Dr. Brad Tripp
Office: Kinard 339
Office Phone: EXT 4602
Office Hours: Mondays 11:00-12:00
E-mail: trippb@winthrop.edu
Web Site: http://faculty.winthrop.edu/trippb/
The Human Experience: Who Am I?
HMXP 102, Section 001
Spring 2009
Owens 108
Monday, Wednesday, and Friday
8:00-8:50
HMXP 102 is the second part of the Winthrop University’s series of academic Touchstones. Through your reading, writing, and speaking, the course develops skills that WRIT 101 introduced and prepares you for the critical thinking that CRTW 201 requires. This class is an important link in the chain of courses needed for graduation as students must earn a “C” or better in WRIT 101 to take HMXP 102. Additionally students must earn a “C” or better in this class to move on to CRTW 201, in which they must also earn a “C” or better in order to graduate.
Within this course we will examine “the self” in various contexts. As the discussion of these texts will take up most of our time in the classroom, you will be expected to write your essays outside of class. The course requires four 4 to 5 page papers, group presentations, regular class participation, and a final examination essay. All papers must be based on the classical argument format, in which you must examine an issue from more than one perspective (EX: Anticipating and responding to counter-arguments). In this course I will function as your facilitator, coach, and co-learner; therefore the success or failure of our class is largely up to you. Finally, do not assume that you are required to do only what I tell you to do: active engagement calls for your own initiative and ingenuity.
Course Goals
1. Students will be engaged as active learners. As they treat the “self” as the subject of study, students will consider how various perspectives and bodies of thought bear on their own identities. They will “try on” different lenses for understanding the self and their own identities. They will engage in this study at a personal level and reflect on how they can use their college experience to grow and develop.
2. Students will develop dialogue skills – reading, reflecting, discussing, and writing – for their full participation in a variety of communities, especially the university community. By engaging in reflective, critical thought and informed discussion on a question of central importance, such as the nature of the self, students will learn to value multiple perspectives on issues. They will witness and appreciate how, as members of a learning community, we benefit from drawing upon various perspectives and learning from each other.
3. Students will understand that knowledge is constructed, arising from a variety of perspectives. By examining various methods of understanding and notions of the self, students will come to understand how any given perspective both reveals and conceals. Students will see how foundational assumptions within a given perspective both enhance and limit the value of that perspective. Students will see knowledge as arising from particular points of view within various communities rather than as autonomous chunks of objective information.
4. Students will understand the self as both isolated and connected. Students will consider and reflect on notions of the self that include individual and communal definitions. They will be challenged to articulate perspectives on the self that range from the isolated organism to the self as constructed within various communities. The commonalities among various selves and the unique characteristics of each self comprise a major theme of the course, and students will develop and demonstrate understanding of the origins, strengths, and limitations of each perspective.
5. Students will recognize and appreciate a diversity of viewpoints. By considering a variety of perspectives in a supportive yet critically astute learning community, students will develop greater capacity for tolerance and respect.
We are creating a learning community where everyone plays an important role in discussing and processing the course materials. Papers are analytical extensions of class discussion and are opportunities to express your thoughts and insights into the assigned topics.
We will explore many disciplines and belief systems and we will look closely at how different metaphors influence our thinking about issues concerning the self, community, nature, groups, life, and faith.
Texts:
Late Papers: Papers are due at the beginning of class on the dates specified on the course calendar. Late papers will be penalized one letter grade; papers that are more than 24 hours late will not be accepted.
Plagiarism: If any part of a paper is plagiarized, the paper will receive an F. Second offenses or extremely serious cases of plagiarism will result in a failing grade for the course.
Attendance: Absences will lower grades for class participation. Students who must miss class should take full responsibility for all material covered during their absence.
Grading: Grades are based on a 10 point scale so 90% of total points and above = an A.
Ø Papers: 60% (180 points) of the total grade
1 = 5%, 15 points
2=10%, 30 points
3=10%, 30 points
4=15%, 45 points
5=20%, 60 points
Ø Paper #5 presentation: 5% (15 points)
Each student will have about 10 minutes to present your comprehensive understanding of the self.
Ø Participation: 20% (60 points)
Your points will be accumulated via a combination of attendance and class participation. Note cards will be used to keep track of participation in class.
Ø Class discussion leader: 10% (30 points)
You will work with other students to lead class discussion on the assigned readings and everyone in the group receives the same grade so you will each have a role in the class leadership
Grading Rubric: The rubric upon which your papers will be graded can be found at:
A handout displaying this rubric will be given in class, and will be described in detail. Please speak with me if you have any questions about the application of this rubric to your papers.
Revisions: I will gladly look over your papers prior to their due date. A paper must be given to me 48 hours before the due date and time (class starts at 12:30 PM). I will get your paper back to you within 24 hours so that you may make the appropriate corrections. In most cases I will address only the main issues that will help you to improve your paper (meaning that I am not your own personal Spell Check).
Discussion Guidelines
1) DISCUSSION RULES
· Personal attacks of any kind ARE NOT TOLERATED.
· Any personal attacks on another student or the professor may result in a loss of all of your participation points (20% of your final grade).
· Interruptions WILL NOT BE TOLERATED.
· Interruption of the professor may result in a loss of 10 points off of your participation points.
· Interruption of a fellow student may result in a loss of 5 points off of your participation points.
2) ATTENDANCE
· I will begin taking attendance at the beginning of class.
· With the a few exceptions (student athletes, or any other university approved function) there are no excused absences (So please do not email me when you are sick, family emergencies, etc.).
· Students will have 2 free miss dates. Beyond those classes, 5 points will be taken off of your participation points for every missed class.
· Excessive tardiness will result in the loss of participation points.
· Students that are late will need to apologize for distracting me and the class from our tasks of teaching and learning.
3) MY ROLE AS A PROFESSOR
· I will do everything in my power to provide you with a quality learning environment, where you feel safe to share your opinions and ideas with the class.
· If you are unhappy with the class or the actions/words of another student, please come and talk to me about the issue. Talking about it in small closed circles will only limit the potential of yourself and the entire class.
· Therefore, I ask that you come and talk to me about any problems or concerns with the class, another student, etc.
GENERAL EDUCATION GOALS
Goal One: To communicate clearly and effectively in standard English.
To achieve this goal, students should:
1. Read, write, and speak standard English.
2. Analyze written, spoken, and nonverbal messages from a variety of disciplines; and
3. Understand and practice rhetorical techniques and styles by writing and by giving oral
presentations
Goal Two: To acquire and appreciate quantitative skills.
To achieve this goal, students should:
1. Solve mathematical problems of the type necessary for living in today’s and tomorrow’s world;
2. Make valid inferences from data;
3. Understand that quantitative analysis is important to almost every endeavor of humankind; and
4. Understand the concept and application of quantitative relationships.
Goal Three: To use critical thinking, problem-solving skills, and a variety of research methods.
To achieve this goal, students should:
1. Identify sound and unsound reasoning;
2. Analyze and use a variety of information gathering techniques;
3. Conduct independent research;
4. Use computers competently; and
5. Use the library and other information sources competently.
Goal Four: To recognize and appreciate human diversity (both past and present) as well as the diversity of ideas, institutions, philosophies, moral codes, and ethical principles.
To achieve this goal, students should:
1. Analyze diverse world cultures, societies, languages, historical periods and artistic
expressions.
2. Understand cultures in their own terms and in terms the diversity of ideas, institutions,
philosophies, moral codes, and ethical principles; and,
3. Understand the nature of social and cultural conflict and methods of resolution.
Goal Five: To understand scientific knowledge in terms of its methods or acquisition, its specific quantitative nature, and its dynamic and contingent character.
To achieve this goal, students should:
1. Study areas of science that may affect everyday life;
2. Identify and develop hypotheses, design studies, and collect data in light of
these hypotheses;
3. Take accurate measurements and make detailed observations to reach valid
empirical conclusions; and
4. Understand how scientific theories change over time.
Goal Six: To understand aesthetic values, the creative process, and the interconnectedness
of the literary, visual, and performing arts throughout the history of civilization.
To achieve this goal, students should:
1. Participate in and/or observe a variety of artistic expressions;
2. Study the discipline and techniques involved in artistic creations; and
3. Understand how and why people use artistic form.
Goal Seven: To examine values, attitudes, beliefs, and habits which define the nature
and quality of life.
To achieve this goal, students should:
1. Reflect on the role played in their lives by school, work, leisure, and
community involvement;
2. Examine problems, issues, and choices that confront citizens of the world;
3. Pursue basic principles of wellness;
4. Take responsibility for the consequences of their actions and choices; and
5. Articulate and assess their personal ethical principles.
Course Schedule
1/12: Course Introduction
1/14-1/21:
1/16: NO CLASSES – MARTIN LUTHER KING JR. DAY
1/23:
1/26-1/28:
1/30: Music and Metaphors
THE SELF AND COMMUNITY
2/2:
2/4-2/6:
2/9-2/11:
2/11-2/13:
2/16-2/18:
2/20:
2/23-2/27:
3/2-3/4:
3/6-3/9:
3/11-3/13:
3-16-3/20: NO CLASSES – SPRING BREAK
3/23-3/25:
THE SELF AND NATURE
3/27-3/30:
4/1:
4/3:
4/6:
4/8-4/13: Who Killed the Electric Car
THE SELF AND THE SACRED
4/13-4/15:
4/17-4/20:
4-22-4/27:
FINAL EXAM: MONDAY MAY 4TH , 8 AM
Students with Disabilities
Winthrop University is dedicated to providing access to education. If you have a disability and need classroom accommodations, please contact Gena Smith, Coordinator, Services for Students with Disabilities, at 323-3290, as soon as possible. Once you have your Professor Notification Form, please tell me so that I am aware of your accommodations well before the first test, paper, or assignment.