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IDS-110 syllabus for Fall 2010

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Course Syllabus for IDS-110 Methodist University Experience. Instructor(s) Courtney Mack / Tracey Pearson

Course Syllabus for IDS-110 Methodist University Experience. Instructor(s) Courtney Mack / Tracey Pearson

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  • 1. Interdisciplinary Studies 110 (IDS-110) “The Methodist University Experience” Fall 2010 Instructor: Courtney Mack/Tracey Pearson Peer Mentor: Jamesha Brown Office Location: Library Office Hours: Courtney Mack (Mon. 2-4pm/Tues 3-5 pm/Wed & Fri - By Appt) Tracey Pearson (Mon & Wed. 9-11/Tues 9-10/Thurs. 9-11) Telephone Number: 910-630-7541 (Ms. Mack) 910-630-7587 (Ms. Pearson) Email: comack@methodist.edu/ tpearson@methodist.edu Class Location: S219 Science Building and Time: Tuesday & Thursday 11:00am-12:15pm Texts 1. Strike, Kenneth A., and Pamela A. Moss. Ethics and College Student Life: A Case Study Approach. 3rd ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2008. 2005. 2. Kidder, Tracy. Mountains Beyond Mountains. New York: General Education/Core Goal: Critical Thinking Course Description: This course is designed to develop freshmen students’ reading comprehension and critical thinking skills. It is also intended to assist first-year students in the transition to college life. The subject matter of the Freshman Reading Program selection is deliberately chosen for its thought-provoking potential. The textbook related to college transition topics is presented in a case study format in order to facilitate class discussion and analysis of various relevant issues. Prerequisites: none
  • 2. Goals The goals of this course are to: 1. prepare students for the Methodist University experience by acquainting them with key resources, information, and strategies for a successful transition into college life; 2. pique their interest in intellectual endeavor by engaging them in reading and discussion of interesting texts that are relevant to their lives; 3. prepare them for college-level academic work by reviewing basic skills in reading, writing, discussion and critical thinking and by having them apply those skills in meaningful ways. These goals partially support Methodist University General Education/Core Goal 1, improving students’ skills “in written and oral communication.” They also support General Education/Core Goal 3, improving students’ “ability to think critically about complex subjects.” Objectives The objectives of this course are for students to: 1. demonstrate knowledge of key Methodist University resources and information; 2. read and discuss texts that are relevant to their lives as young people and as college students; 3. produce satisfactory written work on topics related to this course; 4. demonstrate improved critical thinking skills; 5. engage in a variety of campus experiences. Assessment ● Objective 1 will be assessed by means of a graded assignment(s) related to the MU Academic Catalogue, Four-Year Curriculum Plans, and the MU Student Handbook. ● Objective 2 will be assessed by means of graded assignments related to the assigned reading. Examples include, but are not limited to, quizzes, reports, class discussions, and journals. ● Objective 3 will be assessed by means of three short response papers and one longer, thesis-driven essay, graded according to the rubric included in this syllabus. ● Objective 4 will be assessed by means of reporting and analyzing the series of scores earned on the “Analysis/Development” portion of the rubric used in grading the three short response papers. ● Objective 5 will be assessed by means of students’ attendance/participation in the following:
  • 3. Mandatory 1. Opening Convocation 2. MU Career Services Center session 3. At least one cultural event (to be approved by instructor) *These events will be announced during the semester* 4. At least one community service activity 5. One lecture out of four part lecture series (will attend as a class) August 24 Class overview/Ice breaker August 26 How College is Different/College Expectations August 31 Chapter 1 Intro to Ethical Principles Study Skills/Tutoring Center Speaker September 2 Chapter 2 Academic Integrity, Grading & Cheating/Your College Inventory September 7 Student Handbook/Academic Catalogue September 9 Library Competency (Meet in Class) Student Handbook Assignment Due ****Monday, September 13-Mandatory Convocation***** September 14 Quiz on Chapters 1 & 2/ Convocation Paper Due/Convocation Discussion September 16 Writing Center (Meeting In Class) September 21 What Would You Do? Discussion (Read & React Paper Due) September 23 Chapter 7 Drinking and Living the Good Life/ Guest Speaker Darlene Hopkins (Case Study Paper Due) September 28 Overview of Mountain Beyond Mountains September 30 Discussion of Mountain Beyond Mountains (Read & React Paper Due) October 5 Chapter 3 Tolerance, Diversity, and Hate Speech (Case Study Paper Due) October 7 Chapter 3 Documentary & Discussion October 12 Chapter 6 Sex, Relationship and Power (Case Study Paper Due) October 14 Quiz Chapters 3, 6, & 7 /Career Services October 19 No Class Fall Break (October 18 & 19) October 21 Chapter 5 Loyalty, Friendship, & Community (Case Study Due) October 26 Class Presentations October 28 Class Presentations November 2 Class Presentations November 4 Class Presentations November 9 Documentary & Discussion November 11 Documentary & Discussion November 16 Chapter 4 Privacy & Dialogue (Case Study Paper Due) November 18 Chapter 10 Discussion (Long Essay Due) November 23 Chapter 8 On Getting a Life November 25 No class (Thanksgiving 24-28) November 30 Quiz on Chapters 4, 8, & 10/Your College Inventory December 2 Documentary & Discussion December 7 Last Day of Class December 13 Final Exam 8am
  • 4. Grading Criteria 1. Graded Catalogue/Student Handbook/Four-Year Plan assignments 10% 2. Graded work related to reading assignments /Presentation 30% 3. Short papers (Case Studies) 35% 4. One longer essay 15% 5. Completion of participation assignments 10% Grading Scale 93-100 A 78-79 C+ 60-62 D- 90-92 A- 73-77 C below 59 F 88-89 B+ 70-72 C- 83-87 B 68-69 D+ 80-82 B- 63-67 D Attendance Note the following statement (see p. 19) in the 2009-2010 Academic Catalogue: “Credit will not be awarded for any 100-level course in which a student is absent for whatever reason (sickness, family emergencies, University athletic events, etc.) for more than 20% of the first thirteen weeks of the semester. When absences, for whatever reason, exceed 20% during the first thirteen weeks of the semester, the Registrar will drop the student from the class….A student dropped for excessive absences will receive a grade of WF.” Honor Code The Methodist University Honor Code prohibits cheating (including plagiarism), theft, and academic misrepresentation. These terms are thoroughly defined in the MU Academic Catalogue, and all students are responsible for understanding the material on those pages. Penalties and procedures regarding infractions of the Honor Code are outlined in the academic catalogue. In this course, the following apply: ● students who violate the Honor Code will receive either an F for the assignment in question, a zero for the assignment in question, or an F for the course as a whole, depending on the severity of the infraction; ● plagiarism is defined as the deliberate or accidental borrowing of another’s words or ideas without giving credit to the source from which the words or ideas are borrowed. Students with Disabilities Any student requiring accommodations due to one or more disabilities must bring the appropriate documentation to the Methodist University Center for Personal Development (Pearce Hall/630-7150 or 7402) no later than the first week of classes during the semester in which the accommodations are required. Together, the student and the Director of Disability Services will decide upon the accommodations to be implemented.
  • 5. IDS 110 Writing Rubric 1) Content/ Concept1 2) Purpose/ Focus 3) Analysis/ Development2 4) Organization 5) Source Handling/Citation 6) Writing 5--Is appropriate to the require- ments of the assignment. Shows insight, understanding, awareness of perspectives and contexts. 5--Clearly focuses on a central point. Maintains consistent focus on that point. 5-Develops the central focus amply and persuasively with appropriate reasoning and evidence. Sources are used effectively and appropriately.3 5-Each sentence and paragraph has a clear, focused purpose and coherent relation to the whole. 5-Every point and statement of fact is reliably attributed. Every fact, point, paraphrase, and quotation is completely and helpfully documented. 5-Clear and correct. Few errors in grammar, sentence structure, grammar, and usage. 3-Is appropriate to assignment but ideas and contexts are poorly understood and/or described. 3-Seems to have a central point but does not focus clearly and consistently on it. 3-Develops the central focus more through summary and/or assertion than through sup- porting analysis or evidence. Sources are not used as effec- tively as they could be. 3-Some important organizational elements are missing, inadequate, or garbled. Difficult to follow. 3-Citations are mostly complete, but some are sloppy. There is some confusion about the source of ideas or information. 3-Mostly correct. Occasional minor errors may be present, but prose is generally at college level. 1-Is inappropriate to assignment and/or ideas are simplistic, narrow, without context, perspective, or interpretive depth. 1-Lacks a clear point. 1-Consists of vague generalizations and assertions. Is illogical. Fails to use sources when necessary and/or uses them inappropriately. 1-Lacks logical structure and flow; random or disjointed; makes little sense. 1-Elements of paper meet the definition of plagiarism. 1-Major pattern of errors or many sloppy errors. Points: Comments: ● The writer must make intelligent reference to at least one of the criteria for moral reasoning presented in chapter 1 of Ethical Issues in order to earn a high score on a short paper. ● Citation of secondary sources is mandatory. When citing textbook material: use standard citation rules for initial reference to book and author. Subsequent quotes, summaries, and paraphrases: reference page number. Student Name: Date: _________ Assignment: _________________________ Grade: __________
  • 6. IDS 110 Writing Rubric 1) Content/ Concept1 2) Purpose/ Focus 3) Analysis/ Development2 4) Organization 5) Source Handling/Citation 6) Writing 5--Is appropriate to the require- ments of the assignment. Shows insight, understanding, awareness of perspectives and contexts. 5--Clearly focuses on a central point. Maintains consistent focus on that point. 5-Develops the central focus amply and persuasively with appropriate reasoning and evidence. Sources are used effectively and appropriately.3 5-Each sentence and paragraph has a clear, focused purpose and coherent relation to the whole. 5-Every point and statement of fact is reliably attributed. Every fact, point, paraphrase, and quotation is completely and helpfully documented. 5-Clear and correct. Few errors in grammar, sentence structure, grammar, and usage. 3-Is appropriate to assignment but ideas and contexts are poorly understood and/or described. 3-Seems to have a central point but does not focus clearly and consistently on it. 3-Develops the central focus more through summary and/or assertion than through sup- porting analysis or evidence. Sources are not used as effec- tively as they could be. 3-Some important organizational elements are missing, inadequate, or garbled. Difficult to follow. 3-Citations are mostly complete, but some are sloppy. There is some confusion about the source of ideas or information. 3-Mostly correct. Occasional minor errors may be present, but prose is generally at college level. 1-Is inappropriate to assignment and/or ideas are simplistic, narrow, without context, perspective, or interpretive depth. 1-Lacks a clear point. 1-Consists of vague generalizations and assertions. Is illogical. Fails to use sources when necessary and/or uses them inappropriately. 1-Lacks logical structure and flow; random or disjointed; makes little sense. 1-Elements of paper meet the definition of plagiarism. 1-Major pattern of errors or many sloppy errors. Points: Comments: ● The writer must make intelligent reference to at least one of the criteria for moral reasoning presented in chapter 1 of Ethical Issues in order to earn a high score on a short paper. ● Citation of secondary sources is mandatory. When citing textbook material: use standard citation rules for initial reference to book and author. Subsequent quotes, summaries, and paraphrases: reference page number. Student Name: Date: _________ Assignment: _________________________ Grade: __________