Creativity, Wisdom & Me: A Learning Community

January 29, 2001

COURSE DESCRIPTION:
This community is designed to help students tap into and cultivate their own Individual reserves of creativity and wisdom through the study of psychology, philosophy. and composition, and by exploring the connections between these three disciplines.
It also investigates the benefits and strategies of developing community with faculty and other students in order to enhance learning.

Students Should:

* exhibit knowledge for problem solving and critical discussion:
* acknowledge that advances In psychology often arise from unique applications of known concepts and principles;
* show awareness that psychology is a relatively young and developing science.
* demonstrate a critical approach to reading psychological literature, and
* express ideas and opinions clearly in writing.

Upon successful completion of the philosophical aspect of this community, students should be able to:

* recognize the major world views that have dominated and sometimes polarizedwestern philosophy,
* demonstrate knowledge of major Western thinkers and of the major concerns of Western philosophy:
* show awareness of contemporary philosophical trends and conflicts;
* better understand his/her own world view and value system;
* express Ideas and opinions clearly in writing; and
* show awareness of the necessity for the exercise of a flexibility in thinking whendealing with different models of thinking about the world and ourselves. Thoughflexibility of this kind of empathetic understanding entails a temporary suspension ofpersonally held beliefs, it also implies a subsequently greater need for responsiblepersonal judgement skills.

Upon successful completion of the English aspect of this community. students should be able to:

* select appropriate subjects, and limit them to the scope of the assignments;
* write tightly organized and coherent essays;
* choose and support an appropriate thesis;
* maintain a consistent and appropriate tone throughout each essay;
* use a variety of writing techniques such as narrative, evaluation, persuasion. etc.;
* write for a variety of audiences;
* Quickly and effectively organize and write an in-class academic essay or essay exam: independently edit and proofread their own projects before submitting them to the instructor, including recognizing and correcting grammatical errors in their own writing;
* connect their writing with their thinking more fully; and
* develop &/or refine an individual writing process that allows them to write with more ease and confidence.

PREREQUISITES: To become a member of this learning community, students must qualify for English 100 and Math 24. This means that they must have either passed English 22 with a grade of “C” (or better) or received a score of 13.0 (or better) on the English Placement Test, and that they must have either passed PCM 23 or received a score on the Math Placement Test which indicates their qualification for Math 24 (or higher).

LATE ASSIGNMENT GRACE PERIOD:
All assignments and final drafts of papers are subject to a grace period. They will still be accepted until 30 minutes before the beginning of the next class meeting of the learning community after the assignment or paper is due. If the final draft of a paper Is due on a Wednesday. for example, it will still be accepted until the following Friday at 9:30 am. This time limit will be strictly observed, and assignments or papers submitted after this grace period will not be accepted. 9:31 am. by the instructor’s watch or clock. Is too late. This grace period does NOT apply to exploratory writing draft or rough drafts of papers, only to the final drafts of papers. There is no point penalty for using the grace period: however, papers and assignments submitted during the grace period will have last priority in grading order.

LATE PAPER OPTION: One paper will be accepted late without point penalty. Students may choose which paper (if any) to submit late. The late paper option applies only to the final draft of a paper, not to exploratory writing drafts or rough drafts. Students utilizing the late paper option may submit the paper until one week after the original due date, and the paper must be submitted by 9:30 am on that day- This time limit will be strictly observed, and the paper will not be accepted after 9:30 am by the instructors watch or clock. Student forfeits his/her revision opportunity for the paper submitted under this option.

REVISIONS: All papers may be revised. Consultation with Instructor Is recommended before a revision is undertaken. but It Is not required. Revisions are due by 9:30 am on the “revision option due date” for that individual paper. ‘Revision option due dates’ will be announced as each paper is assigned.

GRADING SCALE: Students will receive three separate grades, one for each of thethree disciplines.

The psychology aspect of this learning community operates on a mastery-based grading system. To receive an A in psychology students must receive at least 90% of the possible points for all of the exams and assignments except two. for which they must receive at least 80%. In addition. students must not accumulate more than one unexcused absence for the semester. To receive a B In psychology, students must receive at Last 80% of the possible points for all of the cams and assignments. and they must not accumulate more than two unexcused absences for the semester. To receive a C Is psychology, students must receive at least 70% of the points possible for all of the exams and assignments, and they must not accumulate more than three unexcused absences for the semester. The grade of D will not be given in psychology Any student not meeting the requirements for a C will receive an F.

PLAGIARISM: Plagiarism is “the appropriation or imitation of the language. ideas. and/or thought of another author and representation of them as one’s original work” (Random House College Dictionary Laurence Urdang ed. Revised Edition. New York- Random House, Inc,.1988). Don’t do It. It is illegal, and if plagiarized material appears in any student essay that student can receive an”F” for the course. If you have any questions about whether you have accidentally plagiarized a source, please ask.

SYLLABUS SUBJECT TO CHANGE.

CW&M / 6530S / Service Learning Guidelines KCC /Spring 1998

“Service Learning” means learning through service to the community. It is required for this class because the instructors believe in the value of involvement in the community, because they see the value of connecting “real world” experiences with the classroom experience, and because they rind that Service Learning is an effective teaching approach for enriching students’ appreciation of the three disciplines of this learning community.

Service

0 points for Philosophy
10 points for English
should be begun by Mon 2/2 required for Service Learning Paper
should be finished by mid-April for Psychology

Doing Service Learning means offering a set number of volunteer service hours to the community through a pre-arranged system. For this learning community, students will be required to offer 25 hours of service to the agency partner of their choice. They will also be required to keep a Service Learning Journal. give a brief oral report on their Service Learning experiences, create a Psychological Inquiry. and write a Philosophical Reflection on their Service Learning. In addition, students must write a Research Paper, and the topic of the Research Paper must be connected In some way to their Service Learning. Guidelines and due dates for the Service Learning Paper for Psychology, the Philosophical Reflection. and the Research Paper will be distributed separately You MUST attend ONE of the “Orientation Sessions for All Service Learning Students” listed on the attached handout. The orientation session will give you more information about Service Learning in general and will help you understand how to contact your agency and get started on your service. The time you spend at this orientation session WILL count towards your 2 5 hours.

To choose your agency. first choose a theme from the following list which interests you.

?community service companionship environmental issues
HIV/AIDS homelessness tutoring / education

After dividing into groups, so that you are with other students who have chosen the same theme, agency information sheets will be distributed to you Choose an agency that you think will work well for you. Please attend one of the “Meet Representatives from Community Organizations” meetings announced on the attached handout if you would like to talk With agency representatives before beginning your service. Please be aware that some of the agencies ask for more service hours that are required for this course. If this is the case with your agency, discuss this with your agency representative and come to an agreement with him/her. In addition, please be aware that some agencies require training for their volunteers. Training time will count towards your 25 hours.

Service Learning Journals provide space for students to record their experiences with service learning. Explore how those experiences can be viewed through the eyes of the various disciplines Of the teaming community, and begin to formulate ideas for their research papers. Journals can be kept In any notebook or binder, but the notebook must be separate from the “writer’s notebook!. Students will be required to make at least 10 entries in their Service Learning Journals– approximately one per 2.5 hours of service. Entries should be approximately pale in length (about 250 words). Quality of thought is more Important than quantity. Entries should discuss what was accomplished during the service sessions and should reflect upon the significance of the experience.

Service Learning Oral Reports

0 points for Philosophy
5 points for English
Oral Reports will take place on Mon 3/2, required for Psychology
Mon 4/6, and Mon 4/13
Mon 3/30,

Service Learning Oral Reports provide students the opportunity to share their service learning experiences with their classmates and instructors. Students will sign up for one of the dates listed above. Approximately 6 students will present each day. Oral reports should take approximately 5 minutes and are informal. Possible foci include (but are not limited to): the most Important things learned, the most rewarding experience, the most difficult experience. and the affect of service teaming on the student’s plans for the future.

CREATIVITY, WISDOM, & ME

GUIDELINES FOR SERVICE LEARNING PAPER FOR PSYCHOLOGY

This paper consists of a discussion of four different topics in psychology that you found examples of during your service learning experiences and/or during your reflective journaling about those experiences. Since it is based on both your service learning and your journal about your service learning, this paper, as well as the actual service and the journal are all three required for a passing grade.

You may choose any four topics from either the material covered in the textbook, material brought up in class discussions, and/or material you locate from other sources (including chapters in the textbook that are not assigned). Each topic discussion should be one to two paragraphs in length, and should include the following: (1) a clear description/definition and example of the topic; (2) a clear explanation of how it ties into the course; and (3) an explanation of how the service or journal reflection helped you to better understand this topic.

For example, suppose your topic is the James-Lange theory of emotion. You would want to say that the theory attempts to explain the process of emotional response and specifies that the emotion isn’t actually felt until the person perceives a physiological response. For example, when a person is about to be hit by a truck, the James-Lange theory would predict that the person wouldn’t feel fear until the physiological response to that fear was felt. Perhaps it would tie into your service learning because you worked with someone who had a neck injury and couldn’t move or feel anything below the neck. If that person reported not feeling things as intensely since the injury occurred, it could be considered evidence for the theory. You might say that this example helped you understand the theory better because it brought the theory to life and gave you an opportunity to discuss it with someone who had a special insight about it. DUE DATE: Monday, April 27

School: Kapiolani Community College
Professor: Tanya Renner, Robin Fujikawa, Leigh Dooley
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