Course outline

Jacquelynne Modeste, PhD

ProfessorModeste@Gmail.com             JModeste@MercyMavericks.edu

Mercy College – Freshman Seminar

Summer 2013

Learning Objectives for Freshman Seminar

The essential skills, as determined by the faculty of Mercy College, are:

1.              Critical analysis:

• Place subject matter in context.
• Discover its patterns and relationships.
• Identify its positive and negative elements.
• Indicate its significance.
• Provide evidence for positions taken by using relevant data accurately.
• Support these positions with arguments that are clear, precise, logical, and carefully qualified.
• Show an understanding of opposing positions, identifying their assumptions, reasoning and conclusions.
• Recognize strengths and weaknesses in opposing positions.

2.              Critical Reading:

• Understand core vocabulary.
• Recognize and distinguish main ideas from supporting ideas in various printed materials.
• Outline and summarize the content of printed material.
• Distinguish facts, interpretations, and opinions in printed material.
• Analyze and evaluate the value and validity of printed material.
• Draw conclusions and make inferences based on content of printed material.

3.              Information literacy:

• Recognize and articulate the need for information.
• Access information from appropriate sources.
• Critically analyze and evaluate information and its sources.
• Organize, synthesize, and integrate information.
• Apply information to the development of a specific purpose using effective and creative decision-making.
• Generate and effectively communicate information and knowledge.
• Develop skills in using information technologies.
• Understand and respect the ethical, legal, and sociopolitical aspects of information and information technology.
• Develop an appreciation for the role of information literacy in life-long learning.

---

The Democracy of Education

Cultural Historian Albert Murray writes, “Tradition” is not only “that which continues; it is also the medium by which and through which continuation occurs.” (Albert Murray, The Hero and the Blues, 72) If we think about our educational system as a tradition, what do we learn about our nation and the way we educate? In what ways and to what extent does our tradition of education reflect or conflict with our nation’s democratic values? To what extent is education an egalitarian endeavor and can/should we make it more so? In an effort to place current debates in education in the context of our national identity, this course will explore some of the key topics in k-16 education including: student, teacher and school assessments; high-stakes testing; the rising cost of higher education; and MOOCs. Students will investigate these topics through independent and/or group research, articles, blogs and reports from select organizations and will participate vigorously in class discussions.

Course Requirements

• Attendance is worth 50% of your grade for this course. You will not pass this course if your attendance is unsatisfactory. Students will be expected to attend all classes and actively participate in discussions in class and online. Students should come to class having already read and/or listened to the material to be discussed for that day.

• Quizzes: Three will be two (2). Quizzes should be typed, double spaced, and submitted at the beginning of class on the due date. 

• Library Visit: will help students understand the critical role of the librarian and view the librarian as a vital asset in the quest for information and resources. During this session and several subsequent class meetings, students will be required to demonstrate quantitative reasoning skills by seeking out, compiling (charts, graphs, tables, etc), assessing, and presenting information relevant to topics addressed in class and/or in Group Projects.

• Group Presentations: students will work in groups to present themes discussed in class in a comprehensive manner. Presentations are an opportunity to reveal proficiency in oral communication, critical thinking and analysis and should reflect a mature understanding of the topics explored in class in a multi-media innovative production that makes use of technology (Prezi, power point, etc.). Additional details will be distributed with the assignment rubric. 

• Grades will be determined as follows: Classroom participation, Online discussions (R&R), attendance: 50%; Quizzes, 25%; Group Projects, 25%

·   

Weekly Schedule

                    Week 1 (5/29)                     Introduction, Group Assignments, Class blog, Online writing assessment

Week 2 (6/5)                        R&R – A Discussion of Democracy: Online Readings and Responses

Week 3 (6/12)                     R&R – Education History: How it All Began

Week 4 (6/19)                     R&R – Education: Inclusive, Exclusive, Growing Pains

Week 5 (6/26)                     R&R – Assessments, High-Stakes Testing, Rising Tuition Costs, MOOCs

Week 6 (7/3)                        Quiz 1 – Take home Quiz due, 7/10, at the beginning of class

Week 7 (7/10)                     R&R – Return to Democracy, Education in Context

Week 8 (7/17)                     Quiz 2 & Library Visit

Week 9 (7/24)                     Final Project Prep                              

Week 10 (7/31)                  Final Projects (Presentation and written submission)