DOC curriculum centers BIPOC, queer, and femme scholars and cultural producers

• In DOC 1, our syllabus considers U.S. history from a Black, Indigenous, and People of Color perspective, with specific focus on the theory of racial formation
• In DOC 2, our syllabus focuses on the study of social movements for justice, particularly during the U.S. Civil Rights Movement. Required texts explore the theory of intersectionality, the analytical frameworks of women of color feminism, as well as the contributions and challenges of gender non-binary and transgender scholarship.
• In DOC 3, our syllabus and final project centers on social justice research methodologies. Students are asked to research a social issue or problem of personal importance and propose a bottom-up solution to take place on campus to potentially impact the issue. 
• In DOC 100D, our syllabus draws connections between student lived experiences to an intersectional analysis of U.S. history. This course is specifically designed for our transfer student population.

DOC uses alternative and antiracist methods to assess student writing so that all students have the chance to succeed in the course regardless of pre-existing educational background.

• Instructors resist traditional qualitative grading methods that judge a student’s paper against an imagined perfect piece of writing. Instead, student are graded according to whether or not they meet the specifications of each assignment and given feedback and a chance to revise to always earn full points on major writing assignments. 
• All students in the lower-division sequence receive three late passes on major writing assignments to allow for flexibility.
• All students in the lower-division sequence also receive a last chance to submit one missing assignment from the quarter for half points. 
• All students have the right to request a Final Grade Review Process at the end of the quarter.

DOC employs robust care and concern protocols to support students holistically.

• Students are allowed flexibility regarding lecture and discussion section attendance. In the lower-division sequence, they may miss up to one week of class without penalty. 
• Should students need to miss more than one week of class in the lower-division sequence, they are asked to fill out the Extended Absence Tracker Form on their Canvas course pages in order to receive support and resourcing from their TAs and lecturers. 
• DOC communicates and collaborates regularly with the Offices of the TMC Dean of Student Affairs, the TMC Dean of Academic Advising, and the TMC Provost to ensure that all students have access to the resources and support they may need during their time as a TMC student. 

DOC cultivates a pedagogical community that balances mutual aid and instructor autonomy.

• All DOC teaching assistants in the lower-division sequence participate in weekly program-wide meetings facilitated by the DOC Director and Associate Director.
• All DOC teaching assistants who are graduate students must enroll in DOC 500: Apprentice Teaching, a graduate-level seminar in pedagogy which includes opportunities for peer observations and formal mentorship meetings with the DOC Directors.
• All lecturers in the lower-division sequence meet weekly to discuss pedagogy and curriculum. 
• All DOC staff members meet weekly to discuss program management. 
• The DOC Advisory Board, which includes campus stakeholders and a student representative, meets annually to advise the DOC Directors on how best to serve the Marshall College Community. 
• The DOC Directors and lower-division lecturers facilitate monthly “Learning Hard History in Hard Times” Sessions – an optional open space for students to discuss how DOC material is impacting them in the current moment. 

DOC collaborates consistently across the UCSD campus with multiple entities to support its students. 

• DOC works with the Academic Integrity Office to make sure students have all the resources and knowledge they need to complete their work with integrity.

• DOC collaborates with the OASIS Language Arts Tutorial Service to provide students with one-on-one and small group support with writing, especially for students who have completed the Summer Bridge Program.
• DOC maintains a close relationship with the Writing Hub to ensure its writing consultants can best serve the needs of DOC students.
• DOC works quarterly with the instructional librarians at Geisel to ensure students have access to a wealth of research and scholarly resources. 

For  further reference:

• Johnston, E. (2023).“Negotiating Dominance in Writing Program Administration.” Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration. Edited by Genesea Carter and Aurora Matzke. WAC Clearinghouse (2023): 189-202.
• Johnston, E., Solomon Amorao, A. and Kim, J. “Sharing Lessons Learned: Intersectional Collaboration, Collective Accountability, and Radical Care in Antiracist Programming.” Writers: Craft and Context. Vol. 3. No. 1 (2022): [Guest Edited Special Issue] Conferencing Toward Antiracism: Reckoning with the Past, Reimagining the Present.
• Roth, A., Goldman, C., Solomon Amorao, A., & Turnbow, D.  "Breaking the Ice: Introducing First-Year Writing Students to “Scholarship as Conversation”." portal: Libraries and the Academy, vol. 23 no. 3, 2023, p. 571-591. Project MUSE
• Solomon Amorao, A. and Strom, M. (Forthcoming). “Building Antiracist & Restorative Policies & Practices in a First-Year Writing Program.” New Directions in Teaching and Learning. 

Student Code of Conduct

We are all expected to adhere to the UCSD Principles of Community. Free speech is valued but hate speech, abusive language, intimidation, and personal attacks will not be tolerated.

Masking Policy

The DOC Program values both the protection of public health and ensuring quality in-person learning experiences for students. Since masking is the most effective way to prevent the spread of illness, especially COVID-19, DOC supports the choice of students, teaching assistants, and instructors to voluntarily mask in order to protect the health and well-being of all. 

Technology Policy

Technology can be a vital learning tool. Indeed, there may be times when technology is part of the educational experience in DOC. But, we are all responsible for ensuring that our technology use does not interfere with others’ learning and teaching. Unless otherwise directed by your instructor, do not use personal electronics during class time and office hours and make sure your devices are off or on “silent” mode. If your technology use becomes distracting or disruptive, you will be asked to leave.

Course Copyright

The Dimensions of Culture Program is the exclusive owner of the copyright of all lecture slides and course materials created. You may take notes and make copies of course materials for your own use. You may not reproduce, distribute, or display (post/upload) lecture notes or recordings or course materials in any other way—whether or not a fee is charged. This includes uploading any course materials or assignments to websites like Course Hero. If you do, you may be subject to student conduct proceedings under the UCSD Student Code of Conduct . Similarly, you own the copyright for your original papers and written work. If DOC is interested in posting your written work on our course page, your lecturer and TA will ask for your written permission.

Course Format

In accordance with UCSD policies, DOC prioritizes in-person instruction when possible while also adopting best practices from remote and hybrid instruction. Check your UCSD email, DOC Canvas page, and in-class announcements consistently for any changes to instructional modality. You may only attend the lecture and section that you have registered for. 

Course Recordings

If you miss lectures, you can watch lecture podcast recordings in the Media Gallery on Canvas. Recordings will automatically post after each lecture has concluded. No student may record any DOC instructor, teaching assistant, or lecturer at any time during the course without advanced permission for educational purposes. 

DOC 1-3 Assignment Submission Policy

To receive a grade on any assignment, students must submit the correct readable file to the correct Canvas assignment link before 11:59pm on the date the assignment is due. Technology issues are not an excusable reason for missing the deadline. Contact the ITS Service Desk for computing help at servicedesk@ucsd.edu. If an assignment is not submitted on time in the correct format to the correct submission link, the assignment will receive no credit and will not be eligible for revision for credit. 

Late Pass: Students may submit three (3) major written assignments late (within 24 hrs of the original deadline) without penalty. Late passes do not apply to Lecture Engagement Questions, section activities, or the SET reflection assignment. Please make a comment to your TA on your Canvas submission that you are using your late pass. Assignments cannot be submitted past the 24 hour late window without approval from the Lecturer.

Illness, Absence, and Resources Policies

Short-term absences: To ensure that no student feels pressure to attend classes when sick, DOC has built flexibility into the program’s attendance policies. In DOC, students may miss up to three lectures without penalty. Students are also allowed to make-up a specific numbers of discussion section absences each quarter. See your DOC course’s Canvas page for details. 

Extended absences & Absence Tracker: If students miss more than three lectures and/or more than that number of allowed discussion section in a quarter ddue to an extended illness or emergency situation (hospitalization, family emergency, etc.) they should complete the DOC Extended Absence Tracker Form linked in your Canvas course page ASAP so we can offer resources and discuss possible accommodations. Please note that although DOC does not excuse additional absences due to things like work schedules, extracurricular activities, or study sessions for other classes, we will always connect any student to resources as needed. 

Resources: The DOC Program works closely with Marshall College to ensure that students who are experiencing circumstances impacting their ability to participate in class have guidance and access to all possible university resources. These resources can include help navigating student health insurance and services, counseling and psychological services, support to meet basic needs, and academic advising. The first step is commonly a referral to Marshall College’s Dean of Student Affairs, Dr. Amber Vlasnik, and/or the Student Care and Accountability Specialist, Lizzy Gomez. Students who wish to pursue resources and support themselves can email tmcstudentaffairs@ucsd.edu directly at any point during their time as a student. 

Prerequisites and Enrollment

DOC 1: https://marshall.ucsd.edu/doc/doc1/index.html#Prerequisites-and-Enrollment 

DOC 2: https://marshall.ucsd.edu/doc/doc2/index.html#Prerequisites-and-Enrollment 

DOC 3: https://marshall.ucsd.edu/doc/doc3/index.html#Prerequisites-and-Enrollment