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LE 300F Integrative & InterdisciplinaryLearning Capstone:War & Culture
Naughton, Nathaniel B.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

LE 300F Integrative & InterdisciplinaryLearning Capstone:War & Culture

Semester

S1T 2013 DL

Faculty

Naughton, Nathaniel B. (Nate)

Title

Adjunct Faculty

Degrees/Certificates

CAGS- Educational Leadership
MA/BA- History

Office Location

Online

Office Hours

M & TH 3-5pm EST or by appointment

Daytime Phone

339-927-4056

E-Mail

nathaniel.naughton@gmail.com

Semester Dates

Spring 1---  1/13/13-3/10/13

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Wayne E. Lee, editor. Warfare and Culture in World History. New York and London: New York University Press, 2011. 978-0-8147-5278-4

Drew Gilpin Faust. This Republic of Suffering: Death and the American Civil War. Vintage Press, Reprint Edition, 2009. 9780375703836 (ALSO AVAILABLE ON DIGITAL DOWNLOAD)

Modris Eksteins. Rites of Spring: The Great War and the Birth of the Modern Age. Boston and New York: Mariner Books, Houghton Mifflin, 1989. 978-0-395-93758-7
 

**Be sure you have all texts in hand for the start of class. Lee is REQUIRED for Week 1 Discussion.**

Textbooks can be purchased through the MBS bookstore

Additional Resources:
Poetry selections online at www.civilwarpoetry.org and http://english.emory.edu/LostPoets.html

Additional resources will be available within the course

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:

LE 300F-- Integrative & Interdisciplinary Learning Capstone War and Culture: This course examines the historical and sociological relationship of war and culture.

A seminar for the Liberal Education program, LE 300 requires students to integrate the Park University Literacies, synthesizing diverse perspectives to achieve interdisciplinary understanding and exploring the relationships among academic knowledge, professional pursuits, and the responsibilities of local and global citizenship. 3:0:3

Educational Philosophy:
I like to see an interactive classroom where we all learn from each other. Students are responsible for their own learning, but I am here to assist at every level. Active discussion threads make me happy, as do students who take my suggestions on ways to improve their work. Students are free to express their opinions and should do so in a way that does not purposely provoke members of the class. Please comment thoughtfully on the readings and share the experiences of your life and education with the class.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.
  2. Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.
  3. Synthesize diverse perspectives to achieve an interdisciplinary understanding.
  4. Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.
  5. Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.


  Instructor Learning Outcomes
  1. Analyze the American Civil War and the Great War as watershed moments in regard to both war and culture (military history, literature, psychology, sociology).
  2. Evaluate the American Civil War and the Great War regarding military and political concerns, values, methodologies, and relationships to public life and cultural concerns, values, methodologies, and relationships to public life.
  3. Synthesize historical, literary, psychological, sociological, and political perspectives regarding war and culture, using the American Civil War and the Great War as case studies.
  4. Analyze the relationships among historical, literary, psychological, sociological, and political knowledge, professional work and the responsibilities of local and global citizenship regarding war and culture.
  5. Evaluate perspectives, modes of inquiry and expression, and processes for decision-making in history, literature, sociology, psychology, and politics regarding war and culture.
Core Assessment:

Description of the Core Assessment Instrument This Core Assessment will be a paper that covers 100% of the Core Learning Outcomes. The Core Assessment in this course will be a major critical paper of no fewer than 5 pages, which will include research and appropriate documentation. The project will be completed in the final quarter of the term. The paper must address a significant contemporary issue of a global nature relevant to the course, the student’s major, and the Liberal Education program.  The paper should synthesize multiple disciplinary perspectives and propose critical and creative responses.  Individual instructors will specify assignment details.

This assessment is designed to assess primarily Core Learning Outcomes 1, 2, 3, 4, 5, and will make up 20% of the course grade.

Link to Class Rubric

Class Assessment:
Discussion Rubric:

-- Initial posts of 6 points each: 3 points for accuracy and detail of content; 2 points for use of sources; 1 point for writing conventions – grammar, punctuation.
 
-- Response posts of 4 points each: 2 points for accuracy and detail of content; 1 point for use of sources; 1 point for writing conventions- grammar, punctuation.

Core Assessment Paper Rubric: – 100 points total:

-- Relate to each of the course CLOs: 50 points (10 per CLO – 10 for exceeds expectations; 7 for meets expectations; 5 for does not meet expectations)

-- Use of course content: 10 points (10 for exceeds expectations; 7 for meets expectations; 5 for does not meet expectations)

-- Synthesis of disparate views: 10 points (10 for exceeds expectations; 7 for meets expectations; 5 for does not meet expectations)

-- Address a significant contemporary issue of a global nature relevant to the course: 10 points (10 for exceeds expectations; 7 for meets expectations; 5 for does not meet expectations)

-- Writing conventions and documentation: grammar, punctuation, documentation: 10 points (10 for exceeds expectations; 7 for meets expectations; 5 for does not meet expectations)

-- Connect to student’s major: 10 points (10 for exceeds expectations; 7 for meets expectations; 5 for meets expectations)

Assessment Measures:

Discussion: 160 – 20 points per week

Midterm: 100 - week 4

CA paper: 100 – week 7

Final: 100 – week 8

Grading:
90-100% – A

80-89%    – B

70-79%  – C

60-69% – D

0-59% – F

This scale is firm. The opportunity for extra credit will be rare and will only be available to all students if that is the case, no individual extra credit will be offered.

Late Submission of Course Materials:
Please post one of your main posts by midnight CST on Wednesday and the other by midnight CST of Thursday each week . You must have one response post by Friday night and another by Sunday night. Remember that a 10% late penalty will apply to posts made after the deadline; no post will be accepted for credit once a week ends (Sunday at midnight)- NO EXCEPTIONS. Note that I will open each week on Sunday, rather than Monday, to allow extra weekend time to complete assignments.

In general, late work is not acceptable in this course. Emergencies, TDY and other things are sometimes unavoidable and may cause work to be late. In general students can expect a 10% grade reduction for each day that a discussion post or the paper is late. Exceptions will be made on a case by case (and verified!) basis.

Failure to complete the Midterm during Week 4 will result in a failure for that exam. Per Park policy, failure to take a proctored final exam results in an automatic failure of the course. Details on arranging proctors will be posted in the course announcements.


Please email me asap if you know something needs to be late, and I will decide whether or not to allow the work to be submitted late. Please be aware that most times the answer will be that the work must be submitted on time- you are an adult and need to find ways to balance work, school, family and whatever else you have going on.

In no case will late work be accepted without an email 24 hours BEFORE the due date.

No work will be accepted after the last day of class (March 10, 2013) without a contract for incomplete.

Classroom Rules of Conduct:

-- When posting in discussion threads and responding to peers, you must refer to our lectures and readings. This is required by the rubric.
-- If you find something from the internet that you think will help support your interpretations, or highlight a point, then that can be very useful to share.
 
-- Remember to utilize specific examples which you can cite from a source to support your statements. Please, avoid generalizations.
-- When citing a source other than the assigned readings, please put it in parenthesis after the information with the author, title, and page numbers for the first time you use the source. Subsequent citations in the same post only need the author’s last name and the page numbers, as do citations of course materials. If you cite a website, please put a short title of the website in the parenthesis and the full citation with date you accessed at the end of your post. Failure to properly cite is plagiarism and will be dealt with harshly - NO CREDIT will be awarded for anything that is plagiarized (intentionally or not).

-- The fundamental objective of this course is to learn. That means we must all work together and learn from each other. In order to accomplish this, we must treat each other with respect. Everyone will have the opportunity and freedom to express their ideas. Be sure to review the Park Student Code of Conduct.

-- Use of Park email is required. Please check your email several times a week. Do not send me messages from any other account. You can email me directly from within the online classroom. I will check email frequently and will respond to course-related questions within 24-48 hours.

-- All your Online communications need to be composed with professionalism, fairness, honesty and tact. Spelling and grammar are very important in an Online course. What you put into an Online course reflects on your level of professionalism. Here are a couple of Online references that discuss writing Online
http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html.

--  Please check the Announcements area each time you log into the course. You are responsible for all information in the announcements section.

--  If you experience computer difficulties (need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your Online course), click on the appropriate help button in your Online Classroom, then click on the helpdesk menu item, and then fill out the form or call the helpdesk for assistance. If the issue is preventing you from submitting or completing any coursework, contact me immediately.

Course Topic/Dates/Assignments:
Week 1 (1/13-1/20): Lee chapters 1, 6; Faust preface, chapters 1, 2. Discussion due.

Week 2 (1/20-1/27): Faust chapters 3, 4, 5. Discussion due.

Week 3 (1/27-2/3): Faust chapters 6, 7, 8, Epilogue. Discussion due.

Week 4 (2/3-2/10): Our Civil War poetry is located on the web at www.civilwarpoetry.org. We will read: Melville, “On the Slain at Chickamauga”; Roche, “Gettysburg”; Thompson, “The High Tide at Gettysburg”; Longfellow, “Killed at the Ford” and “The Cumberland”; Finch, “The Blue and the Gray”; Bierce, “The Hesitating Veteran”; Whitman, “Beat, Drums, Beat!,” “O Captain, My Captain!,” and “When Lilacs Last in the Dooryard Bloom’d.” Lee chapter 8; Eksteins preface, prologue, chapter 1 (quickly skim chapter 1 of Eksteins). Discussion due. Midterm due to dropbox by the end of the week.

Week 5 (2/10-2/17): Eksteins chapters 2, 3. Discussion due.

Week 6 (2/17-2/24): Eksteins chapters 4, 5, 6, 7; WWI poetry at http://english.emory.edu/LostPoets.html: Rosenberg, “Dead Man’s Dump”; McCrea, “In Flanders Field”; Owen, all; Brooke, “Peace,” “Safety,” and “The Dead.” Discussion due.

Week 7 (2/24-3/3): Eksteins chapters 8, 9. Lee chapter 5 OR 7 OR 9, student choice for the core assessment case study. Core Assessment Paper and Discussion due.

Week 8 (3/3-3/10): Eksteins chapter 10. Discussion and proctored Final exam.


Each week, we will have readings and discussions to complete. We will have a midterm exam in week 4, the core assessment paper in week 7, and the final exam in week 8.

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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 Undergraduate Catalog Page 95

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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Core Learning Outcome #1                                                                                                                                                                                                                                   
Outcomes
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Demonstrates a detailed and sophisticated understanding of the disciplinary content in relationship to its contexts. Demonstrates an accurate understanding of the disciplinary content in its own context. Disciplinary knowledge represented is incomplete or contains errors and/or omission of contextual factors; or CA guidelines are not followed.  
Core Learning Outcome #2                                                                                                                                                                                                                                   
Outcomes
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Reflects more than a simple description of similarities and differences between disciplines to illustrate the interaction of the discipline's concerns, values, methodologies, and relationships to public life. Accurately identifies similarities and differences between the relevant disciplines' central concerns, values, methodologies, and relationships to public life. Fails to address either central concerns, values, methodologies, or relationships to public life for both disciplines; offers only a superficial discussion of all; addresses these issues for a single discipline; or addresses only similarities or differences; or CA guidelines are not followed.  
Core Learning Outcome #3                                                                                                                                                                                                                                   
Outcomes
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Moves beyond simple interdisciplinary perspectives to achieve a sophisticated synthesis of perspectives that offers unique insights to the problem/issue. Generates valid interdisciplinary perspectives relevant to the problem/issue. Illustrates a single disciplinary perspective or offers a simplistic view of the problem/issue; or CA guidelines are not followed.  
Core Learning Outcome #4                                                                                                                                                                                                                                   
Outcomes
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Applies a sophisticated and creative interdisciplinary understanding to various academic, professional, and civic concerns, uncovering the interconnectedness of those concerns. Applies an interdisciplinary understanding of academic professional and civic concerns. Fails to tie the interdisciplinary understanding to one or more of the following: academic, professional, or civic concerns; or CA guidelines are not followed.  
Core Learning Outcome #5                                                                                                                                                                                                                                   
Outcomes
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Goes beyond simple understanding to achieve a detailed, in-depth analysis and evaluation, highlighting strengths and weaknesses of the disciplinary modes. Evaluates various disciplinary modes of thinking in pursuit of holistic understanding. Exhibits only superficial evaluation or evaluates a single mode of disciplinary thinking; or CA guidelines are not followed.  
Overall project effectiveness                                                                                                                                                                                                                              
Outcomes
Outcomes 6.1-6.5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Project goes beyond meeting expectations to represent a creative/innovative and persuasive perspective. Project meets audience and genre expectations for coherence, organization, and mechanics/documentation. Project fails to illustrate effective audience analysis or fails to meet genre expectations in one or more areas: coherence, organization, and mechanics/documentation; or CA guidelines are not followed.  
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
Outcome: University Mission Statement                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Employs conventions of Standard Written English with grace and style in a well-organized, fully developed essay. Employs conventions of Standard Written English in a well-organized, adequately developed essay. Illogical statements, lack of development and organization, and persistent problems with use of Standard Written English interferes with reader's ability to understand the point of the paper.  

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Last Updated:12/18/2012 11:58:43 AM