Faculty Syllabus

Course Work

Participation:

This course is all about participation. Thoughtful and consistent participation is a very important part of the class. Each student is expected to be an active participant. Your presence is requested and required. This is the single most important component of the course. The class does not work unless each student is an active participant in each class meeting. If your were not usually the one to talk in class discussion in the past, don’t worry, this is a supportive group where you will get an opportunity to practice participating each meeting. Participation is also 30% of your course grade.

Each student will come to each class with their thoughts written out about at least one study question. These assignments should be 250 words or less in order to facilitate classroom discussion. 

Study Questions for Class Discussion:

Each reading assignment will include several study questions to help direct your reading of the text. Careful thinking about the study questions while you are reading and before coming to class will help you form your thoughts and make class conversation easy and enjoyable.

Formal Study Question Assignment:

You must complete three Formal Study Question Assignments on **starred** study questions over the duration of the semester. See Reading Schedule for due dates. Assignments are submitted via Blackboard. Assignments must be between 450-500 words, exclusive of quotations. You should select a passage from the assigned reading that you think addresses one of the starred (**) study questions. 

Then, you should reproduce this passage, paraphrase it in your own words and explain why that passage addressed the study question. Finally, answer any additional parts of the questions. So, your assignment should take the following form:

1. A quotation from the assigned reading, which helps answer the study question.

(please also list chapter, page and/or line number)

2. A paraphrase, in your own words, of the quotation you selected 

3. An explanation of why that passage in the text addresses the study question. 

4. Your response to the personal reflection portion of the study question.

Please review the grading rubric on Blackboard to see how your faculty leaders will grade your assignment. This should be used to help guide your drafting of the assignment.  

Making Connections: 

Throughout this semester, each student will complete three “Making Connection” assignments in preparation for course meetings and discussions. In preparation for  “Making Connections” days you will (1) explore a list of great works that humans have created, (2) select a work that interests you, and (3) conduct research to learn about the work. On “Making Connections” days, you will have an opportunity to share what you have learned with your classmates, and also learn about what they have discovered.

These assignments are designed to encourage students to explore works of cultural significance and broaden their cultural and historical knowledge base. 

Faculty Meetings:

Students will meet privately with their professor twice each semester. Remember, your faculty leaders are not just here to guide you in this course, but to help you understand how to navigate ACC as well. They will help introduce you to ACC resources and make sure you have the support you need to be successful. 

One meeting will take place in the first 3 weeks of the semester and another in the second half of the semester. Each meeting will last between 10-15 minutes. 

How is it Going? Reflection Journal:

Your journal entries are viewable by you and your professor  - feel free to ask for advice and guidance about anything related to your first semester at ACC. You will create journal entries throughout the semester, so consider this a conversation with your professor and yourself. These are intended to be reflective, and are not formal writing assignments. Use the prompts provided as a starting point, and make sure you write at least a good paragraph or two (at least 200 words).

Your Grade

• Class Participation/Attendance — 30%

• 3 Study Question Assignments — 10% each or 30% total

• 3 Making Connections — 10% each 30 % total

• 10 Journal Posts — 1% each or 10% total

Scale: 100 - 90 = A

89 - 80 = B

79 – 70 = C

69 – 60 = D

below 60 = F

Required Readings

A note on translations: The editions and ISBNs listed below are strongly recommended. The course materials and corresponding assignment instructions are designed to align with the editions listed as “required” by the ACC bookstore. If you use a different edition from any of these, you should expect to have to adjust your approach to match the syllabus expectations.

Homer’s Odyssey

Translated by: Emily Wilson
Publisher:  Norton
ISBN:   9780393356250

The Odyssey is Homer’s epic poem of Odysseus’ journey home after 10 years of war in Troy. We will follow along on Odysseus' epic journey, all the while analyzing his ultimate goal, the factors that motivate him to undertake such a journey, and the ways in which he is able to keep going even in the face of temptations and obstacles. Throughout our discussions, you will be encouraged to reflect on your own educational journey in a similar light. This story has inspired men and women for the past 3,000 years to set high goals for themselves and develop a plan to achieve them. It has helped countless people see that even when one suffers detours and setbacks like Odysseus, reaching one’s goals is still possible. 

Plato’s Meno  

Translated by: GMA Grube
Publisher:   Hackett
ISBN:   9780915144242

Plato’s Meno deals with the timeless struggle of how to learn something new. Sometimes people think that if they don’t understand something right away that it is just not in them to learn it. 

They may say something like, “I’m not a math person” or “I’m not smart enough” and then give up on trying. In the Meno, Socrates confronts a boy who has a similar reaction when working on a difficult mathematical problem and gets him to overcome his false assumption that he cannot learn by guiding him through the process of solving it. After a discussion with Socrates, the boy experiences a shift in mindset from assuming he is not intelligent enough to solve the problem to realizing the solution was in him all along, and that by engaging with the problem and persisting in the face of uncertainty he could indeed unlock the knowledge needed to find the solution. 

Throughout the text, Plato challenges us to think about our thinking. How do we know when we know something? How do we know when we still need to do more work before we can know it? In the Meno, Socrates teaches that all real learning begins when we recognize that we don’t know.

Euclid’s Elements

Euclid’s Elements Book One with Questions
By Dana Densmore
Publisher: Green Cat Press
ISBN:  9781888009460 

Euclid’s text is a model for how to think clearly and logically. Through the study and demonstration of his geometrical proofs, we will learn the structure of logical arguments and what it means to prove something. This text will help us apply principles of metacognition to our studies by introducing us to the experience of what it is like to really know something. After you understand an entire proof of Euclid’s, you will feel what it is like to really know that something is true. His proofs provide a window onto the beauty of truth and will inspire us to want to open it further. Studying this text will provide you with a benchmark by which you can judge how well you know other things. You should ask yourself about future topics of study, “is this as clear to me as a Euclid proof?” Applying this question is a great way to gauge how well you understand a thing. 

The Heart of Chinese Poetry: Fifty-Seven of the Best Traditional Chinese Poems in a Dual-Language Edition

Translated and Edited by Greg Whincup

Publisher: Anchor; First Edition edition (September 16, 1987)

ISBN: 038523967X

These selections of Chinese poems represent over 1,000 years of poetic tradition in China. According to Prof. Greg Whincup, “Poetry is the heart of Chinese culture. Inasmuch as we are all members of one human race, Chinese culture is our culture. The heart of Chinese poetry beats in us, too.” Through these readings, you will learn not just about Chinese poetry but also about the culture, history and language of China, whose soul is poetry.

Poetry, Revelation, Mathematics and Love: The Human Search for Truth

Packet Provided on Blackboard 

This packet containing selections from Sappho, classical Chinese poetry, The Bible, St. John of The Cross, The Qur’an, Rumi and Bhakti poets is available to you free of charge and a physical copy will be distributed in class. 

Course Objectives/Outcomes

As a result of having taken this course, students will be able to:

1. Demonstrate an appreciation of art in its different forms (visual, aural, etc.) throughout history.

2. Demonstrate a general knowledge of assigned time periods and their major artistic and cultural accomplishments. 

3. Demonstrate an understanding of how context affects the text (form) and subtext (meaning) of human artistic creations.

4. Form a personal explanation of why (or whether) the study of Humanities is necessary for education and societal growth.

Discipline Objectives/Outcomes

As a result of having taken this course, students will be able to:

1. Identify a variety of significant works of art from various times and places in human history.

2. Evaluate works of art and associate them with their cultural context.

3. Analyze the relationship between the arts and human values.

General Education Objectives/Outcomes

As a result of having taken this course, students will be able to:

1. Communication Skills: Develop, interpret, and express ideas and information through written, oral and visual communication that is adapted to purpose, structure, audience, and medium.

2. Critical Thinking Skills: Gather, analyze, synthesize, evaluate and apply information for the purposes of innovation, inquiry, and creative thinking.

3. Personal Responsibility: Identify and apply ethical principles and practices to decision-making by connecting choices, actions and consequences. 

4. Social Responsibility (Civic and Cultural Awareness): Analyze differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
    

Student Success Learning Outcomes

As a result of having taken this course, students will be able to:

1. Set goals to support personal motivation and achievement.

2. Adopt a growth mindset toward personal education and career goals which fosters hard work, grit, a desire for continual improvements, and persistence in the face of failure.

3. Distinguish between intrinsic and extrinsic motivation, and examine how intrinsic motivation encourages lifelong learning.

4. Apply principles of metacognition to increase self-awareness of the learning process and personal strengths and weaknesses as a learner.

5. Enhance emotional intelligence, thereby improving interpersonal, leadership, and self-management skills.