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Acp 101 syl f12 perkins

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Acp 101 syl f12 perkins

  1. 1. ACP 101: FIRST YEAR SEMINAR PROF. PRISCILLA PERKINSFALL 2012 OFFICE: AUD 626M/W 12:30-1:45 OFFICE HOUR: M 11:30-12:30AUD ____ (or by appointment) EMAIL: * WEB: PHONE: (312) 341-2283 *email is the best, quickest way to reach meWelcome to Roosevelt University, and welcome especially to ACP 101: First Year Seminar.This syllabus (which is also posted on our class Blackboard site) is your official source of information about ACP101 (assignments, schedule, policies, resources). Hang onto it and make it the first place you look forclarification about our course.The transition from high school to college is challenging in many ways. A lot of students are leaving home andfamily for the first time, while those who commute begin to learn new, more independent ways of interactingwith their elders and siblings at home. For many students, the city of Chicago is a big, kind of scary place.Making friends can be difficult. And for everybody, figuring out what is expected of you as university studentstakes a lot of energy. ACP 101 is designed to help you navigate all of these challenges.While an important goal of ACP 101 is to support you as you make the social transition from high school tocollege, you’re also here to learn about and practice three of the most important academic tools for collegesuccess: 1) reading and writing to learn; 2) oral communication; and 3) information literacy. Because collegeisn’t just a collection of disconnected, unrelated learning experiences, you’ll be learning these skills in otherclasses, too. In ACP 101, though, we will always use reading, writing, speaking, and researched sources in orderto explore ideas that are relevant to you as new members of Roosevelt University, an academic communitywhich is focused on social justice.Another thing that makes ACP 101 different from most of your other RU classes is that each section of thecourse is co-taught by an undergraduate student. In our class, _____________ will participate in all of ouractivities, and will also talk to you every week about the issues many new students encounter in their firstweeks and months at Roosevelt. Because __ is a student, _____ knows Roosevelt in a different way than I do—so ___ is in a great position to talk with you (both as a class and as individual students) about the stuff you maybe going through.This years ACP 101 theme is Youth Activism.Roosevelt U. was founded in 1945 when the faculty and president of the Chicago YMCA Colleges walked out inprotest against the colleges racist and anti-Jewish student admissions policies. Since our founding, Rooseveltfaculty and students have always been actively engaged with the social justice issues of our times. In partbecause we are directly located across from Chicagos Grant Park--the site of large-scale youth protests in 1968and again, today, in the form of the Occupy movement and anti-NATO demonstrations--our students (nomatter what their political beliefs are) have many questions about what it means to be "politically active."Through our reading and discussion this semester, ACP 101 classes will create informed dialogue about ourreasons for political involvement, whether we choose to define it as participation in electoral processes,grassroots pressure to improve educational policies and funding, direct provision of services to people in need,
  2. 2. or, in specific situations, mass protests against social or economic injustice.Required texts include:Liu and Hanrauer, The True PatriotTaft, Rebel Girls: Youth Activism and Social Change Across the Americas (available at the RU bookstore andthrough many other sources: be sure that you have your copy well before our first reading assignment is due!)You should also make sure that you read with a dictionary by your side and a pen in your hand! If you don’talready have a quality college dictionary, please buy one for this class.Required Activities (see schedule for dates, as appropriate): • A brief, informal, individual conference with me during Week Four to discuss your College Inventory report. (Some of these meetings will be scheduled during what would have been our class time, while others will need to be outside of class time. I’ll circulate a sign-up sheet so that you can choose a time that works for you.) • Weekly in-class, informal writing activities • Regular self-evaluations of your writing, oral communication, and participation in classroom work • Attendance at a panel discussion of The True Patriot • One class session in RU library • Two community excursions….locations to be announced as we approach each date. • If, after getting a chance to read your writing, I believe that you would benefit from regular tutoring, I will require you to visit the Writing Center (AUD 724) to schedule regular appointments with a peer tutor.Learning outcomes for ACP 101: 1. As evidence of gains in reading and writing to learn, students will • Participate consistently in inquiry-focused discussions of challenging texts • Complete weekly in-class writing assignments that respond thoughtfully to instructors questions/prompts 2. As evidence of information literacy, students will • Explain the research process involved in an academic project, which begins with a research question, and involves finding, evaluating, and using a variety of resources. • Define and identify various types of information (book, scholarly article, newspaper article, reference source) and parts of a citation. • Locate specific resources using the library • See the physical space of their home-campus library 3. As evidence of oral communication skills, students will • Interview members of the Roosevelt community and present their findings to the rest of the class • Prepare and present an engaging “Pecha-Kucha 20 X 20” (grading criteria: clarity, audibility, eye contact, coherence of ideas and images)
  3. 3. 4. As evidence of community engagement and personal development, students will • Identify campus-based student resources (offices, people, and services, like the Center for Student Involvement, Student Accounts, Career Development, etc.) • Demonstrate understanding of time and money management, wellness and balance, interpersonal communication, and other skills needed for success in college and beyondRequired assignments, plus point values toward final grade: • Five in-class writing assignments (3 possible points each) • Educational autobiography (10 possible points) • RU community interview and presentation (15 possible points) • Pecha-Kucha presentation (20 possible points) • Written reflection on Tafts research process (20 possible points) • Final exam, which will be based on engagement and personal development course content (20 possible points)Attendance policy:Much of the learning in this course happens as a result of student interaction, so there’s no way for you to“catch up” on the ideas generated in discussion and group work if you miss class. After six missed classes(whatever the reason for the absences), you risk failing the course, even if all of your work earns passinggrades. If you are going to be absent, please email me.Other policies: • Please talk to me at the beginning of the semester if you have a documented disability that may require accommodation. If you have any questions about services available to students with disabilities, please contact Nancy Litke, director of the Academic Success Center ( • Roosevelt University respects the rights of students to observe major religious holidays and will make accommodations, upon request, for such observances. Students who wish to observe religious holidays must inform their instructors in writing within the first two weeks of each semester of their intent to observe the holiday so that alternative arrangements convenient to both students and faculty can be made at the earliest opportunity. Students who make such arrangements by the deadline will not be required to attend classes or take examinations on the designated days, and faculty must provide reasonable opportunities for such students to make up missed work and examinations. However, all work missed for such absences, including papers and examinations, must be made up. Students who do not arrange for excused absences by the deadline are not entitled to such accommodations. • Much of your work for this class will be done in small groups (just like it will be in the workplace, later on in your life). For this reason, it is extremely important to be on time, prepared, and committed to doing your best work. I use rubrics that allow me to evaluate each participant’s contribution, and I give individual grades (not group grades) for collaborative projects. Remember, however, that this is an academic community of practice: a space
  4. 4. where students and faculty are committed to creating new knowledge through our interactions with each other. Letting your group down is not cool.8/24 (Friday) Introductions and review of syllabus; RU history (Pecha-Kucha?)8/27 Liu/Hanrauer 1-18; complete online “College Inventory” outside of class time8/29 Living Independently (PI)9/3 LABOR DAY—no classes9/5 Time Management (PI); Educational Autobiography due in class9/10 Pre-discussion writing time; Liu/Hanrauer 19-309/12 “Social Justice at RU” oral presentations (interview write-up due)9/17 College Inventory Conferences—no class meeting9/19 College Inventory Conferences—no class meeting9/24 Liu/Hanrauer 31-51; post-discussion writing time9/26 Pecha-Kucha oral presentations #110/1 Liu/Hanrauer 53-67 (images)10/3 Effective Communication (PI)10/8 pre-discussion writing time; Liu/Hanrauer 69-9110/10 Pecha-Kucha oral presentations #210/15 Liu/Hanrauer 93-11710/17 Financial Management (PI); ACP 101 EVENING PANEL DISCUSSION10/22 Community Excursion #1 (planned by PI)10/24 Pecha-Kucha oral presentations #310/29 pre-discussion writing time; Taft 1-1910/31 Taft 23-4611/5 Taft 47-70; post-discussion writing time11/7 Taft 99-122; Information Literacy assignment #1 due11/12 LIBRARY SESSION—meet in computer class area11/14 Taft 123-15011/19 THANKSGIVING BREAK—no classes11/21 THANKSGIVING BREAK—no classes11/26 pre-discussion writing time; Taft 151-17511/28 Taft 193-20012/3 Community excursion #2
  5. 5. 12/5 In-class review for final exam; end-of-semester celebrationFINAL EXAM DATE/TIME TBA