Format,
goals and philosophy
Seminars
·
help
students achieve college-level skills in critical thinking, writing, discussing
·
help
students find and develop a voice through writing, speaking, analytical
reading, discussion, and engagement in critical thinking
·
use
engaging pedagogy; are taught in a discussion rather than a lecture format;
teach students how to “seminar”
·
integrate
collaborative and group work, research strategies, peer reviewing, and
effective discussions, all promoting active learning
·
Frequent,
short, writing assignments, rather than a few lengthy papers (a total of 25-30
pp., including revisions)
·
A
variety of types of writing (response papers, mini-research projects, journals,
essays, etc.)
·
Writing
conferences (at least one 20-30 minute conference, devoted to a work in progress;
can be used as a substitute for class time)
·
A
common grading rubric to create shared expectations
·
Link
to writing consultants in the Writing Center
·
Peer
reviewing
Emphasis on
oral communication and discussion
·
Discussion
is not optional; formal presentations are optional
Focus on
international and intercultural competencies
·
Incorporating
some of these competencies fosters central goals of the college:
o
the
mission of the college (to prepare our students for a diverse and complex
world)
o
the
work of our ACE (American Council of Education) campus leadership team
o
Intercultural
Understanding, one of the five “Dimensions” (learning outcomes) of a K
education
·
Our
role is to
o
include
the list of competencies on our syllabi
o
make
an intercultural/international emphasis at least one significant assignment or
unit of the Seminar
o
name
it and claim it: say what we are
doing and why
·
Since
this is part of the teaching mission of the Seminar, plan to be present for and
participate in the “Survivor” session.
·
Use
this language on your syllabus:
·
Modify
the attached the attached “Survivor in the Library” assignment as appropriate
for your class
·
Give
Robin Rank three possible dates at least one week in advance so
that the references librarians can prepare.
First-Year Forums
·
On
your syllabus please
o list Forums as a
required item along with other class expectations, and
o
include
this language:
First-Year Forums are
intended to help entering K students continue their academic and personal
growth. They foster the goals of
the First-Year Experience Program, which are to help students
·
achieve
academic success,
·
make
choices that lead to balanced lives, and
·
learn
to relate to people and cultures different than their own.
First-year students choose five Forums to attend during fall
term. If a student does not attend
five, the final grade in the Seminar will be lowered by two points for each
Forum missed.
·
Attendance
will be taken by Peer Leaders. You
will be able to check your Seminar’s attendance record on-line (link to
follow).
·
Be
very explicit about your policies on class attendance, participation, late
work, etc.
·
Include
a statement on disabilities, such as:
Any student with a disability who needs an accommodation or other
assistance in this course should make an appointment to speak with me as soon
as possible.
·
Use
the language given above for
o First-tier writing competencies (and
list the competencies)
o International/intercultural
competencies (and list the competencies)
o Survivor in the Library
o First-Year Forums
·
Include
a statement on academic honesty
Please see if
there are points of intersection between your Seminar and others. Students enjoy the opportunity to meet
other students in shared learning experiences.
We are continuing to use the The
Brief Wadsworth Handbook. 5th
ed. Edited by Kirszner &
Mandell. Harcourt, 2007. Please
require it for your class, and ask your students to keep it all four years.
·
During
orientation and fall term, Seminars double as advising groups. Students have as their academic
advisor either the professor or one of several advisors linked to the
Seminar. Peer Leaders assigned to
Seminars serve as mentors to new students.
·
Seminars
will meet twice during orientation:
first, as advising groups on opening day (Tuesday, September 16,
12:30-2:30pm), and then as academic classes (Friday, September 19,
1-2:15pm)
·
Please
post on our new Moodle site assignments, rubrics, handouts—anything that
may be helpful—and a copy of your syllabus.
·
We
are putting both the post-orientation and end-of-fall-quarter surveys on Survey
Monkey instead of using class time.
Please use
this language and list the goals on your syllabus:
The
faculty at Kalamazoo College has developed these goals for the first-tier of
writing proficiency, to prepare students for second-tier writing (in
discipline-specific courses in the major) and for the final stage, the
SIP. We hope that every student
leaving the First-Year Seminar will develop competency in these areas:
o Ability to achieve clarity through
revisions
o Ability to construct an argument using
evidence
o
Ability
to cite sources correctly
Provide
students with the bulleted items for each goal and refer back to them as you
work on writing during the quarter.
(Rhese goals emerged during discussion at a Committee on Teaching
colloquium in spring 2003.)
Achieving
clarity through revision
Constructing
an argument using evidence
Gaining
experience in research strategies
·
citing
sources correctly
·
understanding
synthesis, paraphrase, and plagiarism
Cultivating an authentic and versatile style of written
communication
Revised
September 2008
INTERNATIONAL AND INTERCULTURAL COMPETENCIES
With
the goal of fostering engaged and responsible citizenship in the multicultural
societies of today's world, Kalamazoo College expects its graduates to be
internationally competent, that is, equipped with attitudes and skills of
intercultural understanding; knowledge about historical events and the
relevance of history to understanding today’s world; knowledge about the
multifaceted ways that global economic, political and social currents shape and
are shaped by local, national, and international dynamics; and an understanding
of and appreciation for the cultural and biological diversity upon which the
world’s human and non-human life depends.
Kalamazoo
College expects its graduates to be equipped with the following knowledge,
skills and attitudes:
·
Demonstrate an understanding that we are “cultural beings” and our own
beliefs and values reflect our own culture
· Demonstrate knowledge of
their own culture
· Demonstrate knowledge of U.S.
history, society, and the plurality of U.S. culture
· Demonstrate knowledge of
non-U.S. cultures
· Understand the connections
between U.S. history and global historical trajectories
· Demonstrate knowledge of
global economic, technological, and environmental complexity and
interdependency and the ways that these are played out at local, regional,
national, and international levels
· Understand the nature of
language and how it reflects diverse cultural perspectives – i.e. the way
language organizes information and thought processes and reflects culture
· Understand the ways that
their own actions have impact nationally and internationally
· Know how to learn in class
and experientially
· Use effective communication,
listening, and observation skills to enhance intercultural understanding
· Know the difference between
description, interpretation, and evaluation, and are able to initially bracket
interpretation and evaluation as “participant observers” in another culture
· Use diverse cultural frames
of reference to think critically and creatively solve problems
· Are able to interpret U.S.
social, political and economic dynamics from a non-U.S. perspective
· Adapt, reinterpret and
restructure behavior when in a new context, recognizing different cultures,
values, and norms
· Use coping and resiliency
skills in unfamiliar and challenging situations
· Use foreign language to
communicate, both orally and in writing
· Use foreign language skills
as a tool for cross-cultural learning and intercultural understanding
· Know how to be an effective
and responsible citizen in today’s world
· Are humble in the face of
difference and willing to be in the position of a learner
· Tolerate ambiguity and
unfamiliarity
· Are resistant to an “us vs.
them” attitude
· Are sensitive to and
respectful of personal and cultural differences
· Are empathetic and are able
to take multiple perspectives
· Demonstrate an openness to
learning and a positive orientation to new opportunities, ideas, and ways of
thinking
· Demonstrate an ongoing
curiosity about global issues and cultural differences, and a willingness to
seek out international or intercultural opportunities
· Have a sense of efficacy
American
Council on Education (ACE) Campus Internationalization Leadership Team, Spring
2004