REQUIREMENTS

BRIEF SUMMARY OF LEARNING REQUIREMENTS: (see course website for full description)

Intellectual Curiosity:                                                                                             0 pts.
Attendance/Participation:                                                                                  30
Quizzes, In-Class Writes, Key Points Essays, Tasks (QWKPETs)      50-100+
Challenges:                                                                                                       170  

Total Points:                                                                                            250-300+ pts.

NOTE: The total points for QWKPETs may be adjusted upward at the instructor’s discretion.  Possible reasons, among others, for such an adjustment may include students being unprepared for or unengaged in class, the need for the elaboration of a particularly interesting line of discussion, or a high level of student engagement. Points for challenges may also be adjusted depending on challenges assigned. Obviously, the Total Points for the course would reflect such changes.

Grade Scale:
         90%-100% A
         80%-89%  B
         70%-79%  C
         60%-69%  D
         59% and lower F

FULL DESCRIPTION OF LEARNING REQUIREMENTS:

A note on class assignments: Remember, success on the class assignments is not only a matter of completing what is required.  Full completion of the required assignment is expected and is "average." Average means a "C."  The degree of successful completion is also a matter of how WELL you complete the requirements which involves, among other things, your choice of ideas, how you write about them (i.e. how well you explain their relevance to the course, how well you explain and expand course ideas, spelling, grammar, etc.), your creativity, and demonstration of the cultivation of thought. Good luck.

Another note: If you have any questions or confusions about expectations for this course or the assignments either now or as the course moves along, please contact me for an explanation or discussion.  DO NOT wait until the latter part or the end of the semester to discuss your grade, what you can do to improve, what my expectations are or any related issue.  I will be much less sympathetic and receptive to your inquiries and efforts if you wait until the end of the semester.  If you have confusions or struggles along the way, first reflect on your level of effort and commitment. Then, if you are still struggling or if you need further assistance, let me know, and I will be happy to discuss your situation.

Yet another note: Students are required to keep a digital and/or hard copy of ALL of their assignments and to re-submit them for grading if requested.

One more note concerning Laptops: The use of a laptop in the classroom must be approved by the instructor.

INTELLECTUAL CURIOSITY & COLLABORATION: (XX pts. = Potentially unlimited but non-quantifiable rewards)

Curiosity is an essential component of the learning experience.  It prepares one for learning, motivates the pursuit of learning, and enhances satisfaction from learning beyond the credits and grades that the bureaucracy values, requires, and encourages.  Thus, students are required to demonstrate, through their approach to the class material, the ability to expand their critical thinking and open their minds. Students in this class are expected to cooperate in and contribute to the learning process, that is, to participate in intellectual collaboration and discovery. 

ATTENDANCE, PARTICIPATION, AND PREPARATION

READ THIS!

Because students are expected to participate in creating an environment most conducive to learning for themselves and for other students, attendance in this class is required.  This course will rely heavily on discussions of the readings and class topics, and attendance will be taken daily.  Unless otherwise indicated, students should do the readings for the week before they come to class the first day of the week and be prepared to contribute to the discussions.   

NOTE: I take role at the beginning of class and participation/attendance refers to the entire class period. If you are late for class, you may be counted as absent.

Students will have a grace of 3 absences.  For each additional absence, 5 points will be deducted.  Excused/Official absences count toward these two.  If a student must miss more than two classes because of university functions, other arrangements may be made.  After points have been deducted for absences, the remainder of a student’s attendance/participation points will be awarded by the instructor according to the manner in which the student participates, prepares for class and contributes to a constructive educational experience for other class members. 

Constructive and inquisitive participation is expected.  This includes but is not limited to: being prepared for class by having completed the readings by the day they are required; asking and answering questions in class; respecting the thoughts, ideas, comfort and privacy of others; listening when other students speak; refraining from any disruptive behavior; continuously considering how one’s behavior is affecting the quality of the learning environment; respecting the culture of the classroom; conducting oneself in a professional and constructive manner; paying attention in class; demonstrating curiosity; responding professionally when questioned or asked to elaborate; founding interactions on informed positions, etc.

The quality of students' preparedness, in-class contributions and attendance record are components of the participation assessment.  Miscellaneous assignments may count as part of students’ participation points. 

This attendance policy is not intended to make student life difficult. It is based on my teaching philosophy and intended to encourage active learning and engagement.  While graded assignments are one measure of success in the learning process, they are limited in what they measure and are not the exclusive measure of a student’s learning experience.  I believe that learning takes place in the classroom during coverage of course material, for instance in discussions, that may not lend itself directly to effective quantification and measurement.  Some days during class, student questions, current events, or digressions will lead us to pursue topics and directions not explicitly intended by or anticipated in course curriculum.  These forays in pursuit of curiosity, wonder, debate, and the general interconnectedness of the human social and psychological world are nonetheless important aspects of learning.  The forays stretch the mind, challenge students to critically think, create new frameworks of thought, explore connections between a diverse range of topics and connect these topics to the course focus. Because these forays break with the linear and rational educational model we are used to and have all been successful with, they can potentially lead to student frustrations concerning the basic issue of “will I need to know this for the exam?” or “what from this discussion do I NEED to know?”  They don’t lend themselves to the memorization and regurgitation model of “learning” that often underlies much of our education process.  This is a model we have all had at least moderate success with or we would not be studying at this level.  It is often the only model of learning we associate with education, and it is the model that has often been rewarded.  However, the answer is usually in these cases—all of it and none of it.  On the one hand, you don’t NEED to “know” any of it.  What you need to have is the capacity to think outside the confines of a curriculum, the ability to follow and pursue a line of thinking, and the ability to remain engaged in dialogue (either orally or internally).  These abilities are exercised and cultivated by participating in digressions and thought journeys such as those we will engage in this course from time to time.  It is inevitable, given my teaching style, the diversity of student thoughts and questions, the complexity of the human social world, and the interconnectivity of the ideas and topics we engage when we delve into the human constructed environment and reality.  On the other hand, you need to “know” all of what is discussed.  You need to know about connectivity and how to connect.  You need to know how to reason, evaluate, explore, and exhaust a line of thinking.  You need to know how to get back to where you started, to return home, and you need to be able to remember the path you took so you can either revisit it or avoid it in further explorations of thought.  I will do my best to structure assignments to reflect and measure this type of learning, but it is not always possible or complete.  Therefore, I rely on attendance to encourage this type of learning and to provide the opportunity for it to happen.  Attendance in the class in no way assures that the student will participate in the learning adventure on a day to day, or minute to minute basis, but it is one tool the instructor can use to construct an environment in which thinking can happen and be cultivated.  You can lead a horse to water… Thus, my philosophy encourages me to ensure you at least have the opportunity to participate in this creative process of learning and discovery.  Attendance requirements are part of creating that opportunity.

QUIZZES, IN-CLASS WRITES, KEY POINTS ESSAYS, TASKS (QWKPETs): 

QWKPETs may take various forms ranging from in-class writes, reflection pieces and quizzes to take-home essays and may take group or individual forms.  Students are responsible to know the general content and form of any class discussion, however cursory it may seem.  Students may be asked to briefly discuss in essay format the key points of some aspect of class.  This may include, but is not limited to: one reading, a synthesis of all the readings, a class discussion (from that day or another day previous).  Students should be able to identify and explain the key points or claims AND how they were developed while demonstrating a thorough understanding.  It will not be sufficient to simply state conclusions.  Students should be prepared to do so for each reading for the week and for each class discussion.  The responses should not read like a memorized few sentences. Students will need to know the essence of each reading and how to explain it with supporting materials.  They will need to do so in a limited amount of time in class.

Except in the instance of a pre-arranged excused absence or emergency situation, missed QWKPETs cannot be made up and late QWKPETs will not be accepted.  In the case of an emergency and students are unable to give prior notice of absence, they are required to contact the instructor within 24 hours. Students may make contact by e-mail or office phone.

The lowest QWKPET score of the semester will be automatically dropped for each student.

NOTE: QWKPETs may be unannounced.

CHALLENGES:

There will be several challenges worth varying points. Challenges engage students in the exploration of ideas involving material from lectures, discussions, readings, films, and independent investigation.  Late challenges will not be accepted unless prior arrangements are made with the instructor or at instructor discretion.

Further information on these specific challenges will be posted on the “Challenges” page as they are announced.

ONE LAST NOTE: My teaching philosophy holds that if students attend class, prepare through reading and thinking, and participate in discussions and questions with professionalism and an open mind, they will learn the content and relevant application of the course materials.  Thus, I put a high emphasis on attendance, reading, and participation.  The assignments affirm, develop and apply that knowledge, and projects link experience in the “real world” with the course material.  This, of course, is contingent on the condition that the class provides the content and an environment conducive to learning—I will do my part to ensure that this happens.  Do your part, prepare for class, be curious, and engage your world, and you will benefit a great deal from this course.