SOCIAL JUSTICE COURSE SYLLABUS

Transcription

1 SOCIAL JUSTICE COURSE SYLLABUS Term: Fall 2014 (2014-1) Course #: RLST 110A Instructor: Dr. Kevin Considine Office Room #: 512 Phone #: Office Hours: TBA Instructor Background: Ph.D. Theology, Loyola University Chicago; M.A. Theology, Catholic Theological Union; B.A. English, Vanderbilt University Course Time/Classroom # Monday/Wednesday 12pm to 1:30pm in Room TBA Course Description: This course focuses on reading and discussion of social justice issues. There is also an emphasis on college-level skills. This course includes ten hours of community service learning. This course must be taken in the student s first semester at the College. Prerequisites: None Learning Outcomes/ Competencies: 1. To explain various concepts of justice; 2. To analyze current social justice issues; 3. To explain your role as an individual within a variety of communities; 4. To demonstrate familiarity with the hundred twenty year social teaching of Catholics and other persons of faith; 5. To help your community through a service project; 6. To explain the impact of your service on your community and yourself. Textbooks: No textbook. Handouts and PDFs on BB. Readings: 1.) Leonard Pitts (various op-ed columns on prison, racism, systemic inequality) 2.) Kretzman and McKnight-- Building Communities from the Inside Out 3.) Rachel Naomi Remen--"Helping, Fixing, Serving 2400 NEW YORK AVE. WHITING, IN TEL FAX

2 4.) Paulo Freire-- Pedagogy of the Oppressed (Excerpt on Consciousness Raising) 5.) Adam Davis-- What we don t talk about when we don t talk about service 6.) Website of assigned advocacy agency: NWIQLC, ONE, LIFT, CCFH, GWTP, CASA, TWO, Team Englewood 7.) Martin Luther King--"Letter from Birmingham City Jail 8.) Malcolm X-- " With Mrs. Fannie Lou Hamer 9.) Kim Chi Ha--"Declaration of Conscience 10.) Cesar Chavez (short essays)-- No More Cathedrals, Creative Nonviolence, Plan of Delano, Penitential Procession 11.) Pope Francis, Evangelii Gaudium nos ) Gospel of John 7:53 8:11 OR Luke 4:14 4:21 13.) Dorothy Day (short Essays)-- Michael Martin, Porter and Letter to the Unemployed, A Lifetime Job, Aims and Purposes, Love is the Measure, Scandal of the Works of Mercy, Poverty and Precarity, Holy Fools. 14.) Film Clips Learning Strategies: Blackboard, Technology Experiential learning, Service Learning, Group Discussions, Team Projects, Collaborative Learning, Lecturing, Reading, conversation, journal writing, committee meetings, research reports, paper writing. Experiential Learning: The heart of this course is four experiential learning projects. These will lay the foundation for your proposal for an action for social justice project to take place in your own community Assessment: Full participation in the Four Experiential Learning Activities Exams (Oral Exam, Written Exam, Quizzes) Slide Presentation and Journal Assignments Four Reflection Papers Final Paper Total 100 pts (25 pts each) 125 pts_(60/25/40) 100 pts 125 pts (30 points each*) pts Class Policy for Assignments: Grading Scale: 2

3 Grade Points A A B B B C C C D D D F 59 and below Class Policy on Attendance: Intellectual growth and success in college is reinforced through interaction in the classroom. Students reach personal goals and course outcomes through regular and prompt attendance. See honor code policy. Class Policy on Electronic Devices: Cell phones and other non-class devices turned off/silent and put away. Class Participation norms: HONESTY INTEGRITY **RESPECT** Course Outline: ICT= In Class Tasks and OOCT = Out Of Class Tasks 3

4 ***INSTRUCTOR RESERVES THE RIGHT TO ADJUST THE SYLLABUS AS NEEDED*** Class Dates: Wed., Sept 3 rd Topics/Assignments: WHAT IS SOCIAL JUSTICE AND ACTION? What is Social about Justice? What is a Social Injustice? Social Norms and Examples of Justice ICT: Introductions; Classroom Norms; Syllabus; The Dark Knight and Dogma clips; Four Methods for Social Change OOCT: 1.) Read: Pitts articles on a) Systemic Inequity and b) Appropriateness for Prison Mon., Sept 8 th What is Social about Justice? Cycle of Poverty and Wealth ICT: Systemic Inequity; Malcolm X s Cycle of Poverty and Wealth; Spheres of Influence; Four Methods for Social Change OOCT: Journal (SOSI): Write about a time when you were treated unfairly, or when you witnessed someone else being treated unfairly. Use details and conversation: bring the reader into the experience as if you were writing a novel or a screenplay for a movie. Conclude with a reflection on the experience: why was this treatment unfair? Who was the: target, perpetrator, bystander, and ally? How was this situation connected to the larger culture or society in which we live? Was there a social norm involved (think of the critique of The Joker)? If you could go back to that situation, would you do anything differently? Read: Kretzmann & McKnight Building Communities from the Inside Out Wed., Sept 10 th Community Organizing and Mapping Systemic Inequity: Nobody Cares about a Lonely Voice in the Wilderness ICT: Discussion of Systemic Inequity and Malcolm X s Cycle of Poverty and Wealth. Analyze Building Communities from the Inside Out Mapping Prep Group work to create research tools for 09/15. ABCD. **Submit your tool by the end of class (interviews, field notes, artifacts, research, profile) OOCT: Journal : Write about your own life and how it is/ isn t within the cycle of poverty and wealth. Describe where you were born, your neighborhood, your schools, etc. Has this cycle affected your 4

5 decision to attend CCSJ? How? Fine tune Research Tool and prepare for Mapping Activity Mon., Sept 15 th Community Mapping Activity!! Location TBA Bring your research tools. Wear good walking shoes. ICT: Gathering Data about Whiting: Interviewing, Observation Notes and Pictures, Artifacts, Research OOCT Read: Rachel Naomi Remen Helping, Fixing, Serving Wed., Sept 17 th Reflection: Social Justice and Community Mapping ICT: Create map. Describe assets, deficiencies, stakeholders, observations. Plus/Delta. Analyze Remen article. OOCT: 1. ***Reflection Paper on Community Mapping (Due on 09/24) Read: Excerpt from Paulo Freire s Pedagogy of the Oppressed Journal : Summarize Cycle of Poverty and wealth. Choose two songs from website. How do these songs describe, criticize, or offer a solution to the cycle. Is there a place for religion? Support your idea with a quote from the lyrics to each song. Be creative. Mon., Sept 22 nd Consciousness Raising: Art, Free Minds, and Soul Force ICT: What is Consciousness Raising? Freire article. What is difference between the newspaper and performing arts, i.e. Slam Poetry, Theater, Music (Hip Hop, Rock, Country, Jazz, Folk) OOCT: Read: Introduction to Theater of the Oppressed: Forum Theater Wed. Sept 24 th Mon., Sept 29 th L/C WORKSHOP 3 OOCT: Journal: Consciousness Raising, Newspaper, and Performing Arts Consciousness Raising: Art, Free Minds, and Soul Force ICT: What is Consciousness Raising? Deliberate on SOSI and 5

6 rehearse performance OOCT: Prepare for Theater of the Oppressed Wed., Oct 1 st Theater of the Oppressed (Forum theater) Location TBA: Bring your Scripts, Props, etc. ICT: Theater of the Oppressed Activity: Forum Theater OOCT: 1. **Reflection Paper on Theater Activity (due 10/13) 2. Read Adam Davis-- What we don t talk about when we don t talk about service Mon., Oct 6 th Direct Service: Work, Sweat, and Grime ICT: Reflection Upon TOTO. Is Service Good? Is it Simple? Analyze Davis article. OOCT: Read: Adam Davis-- What we don t talk about when we don t talk about service Wed., Oct 8 th Direct Service: Work, Sweat, and Grime ICT: Service Activity: CCSJ Food Pantry (Group 1) OOCT/ICT: Read website of assigned advocacy agency: NWIQLC, ONE, LIFT, CCFH, GWTP, CASA, TWO, Team Englewood. Prepare Three Slides and Report: What is advocacy? What is its goal? How does the organization engage in advocacy and what is its theory for change? (Group 2) Mon., Oct 13 th Direct Service: Work, Sweat, and Grime ICT: Service Activity: CCSJ Food Pantry (Group 2) OOCT: **Reflection Paper on Service Activity (10/20) OOCT/ICT: Read website of assigned advocacy agency: NWIQLC, ONE, LIFT, CCFH, GWTP, CASA, TWO, Team Englewood 6

7 Prepare Three Slides and Report: What is advocacy? What is its goal? How does the organization engage in advocacy and what is its theory for change? (Group 1) Wed., Oct 15 th Advocacy: Sharp Elbows and Smart Tongues ICT: Slide Presentations. What is solidarity with the powerless? Social Capital and Gatekeeping; Speaking with or speaking for marginalized? OOCT: 1. Read: MLK Letter from B ham City Jail Watch: Malcolm X video clip Mon., Oct 20 th Advocacy: Sharp Elbows and Smart Tongues ICT: Slide Presentations on advocacy organization. What is Violence and Nonviolence? Do each have a role to play in positive social change? Clips from MLK and Malcolm X. Read: Malcolm X With Mrs. Fannie Lou Hamer Watch: MLK video clip Wed., Oct 22 nd Violence and Nonviolence: Human Sculpting ICT: What is Violence and Nonviolence? Do each have a role to play in positive social change? OOCT: **Reflection Paper on Human Sculpting Activity (due 11/03) Re-Read/ Review: Malcolm X With Mrs. Fannie Lou Hamer MLK Letter from B ham City Jail Mon., Oct 27 th ICT: In-class quiz. Class Debate/Discussion/Analysis of MLK and Malcolm X: Nonviolence, Nonresistance, Self-Defense, Violence OOCT: Read: Cesar Chavez (Group 1)-- No More Cathedrals, Creative Nonviolence, Plan of Delano, Penitential Procession Read: Kim Chi-Ha (Group 2)-- Declaration of Conscience 7

8 Wed., Oct 29 th L/C SOCIAL Religion and Social Change: Cesar Chavez and Kim Chi Ha Mon., Nov. 3 rd Wed., Nov. 5 th ICT: Student Led Discussion of Chavez and Kim. In-class quiz. OOCT: Read: Excerpts from Evangelii Gaudium by Pope Francis on BB. Come prepared with 3 questions from the reading. You will turn this in to me. Pope Francis and Human Dignity ICT: Analyze Document. Gallery Walk with Questions. Debate. OOCT: 1. Journal: Define human dignity. Describe: a) two recent stories in the news; b) two songs; c) two movies; OR d) two personal experiences and how one shows the protection of human dignity and the other harm inflicted upon human dignity. Be creative. 2. Read: Gospel of John 7:53-8:11 and/or Gospel of Luke 4:14-4:21 Mon., Nov. 10 th Jesus of Nazareth ICT: Gospel Analysis. Intro to Jesus of Nazareth. OOCT: Journal: Interpreting Jesus. Read John 7:53-8:11. Summarize the story. Who is Jesus here and how is he acting on behalf of human dignity? What is your definition of social justice and how does this passage relate to your definition? From this passage, what might be the connection between human dignity and social justice? Use at least two quotes from the text to support your argument. Read: Aims and Purposes and Love is the Measure Wed., Nov. 12 th Dorothy Day I ICT: Religion and Social Justice Analysis and Discussion OOCT: Read Dorothy day essays (depending upon your group): : Michael Martin, Porter Letter to the Unemployed, A Lifetime Job, Scandal of the Works of Mercy, Poverty and Precarity, Holy Fools. Journal: Dorothy Day writes: I think with grief that it is the fault of those professing Christians who repelled others from Christianity. The people turned first from Christ crucified because He was a poor worker, buffeted and spat upon and beaten. And 8

9 now strange thought the people turn from Him because those who profess Him are clothed in soft raiment and sit at well-spread tables and deny the poor. In your own words, what is she saying and what does this have to do with human dignity and social justice? Mon., Nov. 17 th Dorothy Day II ICT: Dorothy Day discussion and writing assignment. OOCT: 1. Dorothy Day Take Home Quiz Wed., Nov. 19 th L/C FIELD TRIP OOCT: Journal: Hadith 34: I heard the Messenger of Allah (saw) say, Whoso- ever of you sees an evil, let him change it with his hand; and if he is not able to do so, then [let him change it] with his tongue; and if he is not able to do so, then with his heart and that is the weakest of faith. In your own words, what does this mean? Mon., Nov. 24 th REVIEW SESSION; ORAL EXAMS, FINAL PAPER to Wed., Dec. 3 rd Dec 8 th (TBA) ORAL FINAL EXAMINATIONS AND PAPER DUE 9

10 Assignments: Detailed Guidelines I. FINAL PAPER ACTION FOR JUSTICE PROJECT PROPOSAL/PRESENTATION The core of this class is learning how to take action for justice. Therefore, you will be plan a project in one of four areas: direct service, community organizing, advocacy, or consciousnessraising. The project must be justice-oriented, focused upon the cycle of poverty/wealth OR a specific social injustice, and presented to the class. Your is a proposal for a specific project that you will carry out and a critical assessment. The paper should be 2-4 pages (5-6 well thought out, coherent, paragraphs), double spaced, using either 10 or 12 pt. font. 10

11 You must use sources from class readings and you must cite them. If you do not cite sources, your grade will be lowered by one full letter. 1.) Explain the project in detail. Be specific. Some things to think about: a. What is the project? Where will this occur? With what local agencies/institutions/leaders, etc. will you be partnering? How do you initiate contact and develop a partnership? What steps must you take in order to ensure that this project really happens? b. Which method of action best describes this project? Define this method and explain why it is the one best suited for achieving your goal. **Many projects can be understood through more than one method. However, you must name the primary one to which you think this project belongs and explain. c. Within the cycle of poverty and wealth, what is this project s target? Or is there another specific social injustice are you addressing? d. What is the goal of the project? In other words, what s the point of doing this? Is it sustainable or is it a one time event? 2.) Articulate your own definitions of social justice, AND human dignity. However, your definition MUST be supported by textual evidence from the writings of one figure studied in class (MLK, Malcolm X, Dorothy Day, Cesar Chavez, Kim Chi-Ha, Pope Francis) You must use their work to explain and defend your definition. And you must cite quotes and references appropriately. Example: (King, Letter from Birmingham City Jail 298); (Chavez, No More Cathedrals 85-86). 3.) Depending upon which method you have chosen community organizing, direct service, consciousness raising, advocacy you must summarize the appropriate reading and how its ideas critique your project. More information to come. 4.) Use these two definitions to critique the project: Is it really oriented towards social justice? If so, how? If not, why? Be honest. You MUST make an argument and persuade me that your definition is sound and that the project either did or did not promote social justice. Pretend that I do not want to believe you. So, you must use logical argument and evidence to persuade me. II. Oral Exam and Project Presentation Delivery Guidelines The oral exam will be a 15-minute interview with me, where you discuss what you have learned from the course. I will ask you follow-up questions: I may ask you to show your knowledge of additional content of the course; I may ask you to reflect more deeply on your views. Speaks clearly and loudly enough to be heard. Listeners should be able to hear you easily. Your voice should sound clear on recording, as well. This will reveal confidence in your knowledge and ideas. A little nervousness at the beginning is OK! Don t try to hide or to suppress it. Establishes and maintains eye contact. Make eye contact but consideration will be made for diverse cultural customs. 11

12 Speaks in complete sentences. Avoid fragments sentences that are missing a subject or main verb. *AVOID RUN-ONS: this is the most common pitfall for speakers! Run-ons are sentences that go on too long, confusing the listener, falling apart grammatically, and precluding conversation: no one else can get a word in if you never end a sentence! Begin each sentence clearly and end it clearly. Avoids fillers, such as ah, um, so, ya know, well, okay, like, etc. It is OK to pause, rather than using a filler. Maintains posture: sit upright but relaxed; do not lean on the table; do not slouch; do not play with anything, such as papers or a pencil. Gestures may accompany your words, but do not let them become too rapid. Avoid touching your face, hair, or clothes. Avoid folding your arms. III. Experiential Learning Reflections You must write all four papers. Each should be a 1-2 page reflection paper that fully and thoughtfully responds to the guidelines. Each paper must be put together as a coherent, logical essay. 1.) Community Organizing/Mapping Reflection (05/18) a. EXPERIENCE: Describe your experience walking around and using your tool. What did you do? What data did you gather? What was your tool and was it effective in finding out information about Whiting? b. ABCD: Explain what Kretzman and McKnight mean by asset-based community development. Cite the article. c. COMMUNITY: What is a community? What does it mean that you did the activity using as asset-based approach rather than a deficiency-based approach?? How does this help us understand a community? What are two of the major assets and deficiencies in Whiting? d. ANALYSIS: In light of the assets and deficiencies and your definition of social justicc, what is one social injustice in the Whiting community? What is its cause? What assets can be mobilized to address this injustice? e. REFLECTION: Why does any of this matter? Why should anyone care about social justice in whiting or any other community? What is the benefit, if any, of doing this activity? Explain. 2.) Consciousness Raising (05/27) a. EXPERIENCE: Describe your experience planning, rehearsing, and performing the play. What was the story and why did your group decide on this story? What did you do? Was your role the target, perpetrator, ally, or bystander? Did your role bring up any unexpected thoughts or emotions as you planned, rehearsed, and performed the play? Did anything surprise you about the story when you performed it? b. REFLECTION: How did the Spect-Actors in the audience engage with your play? Did the changes in the play make the situation more just? Also, how did you as a Spect- Actor engage with another group s play? Did changes in their play make the situation more just or unjust? How? 12

13 c. ANALYSIS: According to Freire, What is consciousness raising? In your opinion, why do people engage in consciousness raisingactivities? In light of your experience, is Theater of the Oppressed effective in the work of Consciousness Raising? Why or Why not? d. SOCIAL JUSTICE: Define the terms social justice and social injustice as you understand them right now. What is an example of a social injustice? e. CONCLUSION: Why does any of this matter? Why should anyone care about social justice in any community? Why do people usually not care about social injustice or not want to see it? What is the benefit, if any, of doing this activity? Explain. 3.) Service Reflection (06/03) a. EXPERIENCE: Describe your experience of community service. Use details and conversation: bring the reader into the experience as if you were writing a novel or a screenplay for a movie. b. REFLECTION: What went well? What could be improved? What thoughts did you have and what emotions did you feel? Was there a gap of inferiority/superiority? If you could go back to that situation of service, would you do anything differently? Why or why not? c. ANALYSIS: Explain what Adam Davis means by the phrase Service Is Not Simple (SINS) and cite/quote the article. In light of SINS, was the service situation good (SIG) and was it simple (SINS)? d. SOCIAL JUSTICE: Define the terms social justice and social injustice as you understand them right now. What is an example of a social injustice? e. CONCLUSION: Does direct service lead to social justice? If so, what is the connection and how does it work? If not, why? Explain your position. 4.) Violence/Nonviolence/Advcacy Reflection This should be a 2-3 page reflection paper that fully and thoughtfully responds to the guidelines. This paper is a synthesis of paper #4 and Journal #2. This paper must be put together as a single, unified, coherent, logical essay. This is worth 40 points. a. EXPERIENCE: Describe your experience of the human sculpting activity. What topic was your group given? How did your group set up as a sculpture? What were you trying to communicate? How did others resculpt your group into a different sculpture? What changed in the communication when this happened? Use details and explain. b. ANALYSIS: Define Violence, Self-Defense, Non-resistance, and Nonviolence. Which do you find the most practical? The most ethical? Are they the same? Why or why not? Explain and use citations from MLK and Malcolm X. c. ADVOCACY: Define Advocacy. What is solidarity with the powerless? Social Capital and Gatekeeping? Speaking with or speaking for marginalized? Discuss the advocacy organization you were assigned in class. How does the organization engage in advocacy and what is its theory for change? What is its goal and how do they achieve it? Explain. d. INTEGRATION: In your opinion, should your organization engage in nonviolent and/or violent action for social change? Why or why not? If so, what should they do and what is the goal? If not, what are they doing or can they do to achieve their goal? Explain your position. e. CONCLUSION: Does advocacy lead to social justice? If so, what is the connection and how does it work? If not, why? Explain your position. 13

14 IV. JOURNALS AND WRITING ASSIGNMENTS You have 5 journal entries. Each one should be at least one paragraph and must develop a coherent thought. The kind of reflection depends on the prompt. Your grade will reflect your effort (or lack thereof) V. QUIZZES. There will be 3 quizzes, some announced and some unannounced. They will cover class material. VI. FINAL EXAMS The written exam will be posted in Blackboard in the last 2 weeks of class. 1. ACTION FOR JUSTICE PROJECT The core of this class is a justice project. Therefore, you as a class will be planning, carrying out, and reflecting upon a project in one of four areas: direct service, community organizing, advocacy, or consciousness-raising. The project must be justice-oriented, focused upon the cycle of poverty/wealth, and carried out in April. You as a class will be in charge of the project: proposing ideas, voting on them, planning the project, carrying it out, and reflecting upon it. After the completion of the project, your final paper will be an in-depth analysis and reflection upon it. The final project may not always be a complete success. Your grade is not based upon the final success of the project, but rather the appropriate design, implementation, and reflection/evaluation upon it. PROJECT PROPOSAL GUIDELINES: Part One: Logistics (Write at least one coherent paragraph) 5.) What is the name of your project? 6.) What is the project? What will the class be doing? 7.) Where will this occur? Will we be partnering with any local agencies? If so, who? 8.) What is the goal of the project? In other words, what s the point of doing this? Part Two: Philosophical Foundations (This MUST be written as one to three coherent paragraphs) 1.) Within the cycle of poverty and wealth, what is this project s target? What specific injustice are you addressing? 14

15 2.) What category of project are you proposing (community organizing, direct service, advocacy, or consciousness raising)? Why? 3.) How does this project promote human dignity? 4.) What is social justice? 5.) How is the project oriented towards social justice? In other words, how is this not just charity work but rather work that also is working towards justice in larger society? PIECES: 1.) Project Proposal; 2.) Committee Work; 3.) Participation; 4) Written Reflection; 5) Self and Peer Assessment; 6) Final Essay 1. FINAL PAPER Five Paragraph Essay (Submitted to SJ, Hum, and English) PROMPT: Over and over again this semester, you have encountered change as a result of human nature and of the societies humans construct. Education represents one kind of metamorphosis. Look back over your first semester at Calumet College. How has your experience transformed you? Include detailed discussions of the most meaningful knowledge, experience, and skills you have gained in your Social Justice, English, and Humanities courses. Give special attention to your class justice project. 2. JOURNALS AND WRITING ASSIGNMENTS You have 10 journal entries due. Each one should be at least one paragraph and must develop a coherent thought. The kind of reflection depends on the prompt. Each assignment is due by 10am before the next class. If it is not posted, you will receive a 0. But do not wait until the last minute!! Your grade will reflect your effort (or lack thereof) You will have 3-5 in class writing assignments. Each is worth 10 pts. 3. COMMUNITY MAPPING PROJECT More specific guidelines to come. But three main parts: Research Tool, Participation, Reflection Reflection upon Community Mapping Directions: Write a 1-2 page response paper and address the following questions. This must be put together as a coherent, logical essay. 5.) EXPERIENCE: Describe your experience walking around and using your tool. What did you do? What data did you gather? What was your tool and was it effective in finding out information about Whiting? 15

16 6.) COMMUNITY: What is a community? What does it mean that you did the activity using as asset-based approach rather than a deficiency-based approach?? How does this help us understand a community? What are two of the major assets and deficiencies in Whiting? 7.) SOCIAL JUSTICE: Define the terms social justice and social injustice as you understand them right now. What is an example of a social injustice? 8.) ANALYSIS: In light of the assets and deficiencies and your definition of social justicc, what is one social injustice in the Whiting community? What is its cause? What assets can be mobilized to address this injustice? 9.) REFLECTION: Why does any of this matter? Why should anyone care about social justice in whiting or any other community? What is the benefit, if any, of doing this activity? Explain. 4. QUIZZES. There will be 3-5 quizzes, some announced and some unannounced. They will cover class material. 5. FINAL EXAMS The written exam will be posted in Blackboard and most likely taken during class time. The oral exam will be a 15-minute interview with me, where you discuss what you have learned from the course. I will ask you followup questions: I may ask you to show your knowledge of additional content of the course; I may ask you to reflect more deeply on your views. Delivery Guidelines for Oral Final Exam Speaks clearly and loudly enough to be heard. Listeners should be able to hear you easily. Your voice should sound clear on recording, as well. This will reveal confidence in your knowledge and ideas. A little nervousness at the beginning is OK! Don t try to hide or to suppress it. Establishes and maintains eye contact. Make eye contact but consideration will be made for diverse cultural customs. Speaks in complete sentences. Avoid fragments sentences that are missing a subject or main verb. *AVOID RUN-ONS: this is the most common pitfall for speakers! Run-ons are sentences that go on too long, confusing the listener, falling apart grammatically, and precluding conversation: no one else can get a word in if you never end a sentence! Begin each sentence clearly and end it clearly. Do not link sentences with conjunctions, such as and, so, or then. Avoids fillers, such as ah, um, so, ya know, well, okay, like, etc. It is OK to pause, rather than using a filler. Maintains posture: sit upright but relaxed; do not lean on the table; do not slouch; do not play with anything, such as papers or a pencil. Gestures may accompany your words, but do not let them become too rapid. Avoid touching your face, hair, or clothes. Avoid folding your arms. AT YOUR EXAM: Dress formally and modestly as you would for a job interview. This is serious. You need to be prepared for formal occasions. No T-shirts, sweats, hats, jeans, or shorts. No zippered jackets or tops. Guys, wear a shirt with a collar, and shave, unless you normally wear a beard. No gum. Student Success Center: 16

17 The Student Success Center supports Calumet College of St. Joseph students through an interactive learning experience. Students work with tutors to develop course competencies and study skills such as time management, test preparation, and note taking. In addition, students are provided with tutoring support to help pass courses, to improve grade point average, and to promote continuing education and career advancement. Tutors have a specific charge: to help students learn how to master specific subject matter and to develop effective learning skills. The Student Success Center is open to all students at Calumet College of St. Joseph at no charge and is available to support academic courses at the introductory and advanced levels. For assistance, please contact the Student Success Center at or stop by room 413. The Supplemental Instruction (SI) Program is an academic support program designed to increase student performance and retention. The SI Program provides peer-assisted study sessions to aid students in academic courses that often prove challenging. Weekly study sessions are led by a supplemental instructor, a peer facilitator who helps students master course content and practice effective study skills. In SI sessions, students are provided with an opportunity to review lecture notes, clarify difficult concepts, discuss ideas, and study for tests in group settings. SI sessions are for students who need or want supplemental instruction in courses in which SI support is provided. Students may attend as many sessions as they deem helpful. For more information regarding the SI Program, contact the Academic Support Programs Office at Statement of Plagiarism: If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. PLEASE NOTE: All papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/databases. Self-Monitor: Take this plagiarism test: Citation Guidelines: Calumet College of St. Joseph uses citation guidelines, generally MLA or APA format, to document sources quoted or paraphrased in student papers. Check the syllabus for each course to see what each instructor requires. The Library has reference copies of each manual; the Bookstore has copies for sale when required by the instructor. In addition, there are brief MLA and APA checklists in your spiral Student Handbook and Planner and on the Library website and literature rack. These texts show how to cite references from many sources, including electronic media, as well as how to space and indent the Works Cited and References pages respectively. EBSCO and ProQuest articles provide both formats for you to copy and paste. Proper documentation avoids plagiarism. Withdrawal from Classes Policy: After the last day established for class changes has passed (see College calendar), students may withdraw from a course in which they are registered and wish to discontinue. A written request detailing the reason(s) for the withdrawal must be completed with the Office of Academic Advising and filed with the Registrar. The Office of Academic Advising must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests should be submitted in person or, when an in-person visit is not possible, may be mailed to the Office of Academic Advising, ed, or faxed to Students are to make note of the refund schedule when withdrawing from courses. If the request requires instructor approval per the College calendar, it must be forwarded to the faculty member, who makes the final determination to accept or deny the request. 17

18 If the request is honored by the faculty member, the student will receive notification of official withdrawal from the Registrar after meeting or speaking with a member from Academic Advising, Financial Aid and Athletics (if applicable). These departments will notify the student of academic, financial, and athletic eligibility effects of a possible withdrawal. If the request is denied by the faculty member, the notification will indicate why the withdrawal is disallowed. Please note that if the request does not require instructor approval, the student must still meet or speak with a member from Academic Advising, Financial Aid and Athletics (if applicable) before the withdrawal will be processed. An official withdrawal is recorded as a "W" grade on the student's transcript. Discontinuing a course without a written request for withdrawal automatically incurs an "FW" grade for the course (see Refund Schedule). Failure to Withdraw (FW) is indicated when the student does not complete withdrawal paperwork with the Office of Academic Advising nor does the student notify the instructor of their intent to withdraw due to an illness, accident, grievous personal loss, or other circumstances beyond the student s control. This grade is submitted by the instructor at the end of term. Disability Services: Disability Services strives to meet the needs of all students by providing academic services in accordance with Americans Disability Act (ADA) guidelines. Students must meet with the Coordinator of Disability Services to complete an intake form in order to request an accommodation and/or an auxiliary aid (e.g., additional time for tests, note taking assistance, special testing arrangements, etc.). It is the student s responsibility to contact the Academic Support Programs Office to request an accommodation at least one month prior to enrollment for each academic term. Students who are requesting an accommodation and/or an auxiliary aid must submit documentation from a professional health care provider to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act of The cost of obtaining the professional verification is the responsibility of the student. If a student believes that he or she needs a reasonable accommodation of some kind because of a physical, psychological, or mental condition, he or she should contact Disabilities Services. The Coordinator will secure documentation pertinent to the disability and work with faculty and staff, if necessary, to address the matter. All questions and inquiries pertaining to disability services should be directed to the Disability Services Coordinator at CCSJ Alert: Calumet College of St. Joseph utilizes an emergency communications system that transmits messages via text, , and voice platforms. In the event of an emergency, of weather related closings, or of other incidents, those students who are registered for the system shall receive incident specific message(s) notifying them of the situation. Please sign-up for this important service at any time on the College s website. Alternatively, you can register at the time you register for classes. This service requires each user to register once per academic year. Therefore, at the beginning of each academic year, please remember to re-register for the system. This can be done at: School Closing Information: CCSJ Alerts: An emergency communications system that transmits messages via text, , and voice platforms. Please sign-up for this important service at any time on the College s website. This can be done at: 18

19 Internet: Radio: TV Channels: Facility: Calumet College of St. Joseph Phone: WAKE 1500 AM WGN AM WIJE FM WLS 890 AM WZVN FM WBBM NEWS RADIO 78 2, 5, 7, 9, 32 HONOR CODE You are responsible for being on time, present for the whole class, and involved. You need to be on time in order to earn full credit for the day s work. You may take two excused absences for any personal reason: in this case you may make up missed work. At least 5 students must be present for make-up sessions. It is your responsibility to organize and to record the sessions outside of class. You may take additional excused absences for college-sponsored events, such as athletics; or jury duty: in such cases, provide official notification. You may take one excused tardy. You are responsible for tracking your grades. Check the grades on returned assignments against what I post in Blackboard. If you have a question about a grade, ask. The best time is right at the end of class. Be aware of your current average. I am responsible for returning graded assignments to you within one week. If I get behind, class will be canceled until I am caught up. If you make up missed work, you are responsible for making sure that the grades are entered in Blackboard. If you see a discrepancy, contact me to see that it gets corrected. You are responsible for an attentive presence in class. Use body language that shows attention: sit up; make eye contact with speakers. Turn off and put away all electronic devices for the duration of the class unless you are the primary caregiver of a dependent. Do not use them during class; do not even appear to be using them: you will be asked to leave and lose points from your grade. If there is a true emergency, please let the class know that you need to step out. I reserve the right to make a judgment call about your grade in such an instance. Do not sleep in class, or appear to be sleeping. Do not hold side conversations while your colleagues are speaking. Demonstrate respect in discussion Come prepared having done the reading carefully and thoughtfully. Arrive on time and wait quietly for the opening question. 19

20 Do not dominate. Give others a chance to speak. Begin and end your point clearly. Be respectful yet challenging. Every viewpoint deserves to be heard and honored. Be ready to ask and to respond to respectful yet challenging questions. You are responsible for meeting deadlines and requirements. Assignment deadlines are firm. Problems with technology will not be an excuse for late work. If you are having a tech problem, contact me well in advance of the deadline to work out an alternative way to do the assignment. If you have any medical or personal issues that are likely to affect your work, talk with me. The standards of this course will not be lowered or changed; I will work with you to help you meet them to the best of your ability. Do your own work. Do not plagiarize or piggyback off of someone else s work; do not compromise your integrity by allowing others to piggyback off of you. When you are meeting without the instructor, respect the direction of student leaders. I have read the syllabus, understand what the course requires, and agree to this code of conduct: (student signature) 20