course syllabus: philosophy - ccsj foundation is the seminar, an open conversation centered on a...

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COURSE SYLLABUS: PHILOSOPHY Term: Spring 2016 (2015-2)

Course #: PHIL 200 X

Instructor Information: Instructor Name Dr. Joan Crist Office Number: 513 Phone Number: (219) 473-4304 (office) Email: [email protected]. I check this nearly every day. Other Contact : (219) 932-2706 (home). Please feel free to call me at home in the

evenings and on weekends, within reasonable hours. If I cannot answer, leave a voice message with a phone number so I can return your call: we do not have caller I.D.

Hours Available: Posted outside my office door. Instructor Background: B.A., classics, St. John’s College, Annapolis, Maryland; M.A., Ph.D., systematic theology, University of Notre Dame, Indiana. Rowing club coach/advisor, CCSJ. Program director, Philosophy and Religious Studies.

Course Information:

Course Time: Thursdays 7-10 pm Classroom: Prerequisites:

EWPC 103, 104; RLST 130; Junior status

Textbooks:

No textbook; have a binder or folders for keeping handouts, and bring in a 70-page notebook or theme book to use as a journal; you will need to be able to use the Blackboard website.

Course Description: In this course, students seek what is true and good in conversation with the Great Books of Western philosophy. The foundation is the Seminar, an open conversation centered on a text and guided by the instructor. Students read and discuss works by Plato, Aristotle, and other philosophers of classical Greece and Rome, scholastic and spiritual thinkers of the Middle Ages such as Anselm and Aquinas, and seminal thinkers of the modern world, such as Rene' Descartes, John Locke, and Friedrich Nietzsche. This course is the Capstone of the General Education curriculum. The Signature oral exam and writing assignment are requirements of this course.

mailto:[email protected]

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Learning Outcomes/ Competencies: 1) Understand the basic terminology used by the great philosophers; 2) Articulate the philosophical themes of major philosophers from their writings and within their historical settings; 3) Evaluate the various philosophical perspectives; 4) Begin to reflect critically about the nature of reality, wisdom, and ethics; 5) Develop a personal philosophy in conversation with the great philosophers. Strengthening critical thinking and oral communication skills is a strategy essential to accomplishing the above five goals:

1) Comprehend and interpret challenging texts, 2) Question and judge ideas for yourself, 3) Discern the implications of ideas and convictions, 4) Support your views with reasoning, 5) Speak confidently and clearly in a public setting, 6) Listen and respond to others in a respectful conversation, 7) Respond calmly and thoughtfully to questions in a public setting. 8) Exercise leadership in class.

Learning Strategies: reading, conversation, journal writing, online posts, online quizzes.

Assessments:

Your final grade will be the cumulative total of points for the following (explained below): 1. SEMINAR: 24 points each. 2. Online work: point values vary each week. 3. Journal writing: 5 to 8 points each. 4. Midterm paper: 25 points. 5. Research report: 23 points; speaking skills self-assessment to follow.

Summative Assessments: 6. Signature Writing Assignment: proctored essay, 25 points. Must be sufficient in order to pass the course. 7. Written exam: point value TBD. 8. Oral exam (Signature Oral Assignment): 60 points. You must pass the oral exam (80% = 48 points) in order to pass the course, regardless of your coursework grade. 9. General Education cover letter: 15 points. Must be completed to pass the course.

Grading Scale:

Grade Points A 100-92 A- 91-90 B+ 89-88 B 87-82 B- 81-80

C+ 79-78 C 77-72 C- 71-70 D+ 69-68 D 67-62 D- 61-60 F 59 and below

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HONOR CODE Be on time, present for the whole class, and involved.

• You need to be on time in order to earn full credit for the day’s work. • You may take one excused absence for any personal reason: if you miss a Seminar, you

will need to meet with the instructor to show your familiarity with the reading. It is your responsibility to request an appointment. You may take an additional excused absence for college-sponsored events, such as athletics; or jury duty; or military service: provide official notification. You may take one excused tardy and one excused step-out.

Track your grades.

• Check the grades on returned assignments against what I post in Blackboard. • If you have a question about a grade, ask. The best time is right at the end of class. • Be aware of your current average. • I am responsible for returning graded assignments to you within one week. If I get behind,

class will be canceled until I am caught up. • If you make up missed work, you are responsible for making sure that the grades are

entered in Blackboard. If you see a discrepancy, contact me to see that it gets corrected. Have an attentive presence in class.

• Use body language that shows attention: sit up; make eye contact with speakers. • Turn off and put away all electronic devices for the duration of the class – unless you are

the primary caregiver of a dependent. Do not use them during class; do not even appear to be using them: you will be asked to leave and lose points from your grade. If there is a true emergency, please let the class know that you need to step out. I reserve the right to make a judgment call about your grade in such an instance.

• Do not sleep in class, or appear to be sleeping. If you are, we will wake you to make sure you are OK. You may be asked to leave or to seek assistance on campus.

• Do not hold side conversations while your colleagues are speaking. • Dress modestly and appropriately for a formal academic setting.

Demonstrate respect in Seminar

• Come prepared having done the reading carefully and thoughtfully. • Arrive on time and wait quietly for the opening question. Do not step out of Seminar. • Do not try to BS your way through Seminar. If you did not do the reading, do not

waste our time by making statements. Listen to others and ask them brief questions. • Do not dominate Seminar. Give others a chance to speak. Begin and end your point

clearly. The Seminar leader should not have to cut you off. • Be respectful yet challenging. Every viewpoint deserves to be heard and honored.

Do your work. Assignment deadlines are firm. Problems with technology will not be an excuse for late work. If you have a problem or question, contact me well in advance of the deadline to work out a solution. Do your own work. Do not plagiarize or piggyback off of someone else’s work; do not compromise your integrity by allowing others to piggyback off of you. When you are meeting without the instructor, respect the direction of student leaders. If you have any medical or personal issues that are likely to affect your work, talk with me. The standards of this course will not be lowered or changed; I will work with you to help you to meet them to the best of your ability.

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Schedule: Assignments are due on the day or by the deadline given.

Blackboard deadlines are in italics. Class days in bold. If class must be canceled, a revised schedule will be posted in Blackboard.

Date Topic Assignment to be completed before the given date.

Jan. 14 What is Philosophy? First journal entry and discussion. Overview of the course. Weekly plan/pre-test/one on one conversations. How to read a book: Lectio Divina Read and discuss sections of Malcolm X, “a homemade education.” We will do a sample post on the reading.

Come to class prepared to talk with the instructor about your schedule, obligations, and plans for the semester.

Friday, Jan. 15 through Wednesday, Jan. 20.

Spread this work throughout the week! Do not try to do it all on Wednesday evening.

--Review the syllabus in detail. Online work: --Post three Blackboard responses to the reading, done on separate days: see below for details; --Respond to someone else’s post.

Jan. 21 SEMINAR: Malcolm X, “A Homemade Education” Journal & Break From Myth to Natural Philosophy: Introducing the Mediterranean Philosophers Participate in activities; take notes from lecture.

Read “A Homemade Education.” Come prepared to share your thoughts about the text, to respond to questions about it, and to listen and respond to the thoughts of others in Seminar.

Friday, Jan. 22 through Wednesday, Jan. 27.

--Take the Blackboard quiz on the lecture. --Post three Blackboard responses to the reading, done on separate days. --Respond to someone else’s post.

Jan. 28 SEMINAR: The Mediterranean Philosophers Journal & Break Introducing Socrates Lecture and Lectio Divina

Read the selections from Thales, Pythagoras, Heraclitus, and Democritus (Parmenides is optional). Come prepared to share your thoughts about the text, to respond to questions about it, and to listen and respond to the thoughts of others in Seminar.

Friday, Jan. 29 through Wednesday, Feb. 3


Feb. 4 SEMINAR: Plato’s Crito Journal & Break

Read Plato’s dialogue, Crito. Come prepared to share your thoughts about the text, to respond to questions

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Introducing Plato Activity, lecture, and Lectio divina.

about it, and to listen and respond to the thoughts of others in Seminar.

Friday, Feb. 5 through Wednesday, Feb. 10.


Feb. 11 SEMINAR: Plato’s Meno Journal & Break Introducing Aristotle Activities and lecture; Lectio divina

Read the selection from Meno. You may be assigned to focus on a specific passage. Come prepared to share your thoughts about the text, to respond to questions about it, and to listen and respond to the thoughts of others in Seminar.



Feb. 18 SEMINAR: Aristotle’s Ethics Journal & Break Introducing the Stoics and Epicureans. Survey and lecture; Lectio divina.

Read the selections from Aristotle’s Nicomachean Ethics. Come prepared to share your thoughts about the text, to respond to questions about it, and to listen and respond to the thoughts of others in Seminar.



Feb. 25 SEMINAR: Marcus Aurelius vs. Lucretius Split to study your readings, then meet together to debate which point of view is superior. Journal & Break Introducing the Middle Ages: lecture. Introduce midterm assignments. Take your journal home this week.

Read the selections from either Marcus’ Meditations or Epicurus/Lucretius. Come prepared to share your thoughts about the text, to respond to questions about it, and to listen and respond to the thoughts of others in Seminar.

Spring Break Friday, Feb. 26 through Sunday, March 6.

--Take the Blackboard quiz on the lecture. --Work on your midterm paper and research report. --Post three Blackboard responses to the reading, done on separate days. --Respond to someone else’s post.

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Tuesday, March 8, 8:30 pm.

Midterm paper due in Blackboard: question will be posted in Blackboard; paper should be submitted via Blackboard safe-assignment.

March 10

SEMINAR: Thomas Aquinas via C. S. Lewis Journal & Break Introducing the Modern Era Lecture

Read C. S. Lewis’ The Case for Christianity. Come prepared to share your thoughts about the text, to respond to questions about it, and to listen and respond to the thoughts of others in Seminar.

Tuesday, March 15, 8:30 pm

--Take the quiz on the modern era. Research report slide on your modern philosopher due in Blackboard.

March 17 Modern Philosophers Reports and Discussion We will hear the reports, discuss them, and then vote on which philosophers to read for Seminars.

Also come prepared to give your research report and to argue for why we should study your philosopher. Remember your report will be videotaped.

Friday, March 18 through Wednesday, March 23.

--Take the quiz over the reports as soon as possible after it is posted. --Post three Blackboard responses to the reading. --Respond to someone else’s post. --review your video clip of your oral report, write a transcript of it, and assess your speaking skills.

March 24 SEMINAR: ___________________ Journal & Break There may be a brief lecture on the next philosopher.

As always, do your reading and come prepared for Seminar.

Friday, March 25 through Wednesday, March 30.

--Post three Blackboard responses to the reading. --Respond to someone else’s post. --There will be no quiz

March 31 SEMINAR: ___________________ Journal & Break There may be a brief lecture on the next philosopher.


Friday, April 1 through Wednesday, April 6.

--Post three Blackboard responses to the reading. --Respond to someone else’s post. --There will be no quiz

We may do something different for Humanities week, TBD.

April 7 SEMINAR: ____________________ Journal & Break Revise your concept map of your


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personal philosophy. Discuss the final assessments and schedule the oral exams.

Friday, April 8 through Wed., April 13.

--Take your journal home and work on your oral exam proposal. You are encouraged to turn this in via Blackboard “syllabus and assignment” so that I can give you feedback, but it is due in class. --complete your speaking skills self-assessment based on your video clip; see Blackboard, “syllabus & assignments.” --Work on your cover letter: see Blackboard “syllabus & assignments.” --Study for the written finals.

April 14 Signature Writing assignment and written final exam. We will meet in a computer lab, TBA. I will go over your oral exam proposals while you are writing.

Bring your oral exam proposal. This must be turned in by this deadline for you to pass the course.

April 21 and April 28

Final oral exams: come on your exam day and stay for the whole period as an attentive audience for your colleagues.

Bring your cover letter with you to your oral exam.

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Assignments and assessments: detailed guidelines

1. SEMINAR The Seminar is the heart of the course and the most important assignment. Once per week, we will hold an open conversation centered on a reading, which you are to complete before the assigned class day. READ the text, THINK about what it means. Come to class prepared to SPEAK about your ideas and to LISTEN to others. It is your responsibility to follow the schedule and to come to class prepared.

SEMINAR PARTICIPATION GUIDELINES To earn full credit for participation in seminar, you need to do all of the following.

You will assess your own participation, in consultation with the instructor.

Be on time and stay for the whole Seminar. 2

Use body language that shows you are attentive. 2

Quote from the reading. Help the class to find your quote.

2

Interpret the quote in your own words. 2

Explain whether you agree or disagree and why? 2

Respond accurately and thoughtfully to any follow-up questions which I or other students may ask.

2

Ask meaningful follow-up questions of other students. 2

Demonstrate that you are deeply familiar with the text. 5

Be actively involved in the conversation. Listen and respond to the ideas of others. Find their quotes in the text. Share ideas and experiences.

5

Total 24

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2. ONLINE WORK During the week, spend time doing your Seminar reading. Plan to spend 2 to 3 hours, but spread this work out throughout the week. The purpose is to integrate thoughtful reading into your lifestyle. The following assignments will help you to think about the reading, and help us to have a good discussion. Due by midnight before Seminar. a. Blackboard discussion board posts: 12 points total Post three responses to the reading in the appropriate discussion forum in Blackboard. Do these posts on separate days, as you do the reading throughout the week: these must be finished on the day before class. ALSO respond to someone else’s post: do you agree or disagree? Why? What question do you want to ask your classmate about his or her ideas? (worth 4 points) In general, your posts should include (not necessarily in this order):

Summarize in your own words an idea that stood out to you from the reading, and explain why.

1

Quote from the reading. Enclose the quotation in “” and a page number in () after the quote.

1

Interpret the quote in your own words. 1

Respond to the quote or idea with your own thoughts, questions, and experiences. You may agree or disagree with this philosopher.

1

Total – after the first week, there will be no partial credit: each post must contain all of these elements.

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b. Blackboard quiz: point values vary A lecture will introduce each philosopher we study to offer background that will help you to understand the reading. Take the Blackboard quiz over the lecture as soon as possible after class, ideally within a day while the information is still fresh in your memory: reviewing is most productive within this time frame. The quizzes will help you to be prepared for the written final exam. You are on your honor to do your own work. Do not ask for answers from another student or allow others to piggyback off of you. You are encouraged, however, to work as a study group to review and to take the quizzes together. c. Extra credit journal entries. Online journal assignments may be offered for up to 5 points each.

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3. IN-CLASS JOURNAL During class, you will write journal entries based on the conversation, lecture, or reports held that day. The journal will help you with your paper and oral exam. What you write is confidential: I will not share it or ask you to share it without your permission. You will pick up your journal at the beginning of each class, and hand it in at the end of each class. The assignment is due at the end of class: do not take it home unless directed. I will record your journal and Seminar grade in it for each day.

JOURNAL GUIDELINES (after Seminar) To earn full credit for your journal assignment, you need to do all of the following

(not necessarily in this order, but all these elements must be present): Frame and respond to a meaningful question that arose for you within the conversation.

1. Quote from the text of the philosopher we are studying. • Use quotation marks. • Use ellipsis (…) if you need to abbreviate a lengthy quote.

1 Point possible

2. Include an accurate page reference, enclosed in parentheses after the quote.

1

3. Interpret the meaning of the quote in your own words, with clarity, accuracy, and originality.

1

4. Use reasoning to explain whether you agree or disagree with the philosopher and why?

1

5. Relate to the conversation we have had in class. 1

6. Connect the ideas of the philosopher with your personal experience.

• Describe past experiences that relate to these ideas or • Discuss the implications of these ideas for your future: what

difference does this make in my life?

2

7. Write in clear, complete, meaningful sentences, without repetition or BS.

1

Begin your entry on a new right-hand page of your notebook and write legibly.

Total 8

4. MIDTERM PAPER. At midterm, you will write a critical reflection paper on the philosophers we have studied so far, comparing/contrasting their ideas and arguing for your point of view. The question will be given in Blackboard. You will submit your work via Blackboard. This paper will help you to get ready for the final assessments. See below for guidelines.

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5. RESEARCH REPORT: When we approach our study of the modern philosophers, you be responsible for a brief oral report a philosopher of your choosing. Your goal is to persuade the class to choose your philosopher for Seminar. a. Prepare your report, a summary, and a powerpoint slide:

• Search out information about the philosopher’s historical context, life, OR main ideas, using reliable sources. Include a book from the library. Photocopy the pages you use, write the bibliographical information from the book on the copy, with your name, and turn this in when you give your report.

• Write summary of your topic to guide your speaking. • Create a slide summarizing your knowledge: follow the guidelines below and use

the template posted in the Blackboard discussion board. Your slide must NOT duplicate information or images previously posted by another student.

• Include your summary in the notes section of the slide. • Get creative. Feel free to make it funny! You may include brief video clips,

jokes, games, or other means of engaging the class -- extra points possible for sparking discussion.

• Post the slide to the appropriate Blackboard discussion forum by the deadline. Late slides will not count. You are responsible for figuring out the technology. Get help from the Student Success Center if needed.

• I or a student leader will put all the slides together into a single powerpoint.

b. Give your report during class: it will be videotaped.

• Present your slide to the class, speaking extemporaneously from your seat, in a three to four-minute report. Respond to questions from the teacher or students.

• Take notes on other people’s reports. • Ask at least one question of a speaker. • If you miss class, you will earn points for your slide, but not for the report. More

importantly, you will lose the opportunity to advocate for your philosopher! c. After class, review your video clip, type a transcript of your report, and assess your speaking skills. This assignment is a prerequisite for the oral exam.

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Research Report Guidelines—Philosophy

Guidelines Points possible

Points earned, notes

SLIDE A brief title communicates the main idea that you wish to communicate about this philosopher. Does not duplicate topic of any previous slides.

1

Three to five bullet points on slide communicate accurate details related to main idea. Brief but informative summaries. Original writing. Include at least one technical term. Proofread. End points with periods.

3

Image or brief clip: creative but relevant; helps listeners to understand main idea or a detail.

1

Caption describes the what, who, when, where of the image, including artist or photographer.

1

References cite scholarly sources of information and image, with complete bibliographical information for the info source.

2

Summary is included in the notes section of the slide.

4

REPORT Expands on the information in the slide by speaking extemporaneously. Go beyond the bullet points to cover your topic in depth. You may glance at notes but not read.

5 These skills are needed for the final oral exam.

Responds knowledgeably to at least one question. Extra points possible for inspiring discussion or including an activity for the class.

2

DELIVERY Speaks clearly and slowly enough to be heard.

1 These are needed skills for the oral exam.

Establishes & maintains eye contact with all participants in the room. Avoids looking at slide.

1

Speaks in complete sentences with a clear beginning and ending. Avoids run-ons.

1

Avoids fillers, such as “ah…”, “you know”

1

Total

23

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Delivery Guidelines for Research Reports and Oral Exam

• Speaks clearly and loudly enough to be heard. Listeners should be able to hear you easily. Your voice should sound clearly on recording, as well. This will reveal confidence in your knowledge and ideas. A little nervousness at the beginning is OK! Don’t try to hide or to suppress it.

• Establishes and maintains eye contact. When giving a research report, do not look at the slide: if needed, have a copy of your slide in front of you. Make eye contact with all participants in the room. Consideration will be made for diverse cultural customs.

• Sounds practiced but not read or memorized. Your speech should flow conversationally, revealing that you are familiar with your information and confident in your ideas. Avoid using rising inflections at the ends of sentences: it sounds as if you are unsure. Your sentences should be your own: they should not copycat lectures or readings. It is OK to pause while you are thinking about how to formulate a sentence. Long pauses or hesitation, however, reveal a lack of knowledge.

• Uses some expressiveness. Your unique personality should shine through your speech! Allow some natural variety in pitch, rhythm, and volume: this shows you feel some energy and interest for the topic.

• Speaks in complete sentences. Avoid fragments – sentences that are missing a subject or main verb. *AVOID RUN-ONS: this is the most common pitfall for speakers! Run-ons are sentences that go on too long, confusing the listener, falling apart grammatically, and precluding conversation: no one else can get a word in if you never end a sentence! Begin each sentence clearly and end it clearly. Do not link sentences with conjunctions, such as “and”, “so”, or “then.”

• Avoids fillers, such as “ah, um, so, ya know, well, okay, like, pretty much, basically” etc. It is OK to pause, rather than using a filler.

• Maintains posture: sit upright but relaxed; do not lean on the table; do not slouch; do not play with anything, such as papers or a pencil. Gestures may accompany your words, but do not let them become too rapid. Avoid touching your face, hair, or clothes. Avoid folding your arms.

6. Signature Writing Assignment At the end of the semester, you will write a timed essay that will reflect the knowledge, critical thinking, and writing skills you have gained throughout the course, and throughout your General Education program. We will meet in a computer lab. You should bring your Seminar readings but no other notes. You will be given a choice of questions to write about and have an hour and 15 minutes to write the essay, using only your memory, your thoughts, and your readings, no other resources. You must write a sufficient essay in order to pass the course. See below for guidelines. 7. Written final exam At the end of the semester, you will take a proctored written final exam which will also serve as a post-test for the course. This may be online or on paper, TBD.

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Calumet College of St. Joseph General Education Five-Paragraph Essay Guidelines

Midterm paper and Signature Assignment essay. COMPETENCY, points possible POINTS

earned, notes Content – all paragraphs evaluated on content

• Sincere, unique, informed expression of your personal philosophy at this moment in your life journey, in conversation with the readings and Seminars.

• Serious engagement with the texts: you discuss the most relevant ideas of your chosen philosopher/s accurately and in depth, expressing agreement or disagreement with them and using reasoning to explain why.

• You include accurate quotations from readings followed by page references in parentheses, and explanations of each quote in your own words.

• You offer enough background on the lives and contexts of your philosophers to enable a lay reader to understand them.

• Serious reflection on your personal life: you narrate your most relevant life experiences and discuss the most valuable knowledge and skills you have gained, offering detailed examples of your learning and performance.

Introduction (5 points) • Grabs attention. • Clearly states a focused thesis that asserts a position. • Indicates how thesis will be supported.

Body Paragraphs (5 points each=15 points) Each body paragraph can be similar to a very well developed journal entry.

• States main idea in topic sentence that supports thesis • States specific, accurately reported details that support topic sentence:

body paragraphs should include quotations from the texts of your philosophers, handled as you would in a post-Seminar journal entry.

• Includes transition words that make logic of paragraph and essay clear, linking sentences within paragraph and paragraphs to one another.

Conclusion (5 points) • Restates the thesis. • Recaps the support for the thesis. • Concludes with implications or look to future: discuss the implications of

your personal philosophy for your future. Share your goals and hopes for the rest of your college education and beyond.

Sentence Grammar and Style: points off for errors • Uses correct, appropriate grammar. • Uses proper punctuation and spelling. • Prose is concise and clear. • Uses active voice and sentence variety.

Total: 25 points.

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8. ORAL EXAM. This is a one-on-one interview with me in front of your colleagues. The oral exam represents your crowning achievement of the course. The reading, critical thinking, writing, speaking, leadership, and conversation skills you have developed throughout the semester will come together at this moment. Proposal: You will choose and write about five philosophers and texts we have studied this semester, in consultation with me, well in advance of the exam. The proposal will include a bibliography listing the titles and pages of texts you will be responsible for in the exam. This proposal must be turned in by the deadline in the syllabus in order for you to pass the course: if this deadline is not met, you cannot take the exam. You will come prepared to discuss any of those philosophers and texts in depth, including: Competency Points

possible Points earned, notes

Respond thoroughly to the opening question.

5

In your response, discuss the historical context and life of the chosen philosopher/s.

5

Identify his or her key ideas accurately.

5

Demonstrate deep familiarity with your chosen texts by quoting from the texts, and interpreting your quote accurately, in response to any question asked by the interviewer.

15

Use reasoning to explain why you agree or disagree with the philosopher’s ideas.

10

Connect philosophical ideas with your personal life and experiences.

10

Sustain most of the discussion for 15 minutes, responding with poise to questioning, without long pauses, repetition, BS, or constant prompting.

Points off if not achieved

Use strong delivery techniques, including clarity, volume, complete sentences, avoiding fillers, good posture, gestures, and eye contact.

10

Total

60

Dress formally and modestly as you would for a job interview, or you will not be admitted to your exam. No T-shirts, sweats, hats, jeans, or shorts. No zippered jackets or tops. Guys, wear a shirt with a collar, and shave, unless you normally wear a beard. No gum. If you need help with this, talk with the instructor. You must pass your oral exam (80%=48 points) in order to pass the course, regardless of your coursework grade.

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Attendance at Orals • Arrive on time and attend the entire oral exam session on your day. You will be

on your honor to maintain an attentive, supportive presence for your colleagues. By this time, you should have the maturity not to text, sleep, do other homework, or distract yourself and others during your colleagues’ exams.

• You are encouraged, but not required to attend other classmates’ exam days. • The exams will be video-recorded to ensure fairness in grading. The clips will be

viewed by other instructors to assess your oral communication & critical thinking skills.

• If you miss your exam time, you will take an F for the course, unless there is an extenuating circumstance which you can document, in which case you will take an Incomplete. You will be responsible for contacting the instructor to request a make-up appointment after the end of the semester. You will earn a grade change by making up the missed exam. You will lose points from your grade for not being examined in class.

Optional personal progress essay: If you can make a case, at the end of the semester, that you have made progress in any one area, you may drop your lowest grade. You must write an essay on this topic including details from your work.

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Rubric for Oral Examinations as a Signature Assignment across the Religious Studies Core Curriculum *A score of zero will be assessed whenever student doesn't FULLY reach the benchmark.

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Class Policy on Attendance:

See honor code above.

Class Policy on Electronic Devices

See honor code above.

Class Participation: See assignment descriptions and honor code.

Statement of Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. PLEASE NOTE: All papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/Databases.

Citation Guidelines:

Calumet College of St. Joseph uses citation guidelines, generally MLA or APA format, to document sources quoted or paraphrased in student papers. Check the syllabus for each course to see what each instructor requires. The Library has reference copies of each manual; the Follett has copies for sale when required by the instructor. In addition, there are brief MLA and APA checklists in your spiral “Student Handbook and Planner” and on the Library website and literature rack. These texts show how to cite references from many sources, including electronic media, as well as how to space and indent the “Works Cited” and “References” pages respectively. EBSCO and ProQuest articles provide both formats for you to copy and paste. Proper documentation avoids plagiarism.

Withdrawal from Classes Policy:

After the last day established for class changes has passed (see College calendar), students may withdraw from a course in which they are registered and wish to discontinue. A written request detailing the reason(s) for the withdrawal must be completed with the Office of Academic Advising and filed with the Registrar. The Office of Academic Advising must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests should be submitted in person or, when an in-person visit is not possible, may be mailed to the Office of Academic Advising, emailed, or faxed to 219-473-4336. Students are to make note of the refund schedule when withdrawing from courses. If the request requires instructor approval per the College calendar, it must be forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored by the faculty member, the student will receive notification of official withdrawal from the Registrar after meeting or speaking with a member from Academic Advising, Financial Aid and Athletics (if applicable). These departments will notify the student of academic, financial, and athletic eligibility effects of a possible withdrawal. If the request is denied by the faculty member, the notification will indicate why the withdrawal is disallowed. Please note that if the request does not require instructor approval, the student must still meet or speak with a member from Academic Advising, Financial Aid and Athletics (if applicable) before the withdrawal will be processed. An official withdrawal is recorded as a "W" grade on the student's transcript. Discontinuing a course without a written request for withdrawal automatically incurs an "FW" grade for the course (see Refund Schedule). Failure to Withdraw (FW) is

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indicated when the student does not complete withdrawal paperwork with the Office of Academic Advising nor does the student notify the instructor of their intent to withdraw due to an illness, accident, grievous personal loss, or other circumstances beyond the student’s control. This grade is submitted by the instructor at the end of term.

Resources Student Success Center:

The Student Success Center supports Calumet College of St. Joseph students through an interactive learning experience. Students work with faculty tutors to develop course competencies and study skills such as time management, test preparation, and note taking. In addition, students are provided with tutoring support to help pass courses, to improve grade point average, and to promote continuing education and career advancement. Tutors have a specific charge: to help students learn how to master specific subject matter and to develop effective learning skills. The Student Success Center is open to all students at Calumet College of St. Joseph at no charge and is available to support academic courses at the introductory and advanced levels. For assistance, please contact the Student Success Center at 219 473-4287 or stop by the Library.

Disability Services:

Disability Services strives to meet the needs of all students by providing academic services in accordance with Americans Disability Act (ADA) guidelines. Students must meet with the Coordinator of Disability Services to complete an intake form in order to request an accommodation and/or an auxiliary aid (e.g., additional time for tests, note taking assistance, special testing arrangements, etc.). It is the student’s responsibility to contact the Academic Support Programs Office to request an accommodation at least one month prior to enrollment for each academic term. Students who are requesting an accommodation and/or an auxiliary aid must submit documentation from a professional health care provider to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act of 1990. The cost of obtaining the professional verification is the responsibility of the student. If a student believes that he or she needs a “reasonable accommodation” of some kind because of a physical, psychological, or mental condition, he or she should contact Disabilities Services. The Coordinator will secure documentation pertinent to the disability and work with faculty and staff, if necessary, to address the matter. All questions and inquiries pertaining to disability services should be directed to the Disability Services Coordinator at 219-473-4349.

CCSJ Alert:

Calumet College of St. Joseph utilizes an emergency communications system that transmits messages via text, email, and voice platforms. In the event of an emergency, of weather related closings, or of other incidents, those students who are registered for the system shall receive incident specific message(s) notifying them of the situation. Please sign-up for this important service at any time on the College’s website. Alternatively, you can register at the time you register for classes. This service requires each user to register once per academic year. Therefore, at the beginning of each academic year, please remember to re-register for the system. This can be done at: http://www.ccsj.edu/alerts/index.html.

http://www.ccsj.edu/alerts/index.html

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School Closing Information: Internet: http://www.ccsj.edu

http://www.EmergencyClosings.com Facility: Calumet College of St. Joseph

Phone: 219.473.4770 Radio:

WAKE – 1500 AM WGN - 720 AM

WIJE – 105.5 FM WLS – 890 AM

WZVN – 107.1 FM WBBM NEWS RADIO 78

TV Channels:

2, 5, 7, 9, 32

http://www.ccsj.edu

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