Western Civilization I and II Instruction Manualhum.ku.edu/sites/hwc.drupal.ku.edu/files/files/WC...Western Civilization I and II Policies 2 REVISED 03/27/2012 Part One: Western Civilization

Western Civilization I and II Policies 1 REVISED 03/27/2012

Western Civilization I and II Instruction Manual

Part One: Western Civilization at KU: A Brief History ................................................................................................................. 2 Part Two: Curriculum .................................................................................................................................................................... 4

WC-2.1. Learning Outcomes ..................................................................................................................................................... 4 WC-2.2. Classroom Activities and Their Assessment ............................................................................................................... 4

WC-2.2.1. Textbooks and Assigned Readings ..................................................................................................................... 4 WC-2.2.2. Lecture ................................................................................................................................................................ 6 WC-2.2.3. Discussion ........................................................................................................................................................... 6 WC-2.2.4. Writing Assignments........................................................................................................................................... 7 WC-2.2.5. Exams .................................................................................................................................................................. 7

Part Three: Instructional Formats—Western Civilization I and II ................................................................................................. 9 WC-3.1 Traditional Format ....................................................................................................................................................... 9 WC-3.2 Honors ......................................................................................................................................................................... 9 WC-3.3. Study Abroad .............................................................................................................................................................. 9

WC-3.3.1. Semester in Florence and Paris ........................................................................................................................... 9 WC-3.3.2. London HWC 205 Spring Break Study Abroad .................................................................................................. 9

WC-3.4. Online ....................................................................................................................................................................... 10

WC-3.5. Transfer Credit .......................................................................................................................................................... 10 WC-3.6. Credit by Examination .............................................................................................................................................. 10

Part Four: Policies and Procedures ............................................................................................................................................... 12 WC-4.1. Syllabus .................................................................................................................................................................... 12 WC-4.2. Attendance, Rosters and Student Enrollment ........................................................................................................... 12

WC-4.2.1. Adding a WC Class ........................................................................................................................................... 12 WC-4.2.2. Dropping a WC Class ....................................................................................................................................... 13 WC-4.2.3. Auditing and Visiting ........................................................................................................................................ 13 WC-4.2.4. Exam Scheduling .............................................................................................................................................. 13

Appendix ...................................................................................................................................................................................... 15

Sample Discussion Instructions ............................................................................................................................................... 16 Sample Discussion Rubric ....................................................................................................................................................... 17 List of Writing Traits ............................................................................................................................................................... 18

Sample Rubric #1 .................................................................................................................................................................... 19 Sample Rubric #2 .................................................................................................................................................................... 20 Sample Rubric #3: A Detailed Rubric ..................................................................................................................................... 21 Sample Rubric #4: A Holistic Rubric ...................................................................................................................................... 22

The following policies on the instruction of Western Civilization I and II courses were collected and/or developed by the Western Civ. working group during the 2011-2012 academic year. Most of the text comes from the previous edition of the HWC Instructors Manual, but substantial revisions were approved by the HWC Program Committee in 2011-2012. Proposed changes to this document are managed by the Assistant Director. In consultation with the Director, the Assistant Director will submit substantial revision proposals to the Program Committee for discussion and vote.


Part One: Western Civilization at KU: A Brief Histo ry Founded in 1945 as an educational response to the twentieth-century crises of Western civilization, the Western Civilization courses are an interdisciplinary humanities “core” whose purpose is to acquaint students with selected influential authors and writings of the Western intellectual and cultural heritage from the ancient world to the present. We are one of the oldest such programs in public universities, and very unusual in always having been a general education requirement. Our mission is based upon the conviction that a knowledge of the ideas, values, and institutions that have shaped Western Civilization is essential to a liberal education. Western Civilization was initiated as an independent reading program, and although weekly small-group discussion sections, led by paid graduate instructors supplemented by volunteer faculty, were established in the 1950s, the only way students could complete the requirement was to pass a comprehensive examination over the readings at some point before graduation. In 1978 the comprehensive examination was eliminated in favor of a final examination for each of the two semesters’ work. The Western Civilization core plays both a foundational and an integrative role in the liberal arts and sciences curriculum. A two-course, six-credit-hour sequence, it is a general education requirement in the College of Liberal Arts and Sciences for all students seeking the B.A. and B.G.S. degrees and for students in most B.S. degree programs. It is also a general education requirement in the Schools of Journalism, Architecture, and Social Welfare. Like other general education requirements such as English and mathematics, the Western Civilization courses thus serve not only most students in the College (comprising about 70% of KU’s 18,000 undergraduates) but also other schools in the university. It is distinctive not only because of its interdisciplinarity and wide range of subject matter, but also because it is the only common core of readings for large numbers of KU students and across school lines. About 1800-2000 students enroll in Western Civilization each semester, and 250-300 in the summer session. The two courses are sophomore-level, and are not open to freshmen except those in the honors program. Strongly committed to the essential value of traditionally important authors and texts, we try to balance that commitment with an active concern to embrace and integrate historically marginalized participants in the Western experience and contemporary critical perspectives and scholarship on Western traditions. The program is committed to including, in our readings and pedagogy, attention to the issues of gender, race, the Jewish experience in the West, the rise of Islam and its influence on the West, and the interaction between Western and non-Western cultures. We view Western civilization as a common name for a large diversity of peoples and cultures who have from ancient times to the present been shaped by interaction with peoples and cultures we now call “non-Western.” We study leading ideas, values, and institutions that have defined the “Western,” not as forming a seamless unity but as representing a lively and creative ongoing conversation among many differing voices. We see the interpretation of Western traditions, as of all cultural traditions, as an ongoing task informed both by previous scholarship and by new questions arising from recent historical and intellectual developments. It is these principles that have shaped our most recent revisions of the list of primary sources. Western Civilization courses deal with seven basic themes outlined in Patterns volumes:

• The Good Life • Intimacy and Social Life • Work and Economic Life • Nature and the Supernatural • The Citizen and the State • Morality and Self-Realization • Knowledge and Education

Analysis of these themes in curriculum, pedagogy, and academic discourse and practice is to be carried out in a spirit of tolerance, enlightenment and non-discrimination. Full attention should be given to providing an inclusive,


free, and comfortable environment in which issues such as ethnicity, race, gender, sexual and cultural identity, age, creed/spirituality, and physical/emotional disability may be openly and humanely discussed. Western Civilization I encompasses readings from the ancient world through the seventeenth century. We examine works from ancient Israel, Greece, Rome and early Christianity, medieval Europe, the Renaissance and Reformation, and the Scientific Revolution. Western Civilization II comprises the modern period, from the Enlightenment to the end of World War II.


Part Two: Curriculum

WC-2.1. Learning Outcomes By the end of the Western Civilization I and II Course, students will be able to:

1. Analyze and evaluate ideas, arguments, and points of view presented in primary texts. 2. Recognize literary conventions in texts of various genres. 3. Identify and describe important figures, events, ideas, and trends in the history of Western civilization. 4. Present an analysis of primary texts in a formal essay. 5. Discuss, debate, and critically analyze a range of ideas and points of view in a group setting.

Approved 2/21/12.

WC-2.2. Classroom Activities and Their Assessment Because of the large number of students enrolled in Western Civilization courses at any given time, it is important to follow the same general guidelines to ensure a similar learning experience and a similar set of expectations. Instructors are expected to provide feedback on assignments in a timely manner so that students have the opportunity to prepare differently on future assignments and/or drop the course if necessary. Course grades must be assembled in the following way:

Writing Assignments 30-35% Discussion & Participation 20-25% Midterm 15-20% Final 20-25%

Revisions approved 3/6/12. WC-2.2.1. Textbooks and Assigned Readings Instructors are to use and teach the primary source readings on the reading list and the program textbook. They may not substitute other works for these. The program reading list must be taught in its entirety. Assigning reading list texts beyond the core is at the instructor’s discretion. Any additional material should be short and assigned very sparingly. Such material may not include additional primary sources. Remember that the students are normally reading more than 100 pages per week from the primary texts and the textbook.

WC-2.2.1.1. Approved Reading List for HWC 114/204: Western Civilization I

I. Textbook: Trulove, Woelfel, Auerbach, and Buller, Patterns in Western Civilization, Vol. 1, 4 ed.

II. Primary texts: a. Selections from the Hebrew Bible in Patterns: Genesis 1-25, Exodus 1-20 b. “The Story of the Flood” from Epic of Gilgamesh in Patterns, pp. 89-91 c. Sophocles, Antigone in The Three Theban Plays (Penguin) d. Plato, Apology (in The Trial and Death of Socrates, Hackett) e. Plato, Republic (Hackett), Bk. II, entire book, pp. 32-59; Bk. III, sections 411-end, pp. 87-

93; Bk. IV, sections 439-444, pp. 114-121; Bk. V, entire book pp. 122-156; Bk. VI, sections 507-511, pp. 180-185; Bk. VII, sections 514-518, pp. 186-190.


f. Aristotle, Politics (Hackett/trans. Reeve), Bk. I, chapters 1-13, pp. 1-25; Bk. III, chapter 1, pp. 65-67; chapters 5-7, pp. 73-78; Bk. IV, chapter 1, pp.101-103, chapter 4, pp. 106-111; chapters 8-12, pp.114-123; Bk. VII, chapters 14-17, pp. 214-226; Bk. VIII, chapters 1-3, pp. 227-231.

g. Virgil, Aeneid (Hackett/trans. Lombardo), Books 1, 2, 4, 6, and 12. h. Seneca, Letters from a Stoic (Penguin), Letters V, VII, VIII, IX, XVI, XVIII, XXVI,

XXVIII, XLI, XLVII, LXV, LXXXVI, LXXXVIII, XC. i. The Gospel According to Mark.(in Patterns) j. The First Letter of Paul to the Corinthians (in Patterns) k. Augustine, Confessions (Penguin), Books 5-9, pp 91-205. l. The Koran (Penguin), The Cow, Women, The Table, Thunder, Abraham, The Prophets,

Man m. Thomas Aquinas, On Kingship (in On Politics and Ethics [Norton], pp 14-51 n. Thomas Aquinas, selections from the Summa (in On Politics and Ethics [Norton], pp 61-

80) o. Geoffrey Chaucer, “The Wife of Bath” (in Canterbury Tales [Bantam], pp 182-239) p. Geoffrey Chaucer, “The Pardoner” (in Canterbury Tales [Bantam], pp 338-369) q. Luther, Selections from Address to the Christian Nobility . . . (in Patterns, pp. 389-390) r. Niccolò Machiavelli, The Prince (Hackett) s. Galileo Galilei, “Letter to the Grand Duchess Christina,” (in The Discoveries and Opinions

of Galileo Doubleday/Anchor, pp 173-216)

Revisions approved 3/6/12.

WC-2.2.1.2. Approved Reading List for HWC 115/205: Western Civilization II

I. Textbook: Trulove, Woelfel, Auerbach, and Buller, Patterns in Western Civilization, Vol. 1I, 4 ed.

II. Primary texts: a. Rene Descartes, Discourse on Method (Hackett) b. John Locke, Second Treatise of Government (Harlan Davidson/Croft Classics) c. Jean-Jacques Rousseau, Discourse on the Origin of Inequality (Hackett) d. Declaration of Independence in Patterns, pp. 96-97 e. U.S. Constitution in Patterns, pp. 98-109 f. Alexander Hamilton and James Madison, Federalist 6, 10, and 51, in Patterns, pp.110-118 g. George Mason, “Objections to the Constitution . . . , November, 1787” in Patterns, pp.

119-120 h. Mary Shelley, Frankenstein (Dover) i. John Stuart Mill, On Liberty (Hackett) j. Charles Darwin, selections from Origin of Species and Descent of Man, in Patterns, pp.

186-198 k. T. H. Huxley, selections from “Evolution and Ethics,” in Patterns, pp. 186-187 l. Karl Marx & Friedrich Engels, Communist Manifesto (Bedford) m. Fyodor Dostoevsky, Notes from Underground (Vintage) n. Friedrich Nietzsche, Twilight of the Idols (Hackett) o. W. E. B. Du Bois, The Souls of Black Folk (Dover) p. Sigmund Freud, The Future of an Illusion (Norton) q. Virginia Woolf, A Room of One’s Own (Harcourt) r. Gerda Klein, All But My Life (Hill and Wang)


WC-2.2.1.3. Procedures for Future Revisions of the Reading List

Revisions to the reading list are overseen by the Program Committee. Preliminary work may be carried out in a working group; however, all revisions must go before the Program Committee for discussion and approval.

WC 2.2.1.4. Policy on student use of unauthorized editions of the Western Civilization primary sources

At the beginning of each semester every Western Civilization instructor should impress upon her students that the course uses specific editions and translations of the primary sources; that those editions will be referred to in lectures and discussions, required as citations in papers, and tested over on the exams; that students using any other versions of the primary sources (whether another paper edition or from the Internet) do so at considerable risk. English translations of works in languages other than English often vary considerably in word choice. For example, in the translation of Genesis 1 we use, the word traditionally translated as “firmament” is translated as “expanse”; in the Book of Job, the figure traditionally called “Satan” is referred to as the “Adversary.” Such examples could be multiplied from primary sources throughout the two courses. Students also need to be told that ten copies of the primary sources are available in Watson on reserve, so even if students cannot afford to buy the book, they have ready access to a library copy.

WC-2.2.2. Lecture The purpose of lecture is to help students understand the historical context in which the readings were written, to help students understand the main ideas and arguments of the readings, and to encourage them to think critically. The Initial lecture often focuses primarily on the people, movements and ideas that set the context for the readings. Our Patterns of Western Civilization textbook is a good resource for this. Subsequent lectures typically focus on teasing out the main themes, arguments, plots, etc. of the primary readings themselves. Lecturers should always attempt to provide an open, student-friendly atmosphere. To facilitate this, lecturers should often pause to ask if there are any questions or if there is any information that needs to be repeated. Students should also be encouraged to feel comfortable raising questions at any time during the lecture. WC-2.2.3. Discussion Western Civilization courses are committed to student-centered discussions in which students speak not only to the instructor, but to each other. To facilitate this process it is recommended that instructors seat students in a circle during discussion sessions. Instructors should promote an open environment in which civil disagreement is both a goal and a vital medium of discussion. Students should be encouraged to understand and articulate their own worldview as they learn to engage with the problems and recurrent questions of human existence.

WC-2.2.3.1. Assessment of Discussion Discussion and participation should be worth 20-25% the final course grade. On the syllabus, and at the beginning of the semester, the instructor is to make clear to the students the criteria for evaluating their discussion participation. Sessions are held during the annual orientation program that provide models for and opportunities to exchange ideas on effective organization and conduct of student discussion. A sample rubric for evaluating discussions can be found in the appendix.


WC-2.2.4. Writing Assignments The Humanities and Western Civilization Program is strongly committed to having students do expository and critical writing as an essential part of their education in the program. A student writing guide, designed specifically for Humanities and Western Civilization courses, is now available on the HWC website. Information about types of writing assignments, assigning and evaluating writing, and Writing Consulting resources is contained in The Western Civilization Writing Manual, which appears at the back of this manual. All first-year GTAs participate in a special training program on assigning and evaluating student writing, which begins at the annual staff orientation program in August and continues with informative meetings throughout the year. Western Civilization instructors should adhere to the following guidelines for writing assignments: The total amount of writing assigned for the semester should be in the range of 3000-4000 words. A variety of writing options are available that do not require excessive student or instructor time. These are described in the writing manual. The regular writing assignments are to constitute 30-35% of the student’s total grade, and at least 50% of both midterm and final examinations are to be essay questions. Further, to encourage good writing skills in Western Civilization, we sponsor an annual essay contest for students enrolled in the honors sections, the regular sections, and Independent Study. Instructors may either make the essay contest topic one of their writing assignments or encourage students to write an essay for the contest (e.g., as extra credit). Details about the essay contest appear on the website.

WC-2.2.4.1. Assessment of Writing Assignments Writing assignments should be worth a combined total of 30-35% of the final course grade. Writing assignments for Western Civilization I and II should be scored on a rubric so that students will have a clear understanding of strengths and weaknesses. Rubrics make explicit our expectations of students on each assignment. Sample rubrics (as well as descriptions of five traits included in the rubric) are included in the appendix.

WC-2.2.5. Exams WC-2.2.5.1. Midterm Exam

All sections are required to have a midterm, worth 15-20% of the final course grade. At least 50%of the midterm should be essay questions. An important value of the mid-term is that it provides students with a “preview” of the kinds of questions that will be asked on the final, as well as some indication of where they stand at the mid-point of the course and what they need to do to perform well on the final.

WC-2.2.5.2. Final Exam

A final examination is required in all Western Civilization classes, and is to count 20-25% of the final grade. Students are to be tested not only over the primary source materials, but also over the textbook and lecture material. Typically longer essay questions focus on the primary sources and are designed to be both expository and critical, with opportunity for the students to evaluate and offer their own views. There are a variety of ways to design questions that test for specific information: e.g., one-sentence identification of terms, matching, and questions that can be answered in one or two sentences or a short paragraph. Western Civilization exams are not to include multiple-choice questions. The final examination is to be comprehensive (over the whole semester), and at least 50% of it is to be essay questions. The final exam must be administered on site and during the scheduled time in final exams week. Instructors are responsible for composing their own final examinations. The large-lecture HWC 204 and 205 finals are written by the faculty lecture instructor together with the GTA discussion leaders.


GTAs must provide a copy of the final examination to the Assistant Director no later than the morning of the day the exam is to be given.

Revisions approved 3/6/12.


Part Three: Instructional Formats—Western Civilizat ion I and II The Western Civilization textbook Patterns in Western Civilization provides comprehensive historical background, and good intellectual background as well. As long as students are tested over textbook material to make sure they are reading it, this should relieve the lecturer from having to go into detailed historical and intellectual context. He or she can devote lecture time to background information and issues not covered by the textbook (e.g., specific information about the author[s]), and especially to providing valuable guidance to the students’ reading of the primary sources. This is what students consistently indicate that they mainly want from the lectures: help in understanding the readings. The task is to provide guidance in such a way that the lecturer does not do the work for them: to call their attention to key ideas, highlight the problems the author is trying to solve, raise questions for consideration, characterize what genre of writing the students are dealing with and how best to approach that sort of text, etc.

WC-3.1 Traditional Format HWC 204 and 205 are taught as large-lecture/discussion courses and as independent classes (usually taught by third- and fourth-year graduate instructors, lecturers, and faculty. Both lecture and discussion are equally essential components of the Western Civilization educational experience. The division of the three weekly class hours into lecture and discussion varies among the course formats, and among individual instructors. Discussion is to focus on the primary source readings. The instructor’s role in the discussion periods is to be a facilitator and resource person, not a lecturer. The purpose of the lectures is to provide (1) historical and intellectual background and context to the program authors and readings, and (2) guidance in helping students understand the readings.

WC-3.2 Honors HWC 114 and 115 are the honors courses. These courses follow the same readings list and general grading guidelines as their counterparts, but they demand greater levels of participation in discussions and higher levels of reasoning and critical thinking on written assignments.

WC-3.3. Study Abroad WC-3.3.1. Semester in Florence and Paris

We inaugurated a Study Abroad program the spring semester of 1995. We accept between 15-25 students, whose applications must include their academic record, faculty references, and an autobiographical statement and a statement of interest. Students in the program take 12 credit hours: both Western Civilization courses, HA 305, The Art of Florence and Paris, and EURS 302, European Culture and Society, 1945-Present. The program is staffed by a director from HWC and by two graduate instructors, one from HWC and one from Art History. The group spends half of the semester in Florence and half in Paris. The experience includes many visits to museums, churches, and other historic and artistic sites, and one- and three-day excursions to such places as Rome, Siena, Assisi, Versailles, Chartres, Giverny, and Normandy and Brittany. The program is normally offered in the spring semester. WC-3.3.2. London HWC 205 Spring Break Study Abroad Beginning in the Spring Semester, 2005, the Program began offering a short-term study abroad experience to students taking Western Civ II during the spring semester. The course is a regularly scheduled section of HWC 205, but includes a week-long spring break in London where sites relevant to the Western Civ curriculum are visited and analyzed in light of the texts read in the course. Participants are eligible to apply for the James E. Seaver Award for Study Abroad in Humanities & Western Civilization (see Appendix XIII). This award is merit-based and pays program fees for one qualified student enrolled in the London spring break program each year. Details and application materials are available in the Humanities & Western Civilization office at 308 Bailey Hall or from the Office of Study Abroad.


WC-3.4. Online Online versions of the two Western Civilization courses are offered in cooperation with the Center for Online and Distance Learning. The Director will determine the number of offerings, the enrollment caps and restrictions, and the instructor for each semester. While most students are best advised to enroll in our regular on-campus courses, the online alternative makes it possible for students in a variety of unusual situations to fulfill the requirement.

WC-3.5. Transfer Credit Students who wish to transfer credit for the Western Civilization requirement from another institution must determine whether or not the particular class is part of KU’s transfer agreement. This information is on the online “CredTran” database: http://admissions.ku.edu/credit/transfer/index.shtml. The CredTran information is monitored and updated by the associate director, in consultation with the Curriculum & Advising Committee. Students who wish to transfer credit from another institution to satisfy the KU Western Civilization requirement from an institution not listed on CredTran must complete a petition form and submit it to the associate director for case-by-case consideration.

WC-3.6. Credit by Examination Since 1988, the Western Civilization (now Humanities and Western Civilization) Program has had a credit by examination option. After consultation with the associate director, students fill out a credit by examination application form from the Office of the Registrar, pay a $12 fee to the Comptroller’s Office, and arrange with the Humanities and Western Civilization office to take both the HWC 204 and the HWC 205 final examinations. One of the two examinations must be taken at the time scheduled for the Western Civilization finals in the semester’s timetable, and the other must be taken within no more than two days of that date. The students must pass both examinations in order to fulfill the requirement. The examinations are not averaged, and no partial credit (e.g., credit for HWC 205 but not for HWC 204) is given except in very unusual circumstances. If successful, the student will receive four (4) hours of credit for Western Civilization. There are four categories of students who are eligible to try to fulfill the Western Civilization requirement by examination: 1. After January 1, 1988, especially qualified students who meet the following criteria:

a. 3.5 GPA in humanities courses; b. no less than 30 nor more than 90 hours of college coursework by the beginning of the semester in

which the examinations are taken; c. completion of the English requirement by the beginning of the semester in which the examinations

are taken. Students in this category will be given only one opportunity to take the examinations, they must make a grade of “C” or better in order to pass, there will be no Incompletes given, and grading will be by standard percentage (A=90-100, b=80-89, etc.) 2. Students who matriculated at the University of Kansas prior to January 1, 1988, and whose transcript shows that they have previously enrolled in WC 120 but have not completed the requirement. Evidence of prior enrollment in WC 120 must be produced at the time of initial consultation with Humanities and Western Civilization staff about applying for credit by examination. Students in this category will then fill out the application form, pay the fee, and work out with Humanities and Western Civilization staff arrangements for taking both the HWC 204 and the HWC 205 final examinations at the end of the semester in which the student signs up to take the examination. Students in this category will be given two opportunities to make a passing grade under the credit by examination option. If they do not pass after two attempts, they must enroll in the regular HWC 204 and 205 courses to fulfill the requirement.


3. Students who completed the Western Civilization course requirements but not the HWC 120 comprehensive examination under the rules in effect prior to 1979. Students in this category, after consulting with the Humanities and Western Civilization staff, will fill out the application form, pay the fee, and work out with Humanities and Western Civilization staff arrangements for taking both the HWC 204 and the HWC 205 examinations at the end of the semester in which the student signs up to take the examination.

Students in this category will be given two opportunities to make a passing grade under the credit by examination option. If they do not pass after two attempts, they must enroll in the regular HWC 204 and 205 courses to fulfill the requirement. 4. Students in extremely unusual academic circumstances. One example would be a student who has transferred to KU for his or her senior year and whose schedule requires taking only major courses in order to graduate on time. Students in these or similar circumstances who wish to apply must provide full documentation to show that they cannot take the regular Western Civilization courses. Students who have reached their senior year and have simply failed to include Western Civilization in their semester course planning or postponed it do not qualify as belonging to this category. As seniors they are guaranteed enrollment in the regular Western Civilization courses. Requests by students who qualify in category #4 will be decided on an individual-case basis by the director. Students in this category will be allowed only one opportunity to fulfill the Western Civilization requirement by examination. Students in all four categories must decide, in consultation with the Humanities and Western Civilization office, whether they will take the examinations for a letter grade or on a “Credit/No Credit” basis. If the examinations are taken for a letter grade, a grade of A, B, C, or D is a passing grade and will be recorded on the transcript. The Humanities and Western Civilization program cannot provide teaching assistance to students who try to fulfill the requirement by credit by examination. We do provide students with a list of the reading materials, and copies of previous final examinations are available at a cost of 25 cents per exam. If a student wishes to engage a tutor, she or he must make arrangements on an individual basis, since the program does not officially provide tutoring. However, we may be able to give the student names of qualified persons who are interested in tutoring.


Part Four: Policies and Procedures

WC-4.1. Syllabus There must be a written syllabus for each course. The syllabus should be clear and precise about all requirements, grading, attendance policy, and the like. Instructors should think of the syllabus as their “contract” with their students. A clear, comprehensive syllabus can help avoid student complaints, and provides a written document as a basis for adjudication of student complaints. Deviations from the syllabus in the course of the semester are discouraged. If it is necessary to change something, it should be in writing as well as announced, and the instructor must make sure that every student has a written copy of the changes. The course syllabus makes it possible for us to provide continuous instruction to all enrolled students in cases when the original instructor must be absent from the classroom for extended periods or cannot complete the semester. Moreover, long after a semester ends or after an instructor has left the Program, the course syllabus, together with Final Grade Sheets and the instructor’s gradebook, allow Program Office staff to process grade change petitions, complaints, requests for information, compilations of statistics, etc. Each semester, the assistant director will collect electronically syllabi for all Western Civilization I and II courses (HWC 114/115/204/205). Syllabi will be stored on the HWC common drive for five years and then deleted. In addition, the assistant director will maintain a “generic” syllabus that covers the required readings, the range of possible assignments and point values, and a list of the course learning outcomes. The generic syllabus will be posted on the HWC website. Students who request a syllabus for Western Civ. I or II (in general) will be sent to the website. Former students who require a specific Western Civ. I or II syllabus as application for transfer credit at another institution may request the document on the website. The office manager will send these files upon request. From previous manual. Revisions approved 3/6/12.

WC-4.2. Attendance, Rosters and Student Enrollment As adds and drops are recorded, they appear on online rosters. By the end of the add/drop period (usually after the third full week of classes in spring and fall), all persons attending class should be on the roster. Exceptions or problems should be brought to the attention of the Associate Director or Assistant Director. WC-4.2.1. Adding a WC Class The Western Civilization courses tend to fill to capacity at the beginning of the semester. Consequently, instructors will often be asked by students for permission to add even though a class is full. The best advice you can give students is that they attempt to add any open section of Western Civilization during online add/drop. Consult with the Associate Director or the Assistant Director if you feel there is a compelling reason to allow more students into your section. The desired goal for enrollment in Western Civilization is at or near 100% overall. Consequently, instructors are discouraged from requesting a large number of openers in order to over-fill their sections.

The Humanities and Western Civilization Program is committed to ensuring that graduating seniors be able to enroll in the Western Civilization courses necessary for graduation. Graduating seniors should be instructed to contact the Assistant Director for a special permission number.


WC-4.2.2. Dropping a WC Class

WC-4.2.2.1. Student-initiated Drops Students are no longer required to seek permission from instructors when they want to drop a class. Students can drop classes on Enroll&Pay early in the semester; when the online period closes, they must fill out a form at the Registrar’s office.

WC-4.2.2.2. Instructor-initiated Drops (Administrat ive Drops) The HWC administrative drop policy is published annually in the Timetable:

The HWC Program reserves the right to terminate administratively the enrollment of any student who misses two consecutive class meetings during the first two weeks of the semester. Should an emergency situation cause the student to miss two consecutive class meetings the student should contact the instructor or the HWC Program office (864-3011) immediately.

Instructors who are interested in initiating an administrative drop per the HWC published policy should notify the Assistant Director on the day of the second consecutive absence.

WC-4.2.3. Auditing and Visiting Instructors should ensure that all students who are attending class are in fact enrolled in the correct course section. Instructors should neither accept nor grade work completed by students who are not enrolled in the course for which the work is submitted. Instructors may not permit students who are enrolled in another section of Western Civilization to “sit in” with their class. In rare cases “sit-in” arrangements may be authorized by the Director, Associate Director, or Assistant Director (usually to accommodate the completion of an Incomplete grade), but the general rule is that students may not be allowed to “sit-in” in order to accommodate their work schedules, personal preferences for instructors or similar reasons. Instructors may not “swap” students with another or make private arrangements for “sit-ins.” Beginning in the fall of 2008, students who petition to enroll in classes after the enrollment deadline (through the Request to Faculty Executive Committee for Exception to University-wide Academic Policy) will not be supported by the HWC program unless their instructors have consulted with the Director ahead of time and the Director has determined that extraordinary circumstances exist. WC-4.2.4. Exam Scheduling All Western Civilization final examinations during fall and spring semesters are given at the same time, on the date during finals periods assigned to us and published in the semester Timetable. The university’s Senate Code states that all final examinations must be given at the regularly scheduled time. All Western Civilization final examinations are at the same time so that instructors teaching multiple sections can examine all their students at the same time rather than having to devise different exams for sections that will have found out about the other sections’ exams. Every instructor must monitor her or his final examination. If it is absolutely impossible for the instructor to be present at the final, he or she must make arrangements for a substitute through the Assistant Director—not privately. Instructors will be assigned examination rooms by the Assistant Director. Each semester, a make-up exam is offered to students who have legitimate conflicts with the final exam time. We follow the University Senate Rules and Regulations on exam conflicts, multiple exams, and other extraordinary circumstances.

When a make-up exam must be given, the instructor (not the student) must provide both the name of the student and a copy of the exam to the HWC office staff as soon as possible.

WC-4.2.4.1. Exams for Students with Special Needs


Students whose documented special-needs form (provided by the Disability Services Office) indicates modifications in exam time and/or location will be accommodated on the final exam with a special time and place scheduled to coordinate with the official exam time. A special final exam will be arranged for this purpose by the Assistant Director.

Instructors are required to make their own accommodations for midterm exams and other assignments (e.g., in-class essays). A good strategy in these cases is to consult with Disability Services, who will, in most cases, schedule with the student(s), administer the exam in the DS office, and even deliver the completed exam to the instructor.


Appendix Sample rubrics for discussion and writing assignments are found on the following pages.


Sample Discussion Instructions (courtesy of Dale Urie) Discussion Participation You should be prepared to discuss the entire assigned reading and not just one part of it. As you are reading make notes. Write down page numbers of key passages and what meaning you took from it. Write down questions that arose in your mind while reading. Most importantly, in a basic way, outline the argument the author is making. It is easier in class discussion to talk if you have notes to refer to. Mark up your book. You paid for it, use it. You will need to have your book in class for each discussion. If you are absent you cannot earn points. If you are present but do not participate you will not earn points. I will drop one discussion grade. Use this “grace” wisely. Specifically points will be assigned to each student, every class period as follows:

o General Participation (includes offering opinions, questions and general observations)--40 points o Specific knowledge as evidenced through correct answers to questions and/or clear demonstration

of familiarity with the reading--40 points o Specific insight, critical evaluation and synthesis of reading--20 points o 100 points are available every week.

Discussion Preparations

Each week we will discuss a new book. This is a challenging but necessary schedule. Each student receives a grade for her/his participation in each class. You should take notes while reading the text and have those notes with you during the discussion. Write down the key points in each section of the assigned reading and questions that occur to you. Jot down page numbers that contain information you want to bring up during the discussion. Be prepared to demonstrate that you read the material and have some familiarity with it.

• Attendance: You must be present at the discussion meeting in order to receive a discussion grade • Amount of Participation : You will be graded at each discussion meeting for the quality of your remarks

as well as the quantity. You should participate as much as you can. • Knowledge of Readings: When speaking, you should refer to specific passages in the reading and explain

them in your own words. You will need to support your general assertions with explicit references to the reading. Students will not receive points until they show an accurate knowledge of that day’s assigned text.

• Application : You should apply the readings to contemporary or historical events. You need to begin to see and understand historical connections. How have these concepts effected the past or the present?

• Empathy with Previous Historical Periods: One of the marks of an educated person is the development of the ability to take your mind out of its present limited historical context and attempt to enter empathetically into a different society and cultural period. This ability, once achieved, will benefit you by extending to other diverse cultures within your own world.

• Analysis: You will want to analyze concepts by breaking them down into their component parts. • Identify Biases: You should look for and mention the author’s hidden assumptions when they are clear to

you. No one is completely objective. Everyone lives out of his or her particular worldview. Try to identify the author’s worldview and understand how it affects their work.

• Critical Evaluation : When evaluating texts offer reasons supporting your position, citing evidence or employing reasoned arguments. You may discover that there are internal inconsistencies in an author’s thought. Close analysis of a logical structure of a text is an especially valuable skill that is useful throughout your life.

• Synthesis: You should try to make connections among different concepts or authors, show how the same concepts have influenced several authors or relate those concepts to patterns you see developing as the course progresses.

• Pronunciation: Attempt to pronounce difficult names or words correctly.


Sample Discussion Rubric (courtesy of Dale Urie) Western Civilization Author_________________________________________ Date________________ Name General

Participation (/40) Specific Knowledge (/40)

Analysis/Insight (/20)

TOTAL PARTICIPATION SCORE (/100)


List of Writing Traits Developed by GTAs Ashley Acosta-Fox and Michael Jeter-Boldt as part of a CTE Grant (Spring 2011). Below is a list of suggested writing traits that should be developed in Western Civilization I and II classes. Instructors are encouraged to construct their rubrics to reflect these areas of emphasis. 1. Thesis: This category comprehends not only the thesis statement itself, but the degree to which the paper actually responds to the assignment. To that end, the following items should be developed in the most successful Western Civilization papers:

• A thesis statement that is clear, easily identifiable, and concise, both in how it is stated and in its potential scope;

• An argument that is plausible and appropriate and that clearly addresses the assignment. 2. Organization: This category looks not only at the structure of the paper as a whole, but the development of the argument in the paragraphs. The most successful papers will contain:

• Concise paragraphs, introduced by strong topic sentences, which, in turn, clearly relate to the thesis; • Smooth transitions between paragraphs and points; • Logical progression from one paragraph/point to the next, such that the central argument is developed in a

coherent fashion. 3. Use of Evidence: Before analysis can be undertaken, there must be evidence from the assigned texts to support the argument being made. Successful Western Civilization papers will:

• Limit the source of evidence to assigned/approved sources; • Accurately portray the evidence (minimal “cherry-picking”) and the author’s point; • Smoothly integrate evidence into the text of the paper; • Present evidence only to support points relating to the thesis; • Not use excessive amounts of textual references; • Include proper citations for evidence from texts, whether paraphrased or quoted.

Note: Academic Misconduct guidelines and procedures should be clearly identified long before the first paper is turned in. 4. Critical Analysis: Perhaps the most critical aspect of the successful Western Civilization paper, analysis of the evidence chosen is essential to the student’s success. As such, no other aspect of the papers should be stressed as much as, or deemed as important to, the overall mission of writing in Western Civilization. To meet these lofty goals, instructors should work with students to:

• Engage with course material in an innovative or critical way; • Encourage original argumentation, not regurgitation of analysis found in secondary sources; • Discourage mere summation of evidence already presented, particularly direct quotations; • Recognize, identify, develop and diffuse potential counter-arguments to the thesis.

5. Mechanics: Although instructors should always keep in mind that they are not proofreaders or editors, proper spelling, grammar and formatting must be encouraged. To this end, successful Western Civilization papers will demonstrate:

• A grasp of the fundamentals of writing in the English language, including proper spelling, grammar, usage, and sentence construction;

• Proper formatting, particularly when formatting guidelines have been provided


Sample Rubric #1 Developed by GTAs Ashley Acosta-Fox and Michael Jeter-Boldt as part of a CTE Grant (Spring 2011. Use and modify as needed.

Criteria Points

A B C D/F

Thesis

Thesis is concise, clear, easily identifiable, sufficiently addresses the assignment, plausible and appropriate

Thesis is unclear or awkwardly formulated, may be only implied, may not be argued throughout

Thesis is unclear and incorrectly placed, may be vague, simply descriptive, or confusing, may be based in part on misinterpretation

Missing or very unclear thesis, may be based on misinterpretation of the question or prompt

____

Organization

Concise paragraphs, strong topic sentences, smooth transitions, coherent and logical progression of argument

Generally logical but confusing in places, some disorganized paragraphs or awkward transitions

Confusing, disorganized paragraphs, no clear transitions, underdeveloped

Little focused development, disorganized paragraphs and sentences, paper does not flow

____

Use of Evidence

Assigned/approved sources, accurately portrayed, smoothly integrated, proper citations and adherence to style guide

Sticks to approved sources but some “cherry-picking,” evidence not incorporated well, small errors in citations/style guide adherence

Evidence inaccurately portrayed, not incorporated well, multiple critical errors in citation/style guide adherence

Little evidence cited or evidence from unapproved or inappropriate sources, failure to cite properly, no adherence to style guide

____

Critical Analysis

Engages in an innovative/critical way, original arguments, no summary, addresses counter-arguments

Analysis slightly insightful but may include unnecessary summary, could achieve higher level of analysis

Analysis may be slightly insightful but generally either missing or mostly summary; may show a misunderstanding of the text

No analysis is present, or based on textual misinterpretations. “Analysis” is merely a textual summary

____

Mechanics

Paper has no errors in spelling, usage, grammar, syntax, and formatting

One or two small errors in grammar, syntax, or formatting

Unclear, difficult to read at times, simplistic and/or technical errors

Significant errors in mechanics, usage, grammar, syntax, formatting that make the paper incomprehensible

____

Total----> ____


Sample Rubric #2 Developed by GTAs Ashley Acosta-Fox and Michael Jeter-Boldt as part of a CTE Grant (Spring 2011) Use and modify as needed. High (80%-100%) ____ Thesis is concise, clear, easily identifiable, sufficiently addresses the assignment, plausible and appropriate ____ Concise paragraphs, strong topic sentences, smooth transitions, coherent and logical progression of argument ____ Assigned/approved sources, accurately portrayed, smoothly integrated, proper citations and adherence to style guide ____ Engages in an innovative/critical way, original arguments, no summary, addresses counter-arguments ____ Paper has no or minimal errors in spelling, usage, grammar, syntax, and formatting Middle (60%-79%) ____ Thesis is unclear and incorrectly placed, may be vague, simply descriptive, or confusing, may be based on misinterpretation ____ Confusing, disorganized paragraphs, no clear transitions, underdeveloped ____ Evidence inaccurately portrayed, not incorporated well, multiple critical errors in citation/style guide adherence ____ Analysis may be slightly insightful but generally either missing or mostly summary; may show a misunderstanding of the text ____ Unclear, difficult to read at times, simplistic and/or technical errors Low (59% and below) ____ Missing or very unclear thesis, may be based on misinterpretation of the question or prompt ____ Little focused development, disorganized paragraphs and sentences, paper does not flow ____ Little evidence cited or evidence from unapproved or inappropriate sources, failure to cite properly, no adherence to style guide ____ No analysis is present, or based on textual misinterpretations. “Analysis” is merely a textual summary ____ Significant errors in mechanics, usage, grammar, syntax, formatting that make the paper incomprehensible


Sample Rubric #3: A Detailed Rubric Developed by GTAs Ashley Acosta-Fox and Michael Jeter-Boldt as part of a CTE Grant (Spring 2011). Use and modify as needed.

TH

ES

IS

Clear and identifiable thesis statement 0 1 2 3 4 5 6 7 8 9 10

Concisely worded thesis statement 0 1 2 3 4 5 6 7 8 9 10

Scope of the thesis is narrow 0 1 2 3 4 5 6 7 8 9 10

Argument to support the thesis is plausible 0 1 2 3 4 5 6 7 8 9 10

Thesis which answers the assignment 0 1 2 3 4 5 6 7 8 9 10

TOTAL POINTS (THESIS):

A. TOTAL POINTS (THESIS) x 15

OR

GA

NIZ

AT

ION

Concise, relevant paragraphs 0 1 2 3 4 5 6 7 8 9 10

Employs strong topic sentences 0 1 2 3 4 5 6 7 8 9 10

Smooth transitions between paragraphs 0 1 2 3 4 5 6 7 8 9 10

Logical progression of paragraphs 0 1 2 3 4 5 6 7 8 9 10

Consistent, coherent argumentation 0 1 2 3 4 5 6 7 8 9 10

TOTAL POINTS (ORGANIZATION.):

B. TOTAL POINTS (ORGANIZATION) x 20

US

E o

f E

VID

EN

CE

Evidence is from appropriate sources 0 1 2 3 4 5 6 7 8 9 10

Evidence accurately represents the source 0 1 2 3 4 5 6 7 8 9 10

Evidence smoothly integrated 0 1 2 3 4 5 6 7 8 9 10

Evidence relevant and useful 0 1 2 3 4 5 6 7 8 9 10

Evidence cited properly 0 1 2 3 4 5 6 7 8 9 10

TOTAL POINTS (EVIDENCE.):

C. TOTAL POINTS (EVIDENCE.) X 30

CR

ITIC

AL

AN

ALY

SIS

Engages material innovatively/critically 0 1 2 3 4 5 6 7 8 9 10

Makes original arguments 0 1 2 3 4 5 6 7 8 9 10

Avoids summation 0 1 2 3 4 5 6 7 8 9 10

Identifies counter-arguments 0 1 2 3 4 5 6 7 8 9 10

Diffuses counter-arguments 0 1 2 3 4 5 6 7 8 9 10

TOTAL POINTS (ANALYSIS.):

D. TOTAL POINTS (ANALYSIS) x 30

ME

CH

AN

ICS

Proper spelling 0 1 2 3 4 5 6 7 8 9 10

Correct grammar 0 1 2 3 4 5 6 7 8 9 10

Proper sentence construction 0 1 2 3 4 5 6 7 8 9 10

Proper academic tone 0 1 2 3 4 5 6 7 8 9 10

Follows formatting guidelines 0 1 2 3 4 5 6 7 8 9 10

TOTAL POINTS (MECHANICS):

E. TOTAL PTS (MECHANICS) x 3

TOTAL SCORE ( A+B+C+D+E):


Sample Rubric #4: A Holistic Rubric Developed by GTAs Ashley Acosta-Fox and Michael Jeter-Boldt as part of a CTE Grant (Spring 2011) Use and modify as needed. Scores within the broad ranges indicated should be based on the degree to which the student successfully demonstrates the concepts described in each category, provided a failure to meet a given concept does not fall to the next lowest grade level.

THE “A” PAPER (90-100)

• Thesis: The author presents a thesis which is clear, easily identifiable, concise (both in the manner in which

it is stated and the scope of the argument it sets out), plausible, and sufficient to answer the assignment. • Organization: The author organizes the paper into concise paragraphs, each of which is guided by a strong

topic sentence related to the thesis. Utilizing smooth and effective transitions, the author demonstrates a logical progression between paragraphs which consistently and coherently develops the central argument.

• Use of Evidence: The author smoothly integrates an appropriate amount of evidence from the assigned/approved sources into the paper. The evidence chosen and the manner in which it is used effectively supports the arguments being made, as well as demonstrating an understanding of the source and a faithfulness to its message. All evidence is properly cited.

• Critical Analysis: The author engages with course material in an innovative and/or critical fashion, avoiding the pitfalls of adopting secondary analysis and/or summarizing evidence rather than presenting an analysis of its relation to the thesis. The author also successfully identifies, develops, and diffuses potential counter-arguments.

• Mechanics: The author demonstrates an attention to detail and a high standard of academic rigor by avoiding errors in spelling, grammar, usage, and sentence construction. All formatting guidelines and other instructions related to the presentation of the paper are followed explicitly.

THE “B” PAPER (80-89)

• Thesis: The author presents a thesis which is slightly vague, not readily identifiable, slightly less than

concise, difficult to prove, and unlikely to satisfactorily answer the assignment. • Organization: The organization creates paragraphs which are not overly long, but are also not concise.

Although topic sentences are used, they are not strong and may show a weak relation to the thesis. While transitions may be choppy, there is still a largely logical progression to the paragraphs which demonstrate an effective construction of the central argument.

• Use of Evidence: While the author uses evidence from the appropriate sources, there may be too much or too little of it, and the integration of that material may be slightly awkward. In nearly all cases the evidence effectively supports the arguments being made while accurately portraying the stance of the source. While citations are present for all evidence, there may be some errors in formatting.

• Critical Analysis: While the author engages with the course material in an innovative or critical manner, some evidence is summarized instead of analyzed and/or there are instances where secondary sources provide the analysis. While the author identifies counter-arguments, they are not wholly neutralized.

• Mechanics: The author attempts to uphold a high academic standard, but there are some errors in spelling, grammar, usage and sentence construction. Although formatting guidelines and other instructions were provided, there were not always followed.

THE “C” PAPER (70-79)

• Thesis: The author presents a thesis which is vague, difficult to identify, not concise, difficult to prove, and

fails to adequately address the assignment. • Organization: The author uses extremely weak topic sentences, or no topic sentences at all, often with the

result that the paragraphs are overly long and fail to show a relationship to the thesis. Transitions are rough


or non-existent, and the progression of the central argument through the arrangement of the paragraphs is muddled and often incoherent.

• Use of Evidence: Most evidence is from appropriate sources, although the author draws some evidence from sources either not approved for use or inappropriate for scholarly work. The evidence is often presented solely for the sake of presenting evidence, rather than supporting an argument. Where evidence from appropriate sources is used, the evidence chosen shows evidence of cherry-picking or a failure to understand the author’s message. Although most evidence is supported by citations, some evidence has no citation or the formatting is flawed.

• Critical Analysis: The author presents some innovative or critical arguments, but also shows a tendency to resort to secondary sources of analysis. When evidence is given, it is often summarized rather than analyzed. Although the author makes a nod towards a counter-argument, there is no effort to develop it or diffuse it.

• Mechanics: The paper maintains an academic tone, but there are significant errors in spelling, grammar, usage, and sentence construction. Formatting largely ignores the guidelines.

THE “D” PAPER (60-69)

• Thesis: The author presents a thesis which makes no claims, is nearly impossible to identify, makes no

attempt to be concise, cannot be proved, and does not attempt to address the assignment. • Organization: Paragraphs have little or no relation to the thesis, largely as a result of a lack of topic

sentences. The organization of the paragraphs shows little concern for the development of an argument. • Use of Evidence: The author’s use of evidence is very weak. When evidence is used, the author fails to

show a relation to the thesis or any specific point. The author’s use of evidence misrepresents or shows a lack of understanding of the sources. Citations are inadequate, although not to the level of academic misconduct.

• Critical Analysis: The author develops very few original arguments, let alone innovative or critical ones. There is a reliance on secondary sources for analysis, and after the presentation of evidence there may not even be a summary by the author. There is no attempt to consider, let alone diffuse, counter-arguments.

• Mechanics: The author fails to present an academic tone, containing significant instances of slang and/or profanity. There is no evidence, based on the number of errors in spelling, grammar, usage, and sentence construction that the author proofread the paper. The author does not follow the formatting guidelines in any way.

THE “F” PAPER (0-59)

• Thesis: The paper lacks a thesis. • Organization: The organization of the paper creates confusion by failing to structure an argument of any

kind, except perhaps a circular one. • Use of Evidence: There is no evidence from any of the course material presented in the paper. • Critical Analysis: The author fails to create an argument of any sort. • Mechanics: Due to errors in presentation, the paper is virtually unreadable.

Documents

Western Civilization I and II Instruction Manualhum.ku.edu/sites/hwc.drupal.ku.edu/files/files/WC...Western Civilization I and II Policies 2 REVISED 03/27/2012 Part One: Western Civilization