TERM B

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LBSU 300 University College Foundations- 3 credits, Term C, 2009

Michelle ME Kehoe

Email Address: chapman@kehoes.net

Web Address: www.kehoes.net

Message Phone: leave message at and/or Chapman U

Learning Blackboard…so be patient, please.

CUC COURSE Instructor and course custodian

Dr. John Freed (Concord Campus)

voice: 925-246-7120

e-mail freed@chapman.edu

Catalog Course Description:

This course is required of all undergraduate degree seeking students at University College. It is a broadly defined mid-point integration of life, degree and career planning. It also provides an assessment of Chapman’s general education (liberal arts) core outcomes – including understanding of the various disciplines’ approaches to knowledge and the use of critical thinking/expressing, electronic research and student services resources and multi-media presentations. Its goal is to personalize a student’s education so that he or she may become a more independent and life-long learner.

PREREQUISITES

A minimum of 30 credits or permission of advisor

ESSENTIAL EQUIPMENT AND FACILITIES:

A Chapman e-mail account or any email account

Access to a web browser, MS Word and PDF reader like Adobe

A DVD player

COURSE LEARNING OBJECTIVES

By the end of the course students should be able to . . .

Reflect on their own career and / or life choices in writing;

Appreciate the range of understanding expected of a liberal arts based education;

Assess their own progress toward achieving these competencies;

Demonstrate their facility with various ways in which academic disciplines

Construct knowledge from the sciences to the arts;

Consider the ethical challenges of their specific chosen professions;

Learn how to use technology to assist with research and presentations and have real

Experience with search engines such as www.google.com and e-communities;

Develop proficiency in using the wide range of Chapman’s electronic library and student

Services resources and be able to construct a detailed degree plan;

Understand college level writing standards – both across-the-curriculum and specific to upper level work in particular disciplines.

MAJOR STUDY UNITS

1. Orientations to the liberal arts and degree, career and life goal planning

2. Critical thinking exercises and how we reliably acquire information from reporting, legal. literary and historical sources

3. Historical development of science and its relationship to religion and public policy

4. Constructing social scientific methodology

5. The balance of ethics and business

6. The purposes and functions of art

7. Cultural variations in ways of valuing, expressing and behaving

8. Conducting electronic research and student services resources available at Chapman and developing more effective expository writing

INSTRUCTIONAL STRATEGIES

Believe strongly in “discovery learning” -- that you only truly learn what you yourself discover. “Learn by doing” is squarely in the John Dewey, Jean Piaget and Jerome Bruner traditions. Learn science by acting like a scientist. Learn art by acting like an artist. And all students can access this type of learning whether they are in pre-school, college or graduate school.

The objective of this course is to confront us all with a wide range of real issues that replicate how knowledge is constructed. The ability to absorb, critique and construct new knowledge is my indicator of a truly educated person. I don’t believe that it is accidental that most of these people have had liberal arts based educations – the kind that you get at Chapman.

This course will be a trek for our little group over both familiar and unfamiliar ground. All that I can guarantee is that it will be as rewarding to you as your investment in it.

REQUIRED TEXTS

Anne Morrow Lindbergh, Gift from the Sea. Edition 1978 or any other edition.

Temple Grandin, Thinking in Pictures-Expanded Edition : My Life with Autism, Edition 2006 or any other edition.

Diana Hacker, A Writer's Reference, Edition 6^TH, 2007 or any other edition

Possible viewing of films and videos:

Director Oliver Stone’s Wall Street?

Director Niki Caro’s Whale Rider

Temple Grandin video on Autism

CNN video on Autism

Machiavelli’s The Prince video

NOTE: I recommend that you consider joining Netflix at www.netflix.com to rent the DVD’s of the films. They will be delivered to your home or office.

Instructional Strategies

Lecture and class discussion

Interactive, electronic, research and creative activities

1 observation project

PowerPoint and oral presentation

Methods of Evaluation

Weekly essays

1 mid-term essay exam on Thoreau's "Civil Disobedience"

1 Final exam on Whale Rider

Participation in class discussion and activities

ATTENDANCE AND OTHER CLASS POLICIES

The University recommends as a minimum policy that students who are absent 20% (2 or more classes) of the course are in jeopardy of receiving a failing grade. Class participation will be required through regular participation in online discussion. You will be expected to log in to the E-College website course portal weekly, complete the required readings, participate in threaded discussions, and complete all assignments in a timely manner.

CHAPMAN UNIVERSITY COLLEGE ACADEMIC WRITING POLICIES

Specific writing standards differ from discipline to discipline, and learning to write persuasively in any genre is a complex process, both individual and social, that takes place over time with continued practice and guidance. Nonetheless, Chapman University has identified some common assumptions and practices that apply to most academic writing done at the university level. These generally understood elements are articulated here to help students see how they can best express their ideas effectively, regardless of their discipline or any particular writing assignment.

Venues for writing include the widespread use of e-mail, electronic chat spaces and interactive blackboards. Chapman University is committed to guaranteeing that students can expect all electronic communication to meet Federal and State regulations concerning harassment or other “hate” speech. Individual integrity and social decency require common courtesies and a mutual understanding that writing--in all its educational configurations--is an attempt to share information, knowledge, opinions and insights in fruitful ways.

Academic writing (as commonly understood in the university) always aims at correct Standard English grammar, punctuation, and spelling.

The following details are meant to give students accurate, useful, and practical assistance for writing across the curriculum of Chapman University College.

Students can assume that successful collegiate writing will generally:

· Delineate the relationships among writer, purpose and audience by means of a clear focus (thesis statements, hypotheses or instructor-posed questions are examples of such focusing methods, but are by no means the only ones) and a topic that’s managed and developed appropriately for the specific task.

· Display a familiarity with and understanding of the particular discourse styles of the discipline and/or particular assignment.

· Demonstrate the analytical skills of the writer rather than just repeating what others have said by summarizing or paraphrasing

· Substantiate abstractions, judgments, and assertions with evidence specifically applicable for the occasion whether illustrations, quotations, or relevant data.

· Draw upon contextualized research whenever necessary, properly acknowledging the explicit work or intellectual property of others.

· Require more than one carefully proofread and documented draft, typed or computer printed unless otherwise specified.

DOCUMENTATION POLICIES

Any material not original to the student must be cited in a recognized documentation format (APA, ASA, MLA or Chicago-style) appropriate to the particular academic discipline. For quick reference to documentation standards for various fields you may refer to: www.chapman.edu/library/reference/styles.

Deliberate use of information or material from outside sources without proper citation is considered plagiarism and can be grounds for disciplinary action. See the explanation of Academic Integrity below.

ACADEMIC INTEGRITY

As a learning community of scholars, Chapman University emphasizes the ethical responsibility of all its members to seek knowledge honestly and in good faith. Students are responsible for doing their own work, and academic dishonesty of any kind will not be tolerated. "Violations of academic integrity include, but are not limited to, cheating, plagiarism, or misrepresentation of information in oral or written form. Such violations will be dealt with severely by the instructor, the dean/campus director, and the standards committee. Plagiarism means presenting someone else's idea or writing as if it were your own. If you use someone else's idea or writing, be sure the source is clearly documented. Other guidelines for acceptable student behavior are specified in the Chapman University College Catalog.

AMERICANS WITH DISABILITIES ACT STATEMENT

Any personal learning accommodations that may be needed by a student covered by the “Americans with Disabilities Act” must be made known to the instructor as soon as possible. This is the student's responsibility. Information about services, academic modifications and documentation requirements can be obtained from the director of the Center for Academic Success at the Orange Campus at 714-997-6828 or from the director of a Chapman regional campus.

QUICK ACCESS TO THE ON-LINE CHAPMAN LIBRARY RESOURCES

http://www.chapman.edu/library/

SELECTED BIBLIOGRAPHY:

Historical and Cultural Studies:

Barthes, Roland. Mythologies. Grant & Cutler, 1994.

Campbell, Mary. The Witness and the Other World. Cornell University Press, 1991.

Carruthers, Mary. The Book of Memory. Cambridge University Press, 1990.

Chatterjee, Partha. Nationalist Thought and the Colonial World. University of Minnesota Press, 1993.

Clanchy, M.T. From Memory to Written Record. Blackwell Publishers, 1993.

De Zengotita , Thomas, Mediated: The Hidden Effects of Media on People, Places, and Things. 2005.

Flyvbjerg, Brent Translated by Steven Sampson. Making Social Science Matter: Why Social Inquiry Fails and How it Can Succeed Again. Cambridge University Press, 2001

Foucault, Michel. The Foucault Reader. Random House, 1984.

Fuller, Robert W. Somebodies and Nobodies: Overcoming the Abuse of Rank. New Society Publishers. 2004.

Lomborg, Bjorn. The Skeptical Environmentalist: Measuring the Real State of the World, Cambridge University Press, 2001.

May, Rollo. The Cry for Myth, Delta Trade Paperbacks, New York, 1991.

McCloskey, Donald N., The Rhetoric of Economics, University of Wisconsin Press, 1987.

Nisbett, Richart. The Geography of Thought: How Asians and Westerners Think Differently and Why. Free Press, 2003.

Olson, Mancur, The Logic of Collective Action: Public Goods and the Theory of Groups, Harvard University Press, 1971.

Ong, Walter. Orality and Literacy: The Technologizing of the Word, Routeledge, 1982.

Pinker, Steven. How the Mind Works. W.W. Norton & Company, 1999.

Rosenwein, Barbara ed., Anger’s Past: The Social Uses of an Emotion in the Middle Ages, Cornell University Press, 1998.

Sanuelson, Larry. Evolutionary Games and Equilibrium Selection. MIT Press, 1997.

Spiegel, Gabriel. Romancing the Past: The Rise of Vernacular Prose Historiography in Thirteenth-Century France. University of California Press, 1993.

Tylor, Edward B. Primitive Cultures. 2 vols. 7th ed. Brentano's, 1924.

Social Sciences:

Bibliography for Research Methods in the Social Sciences: An Internet Resource List: www.library.miami.edu/netguides/psymeth.html.

Cornell University’s Social Research Guide: www.socialresearchmethods.net.

General Works on Science: (Lightly annotated)

Barrow, John. Theories of Everything, Oxford Univ. Press, 1991.

Bernal, J. D. Science in History, 4th ed. MIT Press. 1970. 4 vols. (Standard survey of the social context of science by a prominent Marxist historian. )

Boorstin, Daniel J. The Discoverers. Random House 1983. (Eminently readable and wide-ranging interpretation of the role of science in western civilization by a Pulitzer Prize winning historian. )

Bronowski, Jacob. The Ascent of Man. Little, Brown. 1974. (Provocative 'personal view' of the history of science in the broader context of western culture; handsomely illustrated. )

Burke, James. The Day the Universe Changed London 1985. (Witty popular interpretation of science for readers in an age of uncertainty; well illustrated. )

Butterfield, Herbert. The Origins of Modern Science 1300-1800. Free Pr. Rev. ed. 1965. (Classic study emphasizing the central role of science in western civilization and the discontinuity associated with the scientific revolution. )

Cohen, I. Bernard. Revolution in Science Harvard Univ. Pr. 1985. (Ambitious study of the concept of revolution arguing for incremental transformations in thought rather than discontinuous paradigm shifts.)

-----. Album of Science: From Leonardo to Lavoisier, 1450-1800. Scribner's. 1980. (Handsome pictorial overview of science from the Renaissance to the Enlightenment. )

Daumas, Maurice (ed.) A History of Technology and Invention: Progress Thought the Ages. Vol. I: The Origins of Technological Civilization. Vol. II: The First Stages of Mechanization. Vol. III: The Expansion of Mechanization, 1725-1860. Crown 1969. (Comprehensive multi-authored survey treating all aspects of technology; well illustrated. )

Dampier, W. C. A History of Science. Cambridge Univ. Pr. 1965. (Useful but somewhat dated single-volume survey. )

Derry, T. K. and T. I. Williams. A Short History of Technology from the Earliest Times to A. D. 1900. Oxford Univ. Pr. 1961. (Perhaps the best single-volume survey of technology.)

Dijksterhuis, E. J. The Mechanization of the World Picture. Trans. C. Dikshoorn. Oxford 1961. (Examines the development of physical science from antiquity to Newton, arguing mechanization of nature led to mathematization of science. )

Gillispie, Charles C. The Edge of Objectivity. Princeton Univ. Pr. 1960. (Classic study of modern science, written with wit and insight, arguing that science offers a world embraced by measurement rather than penetrated by sympathy. )

Hall, A. R. and M. Boas Hall. A Brief History of Science. Signet Library Books. 1964. (Compact survey written by two founders of the discipline. )

Holton, Gerald. Thematic Origins of Scientific Thought: Kepler to Einstein. Harvard Univ. Pr. 1973. (Traces themes in the physical sciences emphasizing the role of creativity. )

Jaffe, Bernard. Men of Science in America: The Role of Science in the Growth of our Country. (edited by I. Bernard Cohen) Arno. 1980. (Standard introductory survey from colonial times to the early 20th century; somewhat dated. )

Kuhn, Thomas. The Structure of Scientific Revolutions. Univ. of Chicago Press, 1962.

Mason, Stephen F. A History of the Sciences. (rev. ed. of Main Currents of Scientific Thought, 1956) Collier Books Macmillan, 1962. (Enduring single-volume survey of the sciences, Antiquity to the 20th century. )

Nasr, S. H. Science and Civilization in Islam. Harvard Univ. Pr. 1968. (Standard single-volume introduction to Arabic science. )

Needham, Joseph. The Grand Titration: Science & Society in East & West. Univ. of Toronto Press. 1979. (Excellent collection of essays introducing the history of science in China and providing a comparative approach to its nature and development.)

-----. Science & Civilization in China. Cambridge Univ. Pr. 1954-1970. Vol. 1: Introductory Orientations; Vol. 2: History of Scientific Thought; Vol. 3: Mathematics & the Sciences of the Heavens & the Earth; Vol. 4: Physics & Physical Technology--Pt. 1: Physics, Pt. 2: Mechanical Engineering, Pt. 3: Engineering & Nautics; Vol. 5: Spagyrical Discovery & Invention. (Monumental study of Chinese science and technology by the acknowledged authority. )

Ronan, Colin A. & Joseph Needham. The Shorter Science & Civilization in China. Vol. 1 Cambridge Univ. Pr. 1980. (Useful abridgment of the magisterial parent edition. )

Singer, C., E. J. Holmyard, A. R. Hall and T. I. Williams, eds. History of Technology. 6 vols. Oxford Univ. Pr. 1955-79. (Monumental study ranging over the breadth and depth of the technical arts, technics, and technology from antiquity to the late 19th century. )

Taton, Rene, ed. A General History of the Sciences. 4 vols. (English trans. Thames and Hudson, 1963-66). (Useful multi-authored survey translated from the original French.)

Thorndike, Lynn. A History of Magic and Experimental Science. 8 vols. Columbia Univ. Pr. 1923-1958. (Monumental study, dated but rich in detail on minor figures and primary sources, placing the occult and pseudo sciences in historical context. )

Whewell, W. History of the Inductive Sciences from the Earliest to the Present Times. 3 vols. 1837; repr. Frank Cass. 1967. (Classic and still largely dependable study. )

Whitehead, Alfred North. Science and the Modern World. Macmillan Free Press: 1967. (Classic philosophical perspective on the role of science in western thought and culture. )

Wightman, W. P. D. The Growth of Scientific Ideas. Greenwood Pr. 1974. (Dated survey of the development of science from antiquity to the 20th century. )