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LS 211 Introduction to the Humanities
Young, Robert D.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

LS 211 Introduction to the Humanities

Semester

F2T 2010 DLA

Faculty

Young, Robert D.

Title

Sr Instructor

Degrees/Certificates

Doctor of Arts
MA
BA

Office Location

Online

Office Hours

7am to 7pm Mon-Sat Pacific Time

Daytime Phone

909-744-8718

E-Mail

robert.young03@park.edu

Semester Dates

Fall II 2010, October 18-December 12, 2010

Class Days

TBA

Credit Hours

3


Textbook:
Ways of Reading, 7th Ed., Bartholomae and Petrosky, 2005. ISBN 0-312-40995-8.

Students may be directed to online materials as part of the assigned reading for the course.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
A repository of supplemental materials is available here http://del.icio.us/irisdl/LS211.

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Course Description:
LS211 Introduction to Humanities (MGE): A study of disciplines and concerns that promote humanness (such as art, music, philosophy and religion) and critical thinking, moral values, myths, love and freedom. 3:0:3

Educational Philosophy:
The course is arranged into areas of coverage meant to invigorate your sense of what it means to be human, enliven your inquisitive spirit relative to humanities study, and illuminate the relationships among your life, the world, and patterns replicated among humans. Such rich, interdisciplinary patterns, loosely identified, form the areas of coverage for this course, which you will investigate through class discussions and exploratory writings. You will also work through stages of writing, research, peer response and revision, for a substantial project, which you will share late in the term.

Furthermore, students will emerge from the class with a greater understanding of and appreciation for the humanities. In the interest of "liberat[ing] students from intellectual, social, and cultural parochialism" we will pursue 1) an understanding of your humanness, 2) a sense of the history of human thought and creativity, 3) a perspective of diverse and contrary ideas that have shaped human life and society, and 4) an examined set of primary values that lead to an understanding of what being human means and requires of you.

Through this course of study and through multiple explorations grounded in manifestations of humanness, students will-we imagine-fulfill a substantial and thorough introduction to humanities, which will proliferate ongoing transformations toward becoming "more fully human."

Learning Outcomes:
  Core Learning Outcomes

  1. Note: This is a general education (GE) course. Therefore, some of the performance objectives are specifically related to the requirements for GE courses.
  2. Students will demonstrate understanding of theories of origin, nature, and function of humanities
  3. Students will provide evidence of skill in academic research
  4. Students will demonstrate their skills in oral communication
  5. Students will demonstrate critical, aesthetic, and values literacies, in regard to humanities
  6. Students will demonstrate a more thoughtful awareness of multicultural and global considerations


Core Assessment:

Class Assessment:

Graded Components and Criteria
Written Project - A major research essay* exploring a topic (or set of topics) in the Humanities. 1800-2700 words. Assessment of the written project will include developmental stages such as the prospectus and a draft. 30 % (300 pts.)
*Note: At the instructor's discretion, the nature of this project and its focus may vary from traditional models of research writing.
Explorations in the Humanities - Brief analysis analytical responses (appr. 500 words) exploring humanities sub-fields. Students will complete two out of five opportunities. 20 % (200 pts.)
Interchanges in the Humanities - Weekly discussions centered on focal areas in the Humanities. 18 % (180 pts.)
Final Exam - A comprehensive final examination administered by an approved proctor during week eight. 20 % (200 pts.)
Correlation and Review - Weekly assessments of individual learning and progress. 6 % (60 pts.)
Introduction - Personal introductions and dialogue. 2% (20 pts.)
Peer response - Posting a draft and responding to drafts of classmates. 4% (40 pts.)

Grading Scale: Your instructor will provide you with ongoing progress reports of your average grade throughout the term, which you can check at any time by visiting the Gradebook in eCollege.
The standard grading scale is:
A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 0 - 59

Final examination - An examination will be taken in person during the 8th week of instruction at one of the Park University sites around the country or at an alternative location approved by the university where Park University sites are not available. It is the responsibility of the student to arrange for a proctor who will be accepted and approved by the instructor before the end of week six. Guidelines for selecting an acceptable proctor can be found at the Park University web site: http://www.park.edu/online/proctoredform.asp. For proctored examinations, photo identification is required at the time of the test. A proctor request form will be made available to you during the second week of class so that you can submit your formal arrangements for approval.

Grading Conditions: Late Work and Length Limits
Late Work: Work must be submitted on time to be considered for credit. Late installments of the project (prospectus, draft or polished copy) will receive a full grade deduction for each day past the deadline. Therefore, an installment that is due Sunday will not earn passing credit after Wednesday. Late explorations will not be accepted. Interchanges and correlation and review entries must be completed by the end of the week to be considered for credit.

Length Limits: The specific assignment threads will suggest a length range for explorations and the project. The range is established as a reasonable guide for your written work. Any written work that does not meet the general length requirements will receive a penalty proportionate to the portion missing. In other words, if a student submits a project with just 1500 words, the final grade of the project would be reduced by the percentage it fell short of the bottom end of the range, or about 17% (300/1800). On the upward end, a project may exceed the required length at the instructor's discretion; however, you are urged to moderate the scope of your projects with sensitivity the prescribed limits.

Your responses for the Interchanges in the Humanities should be thoughtful and substantive to earn full credit. Examples of desirable, full-bodied responses and undesirable, partial responses will be provided during the first week of the course. Written entries should be thoughtfully developed and no entry should be no less than four sentences in length. Entries can be spontaneous, suggesting, when appropriate, your tentative position on issues; nevertheless, your posts should be carefully read before making them final. Underdeveloped posts will receive partial credit. A detailed assessment rubric for interchanges is available in your eCollege course under "Doc Sharing."

Your LS211 project will break down into the following three graded portions:

I. Prospectus: Due at the end of week three, this is a one-page (300 words; not to exceed a single page) declaration of what your project will undertake. It will serve as a formal plan for your project, stating what you will do, how you will do it, and how it will serve your introduction to the humanities. (This will constitute 1/6 of the grade for the project or 5% of your overall grade for the course.)

II. In-Progress Draft: Due at the end of week five, this is a 1000-1200-word draft the will allow other students in the course to respond to your work with peer response during the week. It will be a clear, careful start on the project. If rough spots remain, that's okay, but your work should be relatively well-developed, and it should represent ideas that will also be used in your completed project. The draft can include shorter sections on all three sites, one fully developed account, or some other variation, as long as it meets the suggested length range. Think of the draft as a chance to work through rough spots by sharing your work with your peers. You with also turn it in at the end of week five for your instructor to review. (This, along with full participation in peer response during week five, will constitute 1/3 of the grade for the project or 10% of your overall grade for the course.)

III. Completed project: Due at the end of week seven, your completed project (1800-2700 words in length or 3-5 single-spaced pages) will reflect your best effort at a polished, careful project in this introductory course. (This will constitute 1/2 of the grade for the project or 15% of the overall grade for the course.) Note that if you pursue the Tabblo option, your finished project will come in between 1200-1800 words and include a link to the Tabblo you created.

Total weight: 30% 1800-2700 words (3-5 single-spaced pages).

Grading Rubric:

3 (outstanding)

2 (adequate)

1 (sufficient)

0 (insufficient)

Presence (detailed descriptive writing; a sense of being there; concrete references)

Vivid, detailed writing, including details about the scene and activity at the site or event.

Vivid, detailed writing applies to at least two of the events/sites.

Limited attention to details about the event or site for two or more event. A relatively low degree of presence-establishing detail in the account.

Many details are left out or overlooked. The accounts do not establish the presence of the writer through detailed, descriptive writing.

Complexity (personal inquiry, search for insight and meaning; interpretive gestures; moves beyond the surface or superficial qualities)

The accounts go beyond surface-level description and include thoughtful analyses and insights in every account.

The writer has gone beyond surface-level observations to include thoughtful analyses and insights in at least two accounts.

The writer has gone beyond surface-level observations to include thoughtful analyses and insights in at least one account.

The accounts deal only with superficial observations, rather than also introducing thoughtful insights about the deeper aspects of the site/event.

Perspective (explicitly acknowledges point of view, attitude, stance, or disposition of the writers and others who are involved)

Deals explicitly with matters of perspective in all three accounts.

Deals explicitly with matters of perspective in two accounts.

Deals explicitly with matters of perspective in one account.

Does not deal with matters of perspective, attitude, or vantage point (which might include expectations).

Humanities and Literacies (explicit treatment of aesthetic, civic, critical, science, and values literacies) and humanities

Names three general education literacies and/or discusses all events/sites explicitly in terms of connections to the humanities.

Names two general education literacies and/or discusses two events/sites explicitly in terms of connections to the humanities.

Names one general education literacy and/or discusses one event/site explicitly in terms of connections to the humanities.

Does not draw explicit connections between the sites/events and the humanities or the general education literacies.

Conventions and formatting

Adheres to MLA (or APA) formatting. Includes properly formatted citations, if applicable. The document is neat (including name, title, and word count); it does well to demonstrate the conventions of written academic prose.

Adheres to MLA (or APA) formatting with few exceptions. Includes citations, if applicable, with sufficient information to locate the source materials. The document is neat (including name, title, and word count); for the most part, it does well to demonstrate adherence to conventions. If there are errors, they do not distract the reader from understanding.

May not follow formatting conventions of MLA (or APA) style, but the project does include basic citation information (list of materials), if applicable. The document formatting bears oversights in matters of neatness. It does not include name, title, and/or word count. The writing may have errors that distract from meaning (making passages difficult to understand).

Does not include any source information (if applicable). Excessive errors make the document difficult to read. Formatting conventions have not been applied.


 

Grading:

Introduction- (20 pts.)
Six Interchanges- (30 pts each, 180 pts)
Six Correlation & Reviews ( 10 pts each, 60 pts)
Two Explorations (100 pts each, 200 pts)
Project Prospectus (50 pts)
Project Draft (100 pts)
Two Peer responses 40 pts)
Final Project (150 pts)
Final Exam (200 pts)

 

Course Topic/Dates/Assignments:

Week One (Oct 18-Oct 24): The Humanities in the Twenty-First Century
Week Two (Oct 25-Oct 31): Anthropology/Human Culture/Participant-Observation and Ethnographic Methods
Week Three (Nov 1-Nov 7): Music/Aesthetics/Popular Culture
Week Four (Nov 8-Nov 14): Economics/Markets/Consumerism
Week Five (Nov 15-Nov 21): Research Project Development
Week Six(Nov 22-Nov 28): History/Revision/Methods and Problems for History
Week SevenNov 29-Dec 5): Philosophy/Experience/Formal Education
Week Eight (Dec 6-Dec 12): A Bundle of Relations/Final Exam
 
Assignments:
Week One- Due Oct 24. Introduction (20 pts), Interchanges (30 pts), Correlation & Review (10 pts)
Week Two- Due Oct 31. Interchanges (30 pts), Correlation & Review (20 pts) Exploration (100 pts)
Week Three-Due Nov 7. Interchanges (30 pts), C&R (20 pts), Exploration (100 pts) Prospectus (50 pts)
Week Four- Due Nov 14. Interchanges (30 pts), C&R (20 pts)
Week Five-Due Nov 21. Peer responses (40 pts) Project Draft (100 pts)
Week Six- Due Nov 28. Interchanges (30 pts), C&R (20 pts)
Week Seven- Due Dec 5. Interchanges (30 pts), C&R (20 pts), Project (150 pts)
Week 8- Due Dec 10. Final Exam (200 pts)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:9/29/2010 11:16:16 AM