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Field study for Corre la Voz interns. Intensive on-site training and participation in team teaching of dual-language (Spanish English) students (4th-5th grade). Literacies include social-emotional, expressive (artistic/dramatic), collaborative problem-solving, academic, and use of digital tools as well as traditional tools. Enrollment by interview only, and successful application to the Corre la Voz program. Concurrent enrollment in OAKS 151A is required during the first quarter after which OAKS 151B may be repeated by itself.

Students examine the interconnectedness of natural and social systems as they evaluate, interpret, and debate evidence and explanations of climate change. Includes interviewing family members, friends, and professionals for a variety of divergent views on the climate change debate. Class sessions are devoted to student discussion of the course materials, including readings, take-home assignments and pre-recorded videos. The class culminates with a written proposal and group presentations of ideas for solutions, with the guidance of the instructor, addressing one of the ”grand challenges” presented in the course with the goal of empowering students to emerge as critical thinkers and actors equipped with a solution-based mindset.

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. Addresses large-scale political, cultural, and economic issues to inform global citizenship.

Orientation to and exploration of the nature of the liberal arts, and of learning at research universities. Topics include: academic planning for upper-division coursework; enrollment processes; and understanding pathways to degree completion; UCSC resources that support health and well-being strategies for academic success; the cultivation of just communities; the prevention of sexual harassment and violence; campus conduct policies; awareness of risks associated with drug and/or alcohol use; and an introduction to traditions of community-engaged learning, ground-breaking research, and interdisciplinary thinking that define a UC Santa Cruz degree. This course can be taken for Pass/No Pass grading only.

Student Internship through the Apprenticeship in Community Engaged Research (H)ACER Program at College Nine and John R. Lewis College. 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 in Calabasas. 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.

ntroduction to the (H)ACER program at College Nine and John R Lewis College. (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.

The Undeclared Scholars Discovery Lab offers a framework for personal and intellectual exploration to help guide thoughtful consideration of potential majors. Considers careers and jobs within the context of selecting a major and reflects on personal, cultural, and social ideas about the importance of work in giving life meaning. Through readings, exercises, advising activities, and guest visits, students focus on the question of what makes a life meaningful and how different majors—and the wide range of opportunities associated with them—resonate with our thinking. To support a capacious approach to major exploration, students also learn about habits of mind that encourage discovery as an ongoing, iterative process that sustains our lifelong development.

The Undeclared Scholars Opportunity Lab is intended to offset obstacles to student engagement opportunities by providing a framework to help students understand common obstacles, develop skills and strategies for overcoming them, and learn about many of the research and extracurricular opportunities available at UCSC. Students have a structured way of learning about and “sampling” a range of opportunities while also developing a tool box of professional skills.

Introduces students to the art of DJing. Becoming a skilled DJ requires many things: a deep love of music, the ability to read one’s audience, technical skill, and knowledge of DJ cultures and their histories. Students learn to DJ using both vinyl and digital formats, as well as how to organize events centered around dance music.

Students in this course design and build a new community garden at Colleges Nine and John R. Lewis College. Students engage in a collaborative design process with campus stakeholders; learn hands-on skills and community gardening best practices; and build regenerative social and ecological systems.

Workshop facilitated by peer instructors. Students learn about current international and global issues through interactive exercises, small-group discussions, and faculty presentations. Students develop an action plan to raise awareness about one or more of these concerns and take practical steps to create positive change in the world.

Stories are fundamental to what it means to be human. This course introduces students to the history, social context and techniques of storytelling and takes students through the research, writing and performing process of storytelling from the personal to the communal, with an emphasis on social impact storytelling, purposeful stories that drive action on social issues. Students engage with the model of “The Moth” radio hour and podcast by listening to and analyzing a wide array of stories told before a live audience, as well as writing and performing three stories during the quarter, using techniques learned in class and from skilled storytellers and theater faculty.

Undergraduates at upper-division level participate in teaching discussion groups for CLNI 85. 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 Nine juniors and seniors.

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. Examines the emergence and development of key concepts of justice including procedures, rights, and reparation.

Orientation to and exploration of the nature of the liberal arts, and of learning at research universities. Topics include: academic planning for upper-division coursework; enrollment processes; and understanding pathways to degree completion; UCSC resources that support health and well-being strategies for academic success; the cultivation of just communities; the prevention of sexual harassment and violence; campus conduct policies; awareness of risks associated with drug and/or alcohol use; and an introduction to traditions of community-engaged learning, ground-breaking research, and interdisciplinary thinking that define a UC Santa Cruz degree. This course can be taken for Pass/No Pass grading only.

This is a course about the modern college classroom. Specifically, this is a course about finding your place in the classroom, about honing skills that can help you be the most successful student you can be. Using concrete tools and techniques, students tackle everything from managing email inboxes to effectively communicating with professors. Includes time exploring larger, more philosophical topics in education. What does it mean to be a student at this moment in time? What are mentors and how do you find them? How do you meet your goals while still remaining compassionate to yourself?

Students gain skills and confidence to lead groups; develop a leadership mindset; build tools for communication, conflict resolution, and receiving feedback; cultivate an inclusive and welcoming environment.

Gain insights, tools, and confidence to identify and pursue goals, dreams, and aspirations. This Experiential Leadership Program course focuses on developing greater self-awareness, and practical tools for getting where you want to go. Includes an all day adventure hike. No experience necessary.

Experiential Learning Program course in which students gain insights and confidence to work with multicultural and global teams. Focuses on developing a mindset and frameworks that support people to work effectively with one another. Includes an all-day sea kayak adventure (funding dependent). No experience necessary.

This introductory level seminar is designed to reduce anxiety and increase competence and confidence in a variety of public speaking situations. While providing some theory, this seminar emphasizes the practice of composing and delivering speeches, including formal, informal, and extemporaneous occasions.