Humanity and Identity
Thursday 2:00-4:30
BH 201
Spring 2006
Professor: Laura Gray, Ph.D. Phone: 918-343-7593
Office: BH 206C Email: lgray@rsu.edu
Office Hours: (appointments encouraged)
Monday and Wednesday
11-noon, 1-2:30
Tuesday
12:30-3
Thursday
12:30-2
Friday
11-noon
RSU Catalogue Description:
The Capstone Project/Portfolio is an original, specialized project, integrating the student’s cumulative academic experiences. Preparation for the Senior Project begins in the junior year with consultation with advisors. Prerequisite: Senior Status
Intended Program Outcomes/Goals
1.) Students completing a baccalaureate degree in Liberal Arts will demonstrate by portfolio and by capstone project mastery in their written, oral, and visual communication skills, as well as the ability to think creatively and critically.
2.) Graduates will be able to critique their work in oral and written form.
3.) Graduates will evidence an understanding of the Western cultural heritage, and an appreciation of the diversity of perspectives on the human condition.
4.) Graduates will be satisfied with the learning opportunities afforded them by the department, and be prepared for their post-baccalaureate plans.
Texts and Materials
Being Human: Core Readings in the Humanities. Ed. Leon Kass. New York: W.W. Norton, 2004. (Required)
Students must also have a good, current style and usage handbook. It should include the most current version of MLA documentation.
Journal (Recommended)
Course Introduction
This course is an advanced seminar in the humanities. It is designed to be a part of the culmination of your academic experience at Rogers State University in the Bachelor of Arts, Liberal Arts program. As such, you are expected to enter this class with much knowledge already acquired throughout your tenure in the Liberal Arts program. The work we will undertake in this class is not, therefore, meant as “new” information; instead, it will serve as a vehicle for you to display acquired knowledge while continuing to think critically about what it means to study and hold a degree in the Liberal Arts.
This course takes as its starting premise the following perennial question:
· What does it mean to be human?
This question is at the heart of all studies in the humanities and is, therefore, an integral part of the Liberal Arts. As we attempt to understand what it means to be human, we are, of course, contemplating how we as individuals fit into this definition. In this class, we will consider how our own sense of self, what we will call identity, is impacted by both classical and modern definitions of identity and humanity. To do this, we will also ask:
· Who am I and how do I present this understanding of self and identity?
· How do we interrogate and subsequently construct/synthesize our identity, which is dynamic and ongoing?
Throughout history, philosophers, theologians, writers, and artists have grappled with defining and expressing the essence of humanity. The text we are using for our semester is a collection of such ponderings, but uses bioethics as a lens through which definitions of what it means to be human can be explored. We will add to this lens other contemporary questions of identity. Namely, we will consider markers of identity such as race, gender, class, sexuality, sexual orientation, politics, nationality, and ethnicity, seeking an understanding of how we are simultaneously created and create our sense of self throughout our lifetime.
Basically, this course has two distinct but intimately related parts. On the one hand, we study a number of significant works that help us pose (and address) these questions of identity; on the other hand, of course, we continue working on our capstone projects and compiling our portfolios for final presentation and evaluation this semester. At times those tasks will be in tension, but by the end of the semester, I hope that you will see how our theoretical and academic studies of humanity and identity facilitate your work on your portfolio and capstone project. My job as your professor is to make sure that neither of those tasks is neglected along the way.
Teaching Methods and Evaluation Instruments
Student involvement is paramount in this class. I will provide structure, guidance, and some lecture materials, and will evaluate your performances, written, visual, and oral. I will look to each of you, however, to interpret and assign meaning to the assigned works, lead in classroom discussion, and significantly add to the ongoing discussions at hand by introducing other works and ideas to the framework provided. For that reason, reading the assigned works is merely the starting point in your weekly preparation. Each of you will contribute meaningfully to our discussions by considering how each work adds to our understandings and definitions of humanity and identity. I will expect you to provide a mature, complex discussion in each class meeting and in all written work. This Capstone Class, which includes your Capstone Project and Portfolio, is meant to show-case your studies in the Liberal Arts. Therefore, understandings, discussions, and work that might have been adequate in earlier humanities courses will not be sufficient here. Dig deep, make connections, and add a unique voice to the broader discussion at hand.
The Class (50%)--Evaluated by Professor
Active Participation and Class Presentation 15%
Exam 10%
Critical Analysis/Response 10%
Narrative/Artist Statement 15%
The Final Portfolio and Presentation (50%)--Evaluated by Capstone Committee
***The student must receive a passing grade on the Final Project/Portfolio in order to pass the class. Students who fail the Final Project/Portfolio will automatically receive an “F” in this class, regardless of other class grades.
In addition to the class work and individual projects, I will also expect every student to contribute to planning and setting up the Capstone Show.
All student work will be held to the following academic criteria:
Depth of critical thinking and observation
Evidence of creative or innovative thinking
Effective cooperative learning
Accuracy of information
Organization and clarity of thoughts
Satisfaction of defined requirements (deadlines, etc.)
Acceptable writing mechanics
Fidelity of work (no plagiarism, cheating, etc.)
We will follow Modern Language Association (MLA) standards for usage and documentation. Students are expected to know and adhere to these rules and guidelines.
Grading Scale and Academic Profiles
The Communications and Fine Arts Department has adopted a standard grading scale:
90-100% A
80- 89% B
70-79% C
60-69% D
59% and below
The Class Component
Active Participation and Class Presentation
In addition to weekly in-class participation, each of you will act as a Discussion Leader for a Unit of work. For your assigned week, you will be in charge of leading our class through meaningful discussions about the assigned readings. Discussion Leaders will assume that their classmates have read and understood the material at hand. No summaries or simplified information will be necessary. Instead, the Discussion Leader will ask questions that lead to an interesting interrogation of how the particular works at hand further our understanding of humanity and identity. This may be done in a variety of interesting and creative ways that are left to the discretion of the Discussion Leader. Visual elements are especially encouraged. In addition to leading the discussion, the assigned Discussion Leader will also write a critical analysis/response paper over the week’s material.
Critical Analysis/Response
Each student will write one critical analysis/response paper. This analysis will cover the material for the student’s particular discussion week. The critical analysis considers how the readings at hand interrogate issues of humanity and identity. The analysis will be 5-7 pages in length, include direct references to the works themselves, and draw conclusions about the importance and validity of the questions and ideas within the works. No other research is necessary. It is assumed that the critical analysis will be used to guide the class discussion. Please have two copies, one for your reference and one for mine, at the start of class. Follow MLA guidelines for documentation and format.
Reflective Paper
You will include with your final portfolio a reflective paper. In this paper, you will discuss the relevance the new work has to the portfolio and how the portfolio reflects your educational experience at Rogers State University while showcasing your understanding of the Liberal Arts. Because this paper is the way in which you will synthesize your educational experience and final project/portfolio for not only yourself, but for the Capstone Committee, it is very important. We will include this as one of our class components so that I will be able to review your statement, and offer suggestions for strengthening it, before you submit it with the final portfolio. As outlined for you in the Humanities Seminar last Fall, this statement should be 10-12 typed pages.
Exam
You will take one test, which will be essay and comprehensive. On this test, you will display a clear and mature understanding of the specific class content, as well as the question of humanity and the Liberal Arts in general.
The Final Portfolio and Presentation (50%)--Evaluated by Capstone Committee
At the end of the semester (refer to the schedule), you will turn in your Final Portfolio. This will include:
· A collected body of work (approximately 10-12 works) from your undergraduate studies, including visual, written, and oral elements. Emphasis should be placed on those assignments that represent your studies within the areas of the Liberal Arts.
· One new, significant original work. Each of you should have submitted and had approved a proposal outlining this work. You will adhere to the Committee’s feedback on your proposal. They will use this when assessing your final presentation.
· A reflective paper (10-12 pages) that discusses the relevance the new work has to the portfolio and how the portfolio reflects your educational experience at Rogers State University while showcasing your understanding of the Liberal Arts.
Student Conduct
In order for this class to succeed, we must foster an environment conducive to free and open exchange of ideas and opinions. To ensure that each student has this opportunity, each of us must respect every student’s right to meaningfully contribute to the discussions at hand. In this class, we will explore many sensitive topics surrounding identity and will often read literature and view art that may go against the sensibilities or beliefs of some students. Such is the nature of liberal education and exploration of thought. While each student is expected to contribute honestly and fully to all discussions, no overtly hostile, sexist, racist, or other xenophobic language or behavior will be tolerated.
Learning is a collaborative process. Each student has an important and unique role in this class and should be prepared to contribute fully throughout the semester. As this seminar meets only once a week, I expect each of you to be present at every class meeting, fully prepared to discuss the scheduled assignments. Arriving late, leaving early, sleeping in class, talking out of turn, or other disruptive behavior interferes with the learning experience of every student and, therefore, will not be tolerated.
Communications and Fine Arts Policy on Plagiarism
Plagiarism is a form of academic dishonesty. Plagiarism is representing someone else's ideas or work as your own. To avoid plagiarism, when you use someone else's data, arguments, designs, words, ideas, project, etc., you must make it clear that the work originated with someone else by citing the source. Please review the Student Code of Responsibilities and Conduct published by Rogers State University for a full discussion of “Code of Academic Conduct” and plagiarism penalties. A link to the “Code” is on the RSU web site. No forms of plagiarism will be tolerated in this class.
Rogers State University ADA Statement
Americans with Disabilities Act
Rogers State University is committed to providing students with disabilities equal access to educational programs and services. Before any educational accommodation can be provided, any student who has a disability that he or she believes will require some form of accommodation must do the following: 1) inform the professor of each class of such need; and 2) register for services to determine eligibility for assistance with the Office of Student Affairs, located in the Student Union. Contact the Director of Student Development at 918-343-7579
Computer Writing Labs
Computers are available in the UPA, Stratton Taylor Library, and Student Support Services. Computers are available for class use in BH 207.
Closure Statement
The schedule and procedures in this course are subject to change in the event of extenuating circumstances.
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Schedule Below is the schedule of our readings. Students should have read, and be prepared to discuss, each week’s readings at the start of class every Thursday. |
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Week I Jan 12 Introduction to class · Biography · Preface and Introduction to Being Human |
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Week 2 Jan 19 Being Human Chapter 1
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Week 3 Jan 26 Being Human Chapter 2
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Week 4 Feb 2 Being Human Chapter 4
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Week 5 Feb 9 Being Human Chapter 5
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Week 6 Feb 16 Being Human Chapter 7
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Week 7 Feb 23 Being Human Chapter 8
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Week 8 Feb Mar 2 Being Human Chapter 9
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Week 9 Mar 9 Being Human Chapter 10
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Spring Break Mar 16 |
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Week 10 Mar 23 Narrative/Artist Statement Due |
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Week 11 and 12 Mar 30 and Apr 6 Presentation Run-through All Final Portfolios/Projects Due to the Capstone Committee |
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Weeks 13 and 14 Apr 13 and Apr 20 Project Presentations Capstone Show with Opening Reception—April 20 |
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Week 15 Apr 27 Conclusions |
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Week 16 May 4 Final Exam Week |