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IS 1001:<=
span
style=3D'mso-spacerun:yes'> First Year Seminar
“Al=
one in
a Crowd: Voices from the
Edge”
Section 1:
1:00-1:50 PM Monday/Wednesday
Section 2=
: 2:15-3:05 PM Monday/Wednesday
Instructor
Michelle
L. Page =
&nb=
sp; =
&nb=
sp;
Email: pagem@morris.umn.edu
Office:
108 Education Building =
&nb=
sp;
Web page: http://cda.morris.umn.edu/~pagem<=
/a>
Phone: 589-6405
Office
Hours
Mondays
3:15-4:15 PM; Tuesdays 1PM-3PM; and by appointment
Dates
to Remember
•Required
Convocation: Thursday, Septem=
ber 4,
7PM, Edson Auditorium
Required
Texts
Texts
may be purchased at John’s Total Entertainment on
•Fat Kid Rules the Wor=
ld by E. L. Going
•The Skin I’m In=
by Sharon Flake
•The Absolutely True D=
iary
of a Part-Time Indian
by
•Keeping You a Secret =
by Julie Peters
•Right Behind You by Gail Giles
In
addition, you will be assigned one<=
/i>
text of the following:
•Deadline by Chris Crutcher
•Does My Head Look Big=
in
This? by
Randa Abdel-Fattah
•Looking Like the Enem=
y by Mary Matsuda Grue=
newald
•Total Constant Order<=
/span> by Crissa-Jean Chapp=
ell
•Endgame
Other
Resources
This
syllabus, as well as other resources will be posted in our class Moodle
site: http://moodle.umn.edu . Log in with your UMM username and
password and click on our course.
Students
with Disabilities
This material and co=
urse
texts are available to persons with disabilities in alternate formats on
request. Please contact Disability Services. It is University policy to
provide, on a flexible and individualized basis, reasonable accommodations =
to
students who have disabilities that may affect their ability to participate=
in
course activities or to meet course requirements. Students with disabilities
are encouraged to contact their instructors and Disability Services to disc=
uss
their individual needs for accommodation.
Course
Description and Goals
This
course explores the lives of people who have been disenfranchised,
marginalized, or isolated due to race, social class, illness, disability,
etc. Further, members of the =
course
will study the “flip side” of this isolation—the concept =
of
community. Enrollees in this =
FYS
will study conditions that lead to isolation or community, will learn about
their local and social contexts, and will become more critical thinkers abo=
ut
the communities in which they live.
My
goals as an instructor are to serve as a resource and sounding board for yo=
u;
to be an approachable faculty member who can help guide you through this un=
ique
experience of first semester university; and to provide a safe but challeng=
ing
environment for you to explore ideas related to our course. My expectations of you are outlined
below.
The goals of=
each
First Year Seminar are to teach you to think critically and to assess sourc=
es
of information. Additionally,=
you
will be challenged to recognize that your perceptions are not universal but=
are
shaped by the lenses through which you interpret the world and your own
positions in it.
Expectations
(How to Succeed in this Course)
This
course is run in seminar-style format.&nbs=
p;
As such, students in the course will be expected to do the following=
:
In
addition, you should:
Assignments
and Grading
Your
performance in this class will be evaluated based on several elements:
•Class
participation (30%)
•Group
book project (25%)
•Journal
or Blog (20%)
•Free
writes and other in-class assignments (10%)
•Community
building activities (15%)
Class Participation: Since
this class is discussion based, your contribution to class discussions and
activities is vital. What doe=
s it
mean to participate in class? It
means coming to class—you can’t participate if you don’t =
show
up. It also means completing
readings and assignments for class—you can’t discuss intelligen=
tly
if you are unprepared. Third,=
it
means speaking regularly in class—we all benefit from sharing in each
other’s knowledge. You =
have
something to offer. As member=
s of a
community, all voices are valued and will shape what we do and the ideas th=
at
we develop. But beyond speaki=
ng, it
is also actively listening to your peers and trying to understand what they=
are
saying. Finally, class
participation means THINKING—you must think about the books and other
materials we are reading, think about and carefully consider your responses=
and
those of your classmates, and think about the themes of the
course—isolation and community.
When engaged in class activities, remember to respect others’
opinions, even if they disagree with you.&=
nbsp;
The important thing about classroom discussion =
to
remember is that you are not debating with your peers–you should be
trying to understand different points of view and communicating your point =
of
view to others.
Group book project: In class you will indicate your
preference of an additional book to read and you will be assigned to a
group. Your group will presen=
t on
your book. Components of the
presentation should include a brief summary of the book, a discussion of the
important themes or ideas, discussion of how your book relates to the theme=
s of
isolation and community, an aesthetic component, and research/additional
information about an issue or topic within the book. A detailed description of this
assignment will be handed out in class.&nb=
sp;
Journal or Blog: We will have an electronic course =
web
site via Moodle. Not only are
resources posted there, but some activities and assignments will be complet=
ed
in this format. One of these =
is the
journal or blog. You may crea=
te a
blog in Moodle that your classmates (but no one else) can view or you may p=
ost
journal entries each week (which only you and the instructor can view). I will post some ideas each week in
Moodle to help you get started.
Your blog or journal should capture your thoughts on community and
marginalization in the readings that we’ve done that week or build on
ideas that came from class discussion or apply a personal perspective to our
activities. You will be grade=
d on
the connections you make from the readings to real life and the connections=
you
make among the various readings and activities we do in class. The journal or blog entry will be =
due by
4:30 PM Friday each week.
In-class assignments<=
/span>: Occasionally you will be asked to
reflect on concepts in writing or by performing some activity rather than by
discussion. The quality of yo=
ur
in-class assignments will make up part of your course grade.
Community-building
activities: Part of the work of this course is=
to
get to know your campus community and the broader local community. To do this, you will be asked to c=
ollect
Community Outreach Points (COPs).
These are described in the handout distributed in class. Points might come from attending a
meeting of an organization, finding information about Morris, or participat=
ing in
building community in our class. In
addition, each of you will be responsible for leading at least one
community-building activity in class during the semester.
Work will be collecte=
d at
the beginning of the class period.
No late work will be accepted unless arrangements are made in advanc=
e or
in the event of illness as verified by a physician.
Workload
and Grading
This
course is a two credit course.
93-100%  =
; |
A |
4.00 |
Represents
achievement that is outstanding relative to the level necessary to meet
course requirements |
90-92 |
A- |
3.67 |
|
87-89 |
B+ |
3.33 |
|
84-86 |
B |
3.00 |
Represents
achievement that is significantly above the level necessary to meet course
requirements |
80-83 |
B- |
2.67 |
|
77-79 |
C+ |
2.33 |
|
74-76 |
C |
2.00 |
Represents
achievement that meets the course requirements in every respect |
70-73 |
C- |
1.67 |
|
67-69 |
D+ |
1.33 |
|
62-66 |
D |
1.00 |
Represents
achievement that is worthy of credit even though it fails to meet fully t=
he
course requirements |
0-61 |
F |
0.00 |
Represents
failure (or no credit) and signifies that the work was either (1) complet=
ed
but at a level of achievement not worthy of credit or (2) was not complet=
ed
and there was no agreement between the instructor and student that the
student would be awarded an I |
Some
Final Reminders
I want you to be enga=
ged. The idea of the course is to think
deeply about ideas. This is
fundamental to a liberal arts education.&n=
bsp;
This is the type of experience where the more you put into it, the m=
ore
you get out of it. I want eac=
h of
you to have the best experience possible.&=
nbsp;
You will have that good experience by engaging with the material rat=
her
than thinking about learning as a process of jumping through hoops.
I am here to help you! =
If you
are struggling with something, please see me and talk to me about it, wheth=
er
it’s related to the course or not.&n=
bsp;
Use my office hours, set up an appointment, whatever. Additional resources that may help=
you include:
The Academic Assist=
ance
Center: www.morris.umn.edu/services/dsoaac/aac/
Student Counseling<=
/a>: www.morr=
is.umn.edu/services/counseling/
Disability Services=
: www.morr=
is.umn.edu/services/dsoaac/dso
Multi-Ethnic Student Progr=
am:
www.morr=
is.umn.edu/services/msp/
Calendar
of Learning Events
Date/Day |
Course Activities and Assignments Due<=
/span>
|
=
August
27 (Wed)
|
Course introduction=
Book selection |
September 1 (Mon
|
NO CLASS—LABO=
R DAY |
September 3 (Wed) |
Due: Fat
Kid Rules the World Chapter 1-41 |
=
September
8(Mon)
|
Convocation discuss=
ion Due:
Fat Kid Rules the World Chapter
42-end |
September
10 (Wed) |
Library
Research Session #1 Meet
Jayne Blodgett in Briggs Library 350A |
September 15 (Mon)
|
Due: Sizing
Myself Up, Intimate Enemies, To Apu with Love, Cro-Magnon Karma |
=
September
17 (Wed)
|
Due: The
Skin I’m In Chapters 1-15 |
=
September
22 (Mon)
|
Due: The
Skin I’m In Chapters 16-end |
September
24 (Wed) |
Due: The Absolutely True Diary of a Part-Time Indian Beginning through
“Hunger Pains” (p. 113) |
September 29 (Mon)
|
Due: The
Absolutely True Diary of a Part-Time Indian “Rowdy Gives =
Me Advice…
(p. 114) through end |
October 1 (Wed) |
Library Research Se=
ssion
#2 Meet
Jayne Blodgett in Briggs Library 350A |
=
October
6 (Mon)
|
Due: Keeping
You a Secret Chapters 1-13 |
October
8(Wed) |
Due: Keeping
You a Secret Chapters 14-end Due: Topics for book projects chosen =
|
October 13 (Mon) |
Due: Speaking
Out excerpts |
October 15 (Wed) |
NO CLASS, TAKE-HOME
ASSIGNMENT Michelle at Educati=
on |
=
October
20 (Mon)
|
NO CLASS: F=
ALL
BREAK |
October
22 (Wed) |
=
Due:
Right Behind You
|
October 27 (Mon)
|
=
Due: Right
Behind You
Chapters 17-end |
October 29 (Wed) |
=
Due:
Doing What It Takes to Survive, <=
st1:Street
w:st=3D"on">
|
=
November
3 (Mon)
|
Due: Strip!,
Appraising God’s Property, Marked for Life, To Live and Diet in |
November
5 (Wed) |
Video: Taboo
or Waging a Living |
November 10 (Mon)
|
NO CLASS—MICH=
ELLE
AT CONFERENCE Assignment: Small Group meetings, Work on Gr=
oup
Book Project |
November 12 (Wed) |
NO CLASS—MICH=
ELLE
AT CONFERENCE Assignment: Small Group meetings, Work on Gr=
oup
Book Project |
=
November
17 (Mon)
|
Due: Book Presentation |
November
19 (Wed) |
Due: Book Presentation |
November 24 (Mon)
|
=
Due: Book Presentation
|
November 26 (Wed) |
NO CLASS—THANKSGIVING BREAK |
=
December
1 (Mon)
|
Due: Book Presentation |
December
3 (Wed) |
Due: Book Presentation |
December 8 (Mon)
|
Evaluations and Sur=
veys |
December
10 (Wed) |
Celebrating
our Community |
December
19-21 Finals
Week |
FINALS WEEK—NO
FINAL EXAM |