Marshall University

FYS 100, First Year Seminar

Spring 2015, MWF, Sec 205,206

Jenkins 236

Instructor:

Harold Blanco, Ph.D.

240 Jenkins Hall

304-696-6528

hblanco@marshall.edu

Office Hours: MWF 9:00 AM to 11:00AM

Or by appointment (I welcome students to come by anytime I

am in; if a drop in visit is inconvenient for me, I will set a better time.)

Course Description:

Students will learn critical thinking skills integral to life-long learning

through discussion, interaction, discovery, problem-solving, writing, research, reflection, and examination with a emphasis on

multicultural/internationall issues. 3 cr. No pr or cr.

Course Theme:

The theme of this course is “Learning to Think, Thinking to Learn”. Learning and thinking are reciprocal processes. One depends upon the other.

Thinking styles and patterns are learned from the important influences in our lives, our families, peers, cultures, formal education; and are modified by us

using our own inborn approach to life and our unique constructions of understanding. These thinking styles and patterns drive our approaches to

learning and have a strong influence on how well we learn and what we can accomplish.

Academic disciplines engage in different types of critical thinking that may or may not be consistent with your approach to learning. These

approaches to discovery and study in the disciplines are called core domains and include:

Scientific thinking

Social, ethical and historical thinking Aesthetic and artistic thinking

Informational and technical literacy Oral, written and visual communication Multicultural and international thinking

Mathematical and abstract thinking Meaningful engagement in academic life requires you to engage in the

critical thinking processes of the various core domains. In order to do so successfully, you need to not only be aware of the domains but also

understand your established critical thinking habits that you bring with you. Your habits can support or limit learning. You will be most successful in

learning if you can modify your critical thinking abilities according to the discipline under study. The purpose of this course is to raise your awareness of the nature of critical thinking in the various core domains and to gain

experience in moving among the different domains of thinking.

Student Outcomes (Uploaded to GEAR when Applicable):

INFORMATION LITERACY. The student will:

1. establish an inquiry-based research question

2. develop and implement a search strategy

3. evaluate sources of information

4. use information appropriately for a specific purpose

5. use information ethically and legally

CULTURAL JUDGMENT. The student will:

1. demonstrate cultural self-awareness

2. seek knowledge of other cultural worldviews and frameworks

3. analyze intercultural relations

4. evaluate the impact of international issues/events on different cultures

5. identify ethical standards that transcend culture

REASONING. The student will:

1. understand the basic vocabulary of reasoning

2. evaluate the significance of data in arguments

3. evaluate the interpretation of data in deductive arguments

4. evaluate inferences and assumptions in inductive arguments

5. evaluate the implications and consequences of an argument

DEDUCTIVE REASONING:

6. formulate a testable prediction/hypothesis

7. collect data through controlled methods to test a prediction/hypothesis

INDUCTIVE REASONING;

8. identify patterns or trends in raw data/evidence that has been observed in an uncontrolled context

9. state a generalization that follows logically from patterns in the raw data or evidence

REPRESENTATION. The student will:

1. convey understanding of an artifact’s message

2. analyze how an artifact’s message is built using the conventions of specific genre

3. evaluate whether the artifact reaches its intended audience within its intended context

4. compare and contrast different representations of a subject from a variety of media artifacts

5. build an artifact that conveys a clear and specific message 6. build an artifact that uses the conventions of a specific genre

7. build an artifact that reaches a specific audience within a specific context 8. build a single artifact that uses and synthesizes multiple genres

METACOGNITIVE REFLECTION. The student will:

1. gauge personal bias toward subject matter

2. employ prior knowledge and skills to a new performance task or domain

3. engage in deliberate planning over course of a project

4. evaluate level of comprehension of materials (data, information, theories, arguments)

5. evaluate strengths and weaknesses of project

INTEGRATIVE THINKING. The student will:

1. compare and contrast multiple domains that approach the same argument, text, or data set

2. identify the domains that a project, problem or text employs to achieve a solution or produce an analysis

KNOWING AND LEARNING. The student will:

1. develop a definition of what it means to know and learn

2. create a theory of how knowing and learning develop

2. identify the cultural and biological influences on knowing and learning

Some of the things we will do (all activities will be introduced on time …no surprises):

Activity 1: (aesthetic and artistic thinking)

You will be assigned to a small group of students. You will choose a cultural activity to attend as a group. This can be an Artist’s Series event, a

play on campus or in the community, a concert on campus or in the community, a poetry reading, an art gallery, a lecture. You will need to search for something on line and in newspapers (information literacy).

Ideally this would be a free activity but if it is acceptable to everyone in the group to go to something that costs money, you may attend a paid event.

When this is completed, the group will create a representation of the genre attended and present this to the class. The representation itself should

include more than one medium with an emphasis on technology (representation, metacognitive reflection).

Activity 2:

Again, in a small group of students, you will choose a Marshall University sporting event to attend as a group. Check on line and in

newspapers to locate an event (information literacy). Tickets for students are free. When this is completed, the group will create representation of the

sport in class using more than one medium with an emphasis on technology (representation, metacognitive reflection). .

NOTE: Read the student outcomes under REPRESENTATION above. This will help you to understand the purpose of these activities. Our discussions following your class presentations will help illuminate these outcomes. In

addition, the purposes of activities 1 and 2 are to help you get acquainted with your classmates, to become comfortable sharing your thoughts and

ideas with the class, to help you become acquainted with the Marshall community, and to discover the activities and resources available.

Activity 3: (social networks, oral and written communication)

The story of Hamlet’s Blackberry raises ethical issues of communication and technology in the 21st century. In groups, you will present to the class an element of technology and what role has that

element played in your life (positive and negatively) each of you will be responsible for finding out about different aspects of the question and share

in class. You will share your opinion and comments using different avenues of communication (Facebook Twitter, wiki, Wimba, etc) Following this and

other discussions about the book, we will have a debate. You should be prepared to debate positions you do not necessarily support! To prepare for

this project and to increase your understanding reading the whole book is necessary.

Paper 1: (scientific thinking, informational and technical literacy, written communication)

Stage 1: Develop an individual research on a topic of your choosing. The topic should raise a scientific question from a discipline that interests

you, for example, biology, chemistry, physics, sociology, psychology, anthropology, communications, etc. You must identify a

question/hypothesis, do a literature review that either supports or negates your question and draw a conclusion about what the literature tells you. The

sources must be scholarly and peer reviewed and should be presented on a platform that does not include a paper. (information literacy, reasoning).

Stage 2: Create a research proposal that explores your

question/hypothesis. You may use qualitative or quantitative methods. Describe the methodology you would use and share your reasoning about the

method you have chosen (metacognitive reflection, integrative thinking).

Grading:

Grades are determined by dividing the number of points earned by the total number of points possible:

93– 100% = A

83 – 92% = B 73 – 82% = C

63 – 72% = D < 63 = F

FYS ATTENDANCE POLICY

Attendance Policy Rationale - In FYS we want to help students establish

good attendance habits, and we think it is extremely important to set the

tone and expectations at the beginning of their college careers. If a student

is not in class, he/she is missing out on learning opportunities in the

classroom that cannot be duplicated precisely outside that experience. For

instance, a discussion cannot be duplicated, nor can the experiences one

would have gained in working in a group, brainstorming with peers,

considering other perspectives, etc. Further, as FYS instructors, we want to

establish expectations students will encounter in other classes and in society

at large. Therefore, our recommendation is that all FYS adopt the same

attendance policy.

ATTENDANCE POLICY RECOMMENDATION

EXCUSED ABSENCES

Excused absences fall into five categories:

1. University-sponsored activities: academic activities (e.g., performing

arts, debate, honors classes, ROTC, and departmental functions); official

athletic events sponsored by the Athletic Department; and university

activities (e.g., student government and student organizations)

2. Student Illness or Critical Illness/Death in the Immediate Family

”Immediate Family” is defined as a spouse/life partner, child,

parent, legal guardian, sibling, and grandparent or grand- child.

*Routine appointments are not excused. Appointments

should be scheduled around your classes.

3. Short-Term Military Obligation

4. Jury Duty or Subpoena for Court Appearance

5. Religious Holidays

*Recommended make up work

Because FYS is an interactive class, students who miss class due to

University-excused activities should be provided with an alternative

assignment that connects to the activities in the missed class. In the case of

University-sponsored activities (ie Sports, Music) the activities themselves

provide learning opportunities for students. Therefore, where there are

multiple absences one assignment that combines FYS material, the student’s

activity and the course learning outcomes is recommended.

STUDENT’S RESPONSIBILITY

Provide appropriate documentation to Dean of Student Affairs for

excused absence. Learn how the process works here: http://www.marshall.edu/catalog/undergraduate/ug_10-

11_published.pdf Request opportunity to complete missed work within one week of the

absence

Be aware that excessive absences—whether excused or unexcused—

may affect your ability to earn a passing grade. Regardless of the nature of the excused absence, you are responsible

for completing all coursework prior to the end of the semester.

Unexcused Absences

*FYS Instructors – select the option that fits your class

Classes meeting 3 times per week

If you miss three classes, expect an email/notification from your

instructor If you miss a fourth class, you will face:

o Automatic one letter grade deduction in the course

o Mandatory meeting with instructor. At the instructor’s discretion, you may develop a plan of improvement, and if you meet its

criteria, you may have the chance to redeem yourself and potentially earn back the letter. Keep in mind this option is at

the instructor’s discretion. If you miss a 5th class, the previous letter grade deduction stands.

(Improvement plan will not change this grade) Subsequent missed classes will result in additional letter grade

deductions

*Improvement plan options could include activities with the Student

Resource Center.

How to make a positive impression on your instructor and succeed:

1. Come to every class and come on time.

2. Turn off and put away all electronic on line devices and keep them put away. I have a watch and will let you go at the right time. Your friends and

family can do without you for the length of this class. Focus on the discussion is your job during class.

3. Read your assignments before coming to class and identify one or two questions or issues you would like to discuss further in class.

4. Engage with consideration in discussion. Avoid dominating the discussion

but take part in discussion at the minimum of twice during each class. Listen carefully to what others have to say.

5. Turn your work in on time. Late work is not accepted.

6. Read your syllabus several times during the semester, lay out a work plan, ask for clarification of assignments, and come visit me in my office several times during the semester.

Inclement Weather:

Class will be held unless classes are canceled by the University. You can find information concerning Marshall’s policy regarding inclement weather on pp. 92-93 of the 2009-2010 undergraduate online catalog:

http://www.marshall.edu/catalog/undergraduate/ug_09-10.pdf.

Other Changes or Cancellations:

Keep track of your Marshall email and MUonline daily and before class. If

there are any opportunities that come up at the last minute, we may change what we are doing for the day. Should I be unable to attend class, I will

make every attempt to notify you by email and arrange for another instructor to lead the class.

Special Needs: Marshall University is committed to equal opportunity in education for

all students, including those with physical, learning and psychological

disabilities. University policy states that it is the responsibility of students with disabilities to contact the Office of Disabled Student Services (DSS) in

Prichard Hall 117, phone 304 696-2271 to provide documentation of their disability. Following this, the DSS Coordinator will send a letter to each of

the student’s instructors outlining the academic accommodation he/she will need to ensure equality in classroom experiences, outside assignments,

testing, and grading. The instructor and student will meet to discuss how the accommodation(s) requested will be provided. For more information, please visit http://www.marshall.edu/disabled or contact Disabled Student Services

Office at Prichard Hall 11, phone 304-696-2271.

Affirmative Action

This course follows Marshall University’s policy on Affirmative Action,

which can be found at http://www.marshall.edu/catalog/undergraduate/ug_09-10.pdf. Specifically,

all students will be afforded equal opportunity without regard to race, color, sex, religion, age, disability, national origin, or sexual orientation.

Technology Requirements:

My personal background is in technology and I am a believer in the use of technology in the classroom. You will be required to use Facebook, twitter,

YouTube, delicious, Google docs, Lynda, GEAR, and many others elements of technology in this class. You will need to access MUonline, the library and do

searches to complete your papers and activities, and to upload artifacts to GEAR. Make sure your Marshall University account is active. I email the class

about changes using MU emails; you should check your MU email and MUonline daily. Email your instructor on your MU account as unrecognized

addresses will not be opened. This is to prevent spread of viruses. You are expected to be aware of Marshall’s Computing Services acceptable use policy: http://www.marshall.edu/usc/CS/accptuse.asp.

Academic Honesty: Copying the work of another person whether on the web or in

published or unpublished material is plagiarism. Serious consequences occur when students are found to plagiarize including a failing grade in the

assignment, the course and/or dismissal from a program. If you have questions about the meaning of plagiarism, see your embedded librarian and

the University website at www.marshall.edu/muonline/plagiarism.asp.

Important Dates:

The last day to drop a course with a W is Friday, October 28, 2011. If you drop a course after this date you will need to do a complete withdrawal from the entire semester of classes in order to get out of one class.

Course Sequence:

Note: In this class we will work at our own pace, it makes absolutely no

sense for me to break down what we are doing when, but I promise to keep

you informed and always give you the heads up on everything we are doing.