent Study and Experiential Learning enrollments focused on Communication, Conflict Resolution, Peace and Justice, and Latin American issues.