COURSE SYLLABUS

COURSE INFORMATION

Course Name: Interdisciplinary Liberal Arts

Course Number: HUM 5500

Start/End Date: August 26-October 13

INSTRUCTOR INFORMATION

Name: Anne Daugherty, Ph.D.

Instructor Availability: Anytime after noon!

Email: adaugherty@bakeru.edu

Phone: 913 344 6040 – I’m currently working remotely, so this number will link you to a magicjack
number that comes right to me or 785 691 6048 (please only call after noon)

COURSE DESCRIPTION
The Idea Behind the Course

The Value of Liberal Arts is designed to give a common experience to MLA students at Baker University, SPGS. It
provides opportunities to share experiences and intellectual experiences with each other. Most of our work will
examine the Liberal Arts as acts of critical inquiry.

We'll review the basics of reading and writing, we'll talk and research, we'll probably even laugh a bit. Mostly,
though, we'll see what it's like to take the world we live in daily and think about it more deeply, in more detail, and
in more complex ways than you've done since your undergraduate days!

COURSE OBJECTIVES
Students in this course will:

* Write a confident, well organized academic essay that is reflective, analytic, and evaluative
* Make a confident, well organized, and sufficiently documented oral presentation
* Listen attentively to the opinions and ideas of teachers, authors, and leaders with an open but critical mind
* Analyze these ideas with careful and coherent observations, judgments, and communications
* Make careful analyses of academic ideas, papers, themes, positions, art forms, and the elements that contribute to
their eminence
* Synthesize materials, ideas, and themes

TEXT
Hacker, Diana A Writer’s Reference
Zander and Zander, The Art of Possibility: Transforming Professional and Personal Life
Ibsen, Henrik A Doll’s House (http://www.gutenberg.org/dirs/etext01/dlshs11h.htm)
Brooks, Geraldine. Year of Wonders

ASSIGNMENT OVERVIEW
Your final grade in this course will be based on a number of areas:

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Portfolio Essay and Movie (wk1 and 2) 20 points
Quiz (week 1) 10 points
Essays: (wk 2, wk 3) 30 points
Group Presentation (wk3) 10 points
Informal Writings (Ahas) 28 points
Portfolio/Digital Story creation (wk 7) 20 points
Artchat (wk 6) 10 points
Creative piece (wk 5) 10 points
Wikis 11 points
Participation on forums 106 points

GRADING CRITERIA
All written assignments in this course should exhibit college-level skills appropriate for the level of study in
grammar and mechanics. In addition to being typed and double-spaced with one-inch margins all around, your
papers must follow MLA format. Cite in-text sources in parenthetical format, and include a complete works-cited
list at the end of your paper. Refer to A Writer’s Reference or the MLA Formatting & Style Guide for more
information. These aspects of the written work will represent a portion of your grade.

GRADING SCALE

(256-231) points 90-100% A

(231-201) points 80-89%% B
(200-275) points 70-79% C
(275-250) points 60-69% D
(249-220) points 59% and below F

CLASS SCHEDULE:

Week Assignment Due Date Points

Week One: Introductions, The Syllabus, Sunday at Introduction 4
Email, midnight Forum posts 10
Writing Wiki post 5
First assignment explained Writing quiz 10
MLA format—thesis statements Wk 1 A-ha 4
Portfolios First Paper—due SUNDAY night
A-ha! Complete your essay about yourself and
Writing tips and pointers your goals in this program 10
Film Why Man Creates
Week Two: A Doll’s House Sunday at Sentence (1)
Literature midnight Haiku (4)
Story Wiki (4)
Research Wiki (4)
Video Introduction (10)
Discussion (10)
A Doll’s House paper due (10)
Wk 2 A-ha (4)
Week Three: Media Sunday at The Art of Possibility: Transforming
Epistemology midnight Professional and Personal Life
Posibilities Paper (10)
Project (10)
Wk 3 A-ha (4)
Week Four: Rashomon Sunday at Wk 4 A-ha (4)

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Social Science midnight Movie Discussion (30)

Week Five: Year of Wonders Sunday at Wk 5 A-ha (4)

Science and midnight Year of Wonders creative pieces (15)
Religion Discussion (20)

Week Six: Art music Sunday at Wk 6 A-ha (4)

Art midnight Artchat (10)
Discussion (5)

Week Seven: <insert readings and assignments Sunday at Wk 7 A-ha (4)

Digital Story here> midnight Digital Story (20)

INSTRUCTOR’S EXPECTATIONS
A Note on Writing

Graduate school is not only about having ideas, it’s about conveying them and, more often than not, that
means that you’re going to have to write them down, clearly and in detail. This class, then, is going to have
you do a good amount of writing, both formal and informal.
In this course you’re expected to think in stages, over time, so that your thinking can be gain confidence in
both its notions and expression as you reconsider and question your ideas. The truth of the matter is that no
good thinking happens instantaneously, in one draft or at one moment.

PLAGIARISM

This is really simple: if you copy someone else’s direct words or exact ideas—intentionally or not—without
giving them credit you fail the class. Universities and colleges are built upon the notion that ideas matter; if
you plagiarize someone else’s ideas, you’re denying that fundamental tenet. Thus there will be zero tolerance
for plagiarism in here. If you do it, you will fail the course, period.

Class Participation: Class participation is assessed through your aha papers and you contribution to online
discussions.

TEXTBOOKS/MATERIALS
Every student is expected to access the required course materials in order to complete all assignments on time and as
assigned. Students are responsible for using the correct edition of textbooks and other materials and for accessing
required course resources such as software or websites. The instructor will not excuse late or incorrect work due to
the student’s not timely accessing correct course materials.

ASSESSMENT OF STUDENT LEARNING

Each degree program embraces a unique assessment plan that includes course assessments related to program
outcomes, graduate surveys, and other relevant assessments. The academic assessment process provides evidence of
student learning primarily related to program outcomes appropriate to each degree. All program outcomes are
closely linked with the required sequence of courses in each program. Please see the SPGS and GSOE Student
Catalog and Handbook for more information.

UNIVERSITY ATTENDANCE POLICY

COURSE ATTENDANCE
Attendance of all class meetings is mandatory.

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Since a large portion of the learning in the SPGS programs takes place during class, absences may impact a
student‘s grade or jeopardize continued enrollment in the course. In the case of an absence, the student must:

1. Notify the faculty member prior to the absence,

2. Make arrangements to complete missed assignments, and
3. Complete additional make-up work if allowed by the faculty member.

Under no circumstances may a student miss more than 40% of course meeting hours and receive credit for the
course. This University policy is not at the discretion of the faculty member. A student who misses more than 40%
of a course is required to repeat the course and incur additional tuition and fee expenses for that course. Students
with extenuating circumstances that make it impossible to complete the course may request a grade of ―No Credit.
See ―No Credit under the subsection of the SPGS Catalog and Handbook―Grading Procedures for further
information. If a student‘s attendance record demonstrates a pattern of missed classes, that student is
administratively withdrawn from the program. A petition must be submitted to the Admissions Committee prior to
readmission.

Class Cancellation: Instructors are not allowed to cancel class, change room location, or change meeting time. Only
SPGS staff members have that authority, based on instructors’ requests due to emergencies, etc.

ONLINE COURSE ATTENDANCE

Students are expected to participate actively in and contribute to the learning experience in an online course.
Attendance in an online course is defined as a learner who logs into the learning management system and completes
at least two significant activities in the course during the class session. A significant activity may include submitting
a forum post, an assignment, an assessment, or other contribution that advances the learning process for a
student/other students in the course. A class session is a seven-day timeframe of instructional time (typically
Monday 12:00 am – Sunday 11:59 pm). Students must meet the minimum attendance requirements to stay active in
the class. If this attendance requirement is not met, the student will be required to repeat the course.

ONLINE COURSE PARTICIPATION

Students are expected to participate actively in and contribute to the learning experience in the course. Participation
means providing substantive comments, questions and contributions that advance the learning process for you and/or
other learners in the course. Participation may include responding to questions and issues posed by other learners.
Participation does NOT include submission of homework and other course assignments. Non-substantive comments,
non-germane comments and comments of the nature of ―I agree or ―I disagree (unless the latter two are
elaborated upon to make them substantive) do not count toward meeting the participation requirement.

ACADEMIC MISCONDUCT
The University community traditionally has been a place where all members are free to express and exchange ideas.
Such fundamental goals of the University as intellectual growth and development are predicated on honest
investigation, straightforward expression of views and opinions, and genuine dialogue. The attainment of these goals
requires that all who participate in the exchange of ideas maintain intellectual integrity. Baker University seeks to
ensure that both instructor and student are protected from unfair actions or accusations in cases of cheating and
plagiarism. The University encourages instructors and students to adopt a responsible attitude toward one another.

Academic misconduct includes but is not confined to plagiarizing; cheating on assignment and assessments
turning in counterfeit reports, tests, and papers; stealing of tests and other academic material; knowingly falsifying
academic records or documents; and turning in the same work to more than one class. Students and instructors alike
must recognize that none of the procedures set forth in this document operate to the exclusion of civil or criminal
litigation. Likewise no definitions in this document supersede any parties concerned to resolve the contested issues
without the necessity for recourse to the law in a manner that protects the rights of the individuals involved.

Consequences of academic misconduct may include, but are not limited to, a failing grade for a paper, a failing
grade for a course, or expulsion from the University. Any form of academic misconduct which results in
administrative or academic withdrawal is noted on the student’s transcript.

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STUDENT RESPONSIBILITY
It is the responsibility of each student to be aware of and to meet the catalog requirements for graduation and to
adhere to all other rules, regulations, and deadlines published in 2012-13 SPGS and GSOE Course Catalog and
Student Handbook.

ADA STATEMENT
Baker University is committed to providing “reasonable accommodations” in keeping with Section 504 of the
Rehabilitation Act and the Americans with Disability Act of 1992. Access Services coordinates Access Services
Policies and Procedures accommodations and services for all eligible students with disabilities. If you have a
disability and wish to request accommodations and have not contacted Access Services, please do so as soon as
possible. Access Services is located on the Baldwin City campus in the Office of Student Academic Success (in
Collins Library (lower level); 785-594-8352; sas@bakerU.edu). Information about Access Services can also be
found on the Baker web site at www.bakeru.edu/sas. If accommodations have been approved by Access Services,
please communicate with your instructor(s) regarding your accommodations to coordinate services.

RESOURCES
Baker University Library Databases are available online by accessing http://www.bakeru.edu and clicking on
“Library” under the “Academics” column. Students access their library card and pin numbers via the student portal.

Rubric For Assessing Aha Responses (note** you do NOT have to complete all three areas of this rubric to earn
your 4 points. You might only cover one area.)

Rating Content of week Personal reflection Application

4 My a-ha response is
thorough. · It is around one
page in length. My
response makes meaningful
connections to important
ideas from the material
covered in the week· I
support my responses with
relevant details from the
novel or other material
covered.
3 My a-ha response is
adequate but could be more
thorough. It is quite less
than a page.· I make some
connections to ideas from
the material covered this
week.· I support my
responses with some details
and facts, but they are not
completely accurately
supported by the retails
from the week’s material.
2 My a-ha response is
incomplete. It is a couple
of paragraphs in length.
The connections I make to
other ideas or information
are weak. · I provide only
weak or incomplete
supporting evidence.
1 My a-ha response is
My reflections are thoughtful
and complete. · I reveal
personal feelings about the
material covered. · I extend the
material covered a little further
by digging deeper in to some
aspects.
My reflections are adequate,
but could be more thoughtful. ·
I reveal some personal feelings
about the material. · I poke at a
few aspects not covered this
week.
My reflections are brief. · I
reveal very little about my
personal feelings or
experiences. · There is little
reflection or questioning; it
sounds as if I'm not really
interested in the topic.
My reflection is limited or
I raise ideas for how this
material might be further
explored either in my studies
or my life. I make
suggestions for how I will
use this material or adapt it.
I briefly mention ideas I
might explore but don’t
really get into specifics.
I include a topic that might
be explored, but I give no
details.
I don't mention any topics.

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 random or unrelated to the superficial. · I don't reveal any
week’s work. ·It is a couple personal feelings or ideas.
of sentences in length. My
writing is disorganized and
unconnected to any
important ideas.

Reflection Papers

In general, a good reflection paper is personal. You do not have to follow any specific format, like MLA. Here are
some tips:

1. Don't retell the story. You asked to reflect on a movie or a play we will all read and see, please don't tell the story,
even in brief.
2. Identify strengths and weaknesses of the play and/or film. See the “how to read a film” document for further
pointers.
3. Make connection points. How does what you are reflecting on make connections to a social issue, particularly one
that has relevance to your life? I call it a-ha, transfer, or application. Here's the outline:
a. A-ha. I did not know that…This term is likely used for something that you learned for the first time. Something
you hadn’t thought of, something that someone said that sparked a curious response in you. Something along those
lines.
b. Transfer. This material reminds me of…This term is more appropriate to link to something that you have done
before. You might have heard of something similar, and this material reminded you of it. You might be reminded of
someone that the same thing happened to, etc.
c. Application. I can use this material in…This term is more for how you might use the material in your work place,
or in everyday life. For example, you might say you will eat French fries every day from now on, now you know
the difficulties the farmers go through. Okay, that’s a bit flippant, but you get the idea, I hope.
4. Most important! Make sure it is YOUR opinion and YOUR thoughts. Generally, you can't go wrong that way!
Of course, if your opinion is really going to offend someone, like if it is racist, fascist, or sexist, for example, you
might need to be a little careful in how you phrase your opinion. Everyone is entitled to an opinion, it's just that we
all try not to offend other people in expressing that opinion! Avoid emotional responses. Reactions like: "this film
sucks," or "the playwright is a moron," are likely not the best reflection responses, even though they might represent
what you believe to be your honest opinion. You might be better to reflect on why the film is not appealing to you,
or why you think the author lacks wisdom.

PROGRAM LEARNING OUTCOMES

The MLA program recognizes the uniqueness of each individual and honors that diversity by providing a
multiplicity of creative and innovative learning experiences. While covering the scope of courses that fulfill the
purpose of the program, students will experience an educational culture that encourages them to consider
possibilities and opposing views while developing their own strengths and appreciation for integrating multiple
disciplines.

While the range of courses offered in the MLA program is diverse and represents multiple disciplines, all
students completing the program are expected to be able to demonstrate:

1. Critical thinking skills as evidenced by

a. Self-reflection on a deeper level than mere observation
b. Questioning and evaluation of primary assumptions
c. Ability to distinguish between opinion and reason

2. Communication skills as evidenced by

a. Graduate level writing
b. Advanced research skills

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c. Effective presentation skills
d. Productive group work

3. Ability to make connections as evidenced by

a. Acquisition of knowledge
b. Interdisciplinary threads that tie together work from multiple courses and disciplines
c. Creativity

PORTFOLIO

The MLA degree-seeking students must submit completed assignments in a portfolio. This portfolio, which
serves as a part of each student’s self-assessment, helps to ensure excellence in education with tangible
representation of individual achievements. This portfolio serves as a learning resume and documents each student’s
personal growth and professional development. Students are provided guidance on conceptualization and
documentation for inclusion in the portfolio. The portfolio is submitted prior to graduation. Presentation of the
portfolio should not be considered a “show and tell” exercise. The presentation must contain a thesis statement,
whereby the student shows the interconnections he or she has explored throughout the program.

Baker University School of Professional and Graduate Studies Copyright © 2012-2013 (rev 02/13)