GECCIG Report, Category 11 General Education 2011‐2012 ... · Fall 2011 Not offered, or ... ENG 242W X EXED 202 x x x ... , or papers with different topic than stated in the syllabus

GECCIGReport,Category11GeneralEducation2011‐2012AcademicYear

Summary:

1. 93CoursesarelistedinCategory11inthe2011‐2012Bulletin2. 57ofthosecourseswereofferedinthe2011‐2012academicyear(61%of

thoselisted)3. Syllabi(orreports)werereceivedfor51ofthose57courses(89.5%ofthe

coursesofferedin2011‐2012.4. AllcoursesexaminedwerefoundtohavemettheGoaland/orObjectivesof

theCategoryCategory11:Goal: To prepare students for responsible and effective participation in groups and communities.�Students will be able to:

(a) participate effectively in a variety of artistic, education, political, recreational, health and public service, or social service settings;

(b) interact with others of another culture in its indigenous setting through a structured experience

(c) participate cooperatively in group athletic activity or artistic performance

Comments from discussions:

All courses that were submitted for review met the goal. The Category specifies that students “be able to participate” or “be able to interact.” The GECCIG committee interpreted this as setting a lower standard than other Categories, which require students to be able to demonstrate, analyze, employ, describe, etc. Because the ability for participation/ interaction itself was not normally a part of the assessment for the class, we had to rely on Course Syllabi to determine if interaction/participation was included in course activities.

However, we felt that the goal, and the three criteria that are listed, were so flexible that they were of little help in determining whether a course actually met these criteria.

“To prepare students for . . . effective participation in groups . . .”

The goal itself implies that any course that breaks classes down into groups for discussions or projects would be eligible for inclusion in this Category.

(a) participate effectively in a variety of . . . . education . . . . settings

This criteria implies that any class where different pedagogical modes are employed (lecture, discussion, projects, presentations, etc.) would fit this Category.

When the Goal and Criterion (a) are combined, it was noted that almost any course could fit within this category.

Some members of the committee felt quite frustrated by the language, and recommended that the Goal (and its language) be revisited.

John Lindberg, Chair

Supporting Materials Spreadsheet: The spreadsheet identifies the Departments and Course numbers that are listed under Category 11. Blacked out courses were not offered in the year surveyed, or are no longer offered by the department; an “X” in a column indicates that the course was not offered in that semester.

Dept. Course Did not participate

Fall 2011 Not offered, or no enrollment

Spring 2012 Not offered, or no enrollment

Participate in a . . . variety of

settings

Interact with others of another culture

Participate cooperatively

in a group athletic or

artistic performance

ANTH 280 X

CDIS 205

CMST 220 X x x

CMST 310 x

DANC 123 X x x

DANC 125 X x x

DANC 126 X x x

DANC 127 X x x

DANC 128 x x

DANC 223 X x x

DANC 225 X x x

DANC 226 x x

DANC 227 X x x

DANC 228 x x

DANC 229 X X

DANC 328 x x

EEC 222W X

ENG 242W X

EXED 202 x x x

HLTH 210 x x

HP 101

HP 103 X

HP 104 X X

HP 105 X X

HP 114 X

HP 117 X

HP 130 X

HP 138 X




Participate in a . . . variety of settings


Participate cooperatively in a group athletic or artistic performance

HP 139 X X

HP 143 X

HP 145 X X

HP 146 X

HP 147 X

HP 148 X

HP 149 X

HP 150 X

HP 152 X

HP 153 X

HP 154 X

HP 155 X

HP 156 X

HP 157

HP 158 X

HP 159 X

HP 161 X

HP 166 X

HP 174 X X

HP 175 X

HP 176 X X

HP 177 X X

HP 178 X

HP 179 X X

HP 180 X

HP 181 X

HP 182 X

HP 190 X

HP 241 X X

HP 242 X X

HP 245 X X

HP 248 X X

HP 250 X X

HP 252 X X

HP 257 X X




Participate in a . . . variety of settings


Participate cooperatively in a group athletic or artistic performance

HP 291 X

KSP 220W X X

MSL 210 X

MUS 101 X X

MUS 102 X X

MUS 103 X X

MUS 104 X X

MUS 106 X X

MUS 108

MUS 111 X X

MUS 112 X X

MUS 113 X X

MUS 114 X X

MUS 115 X X

MUS 116 X X

MUS 117 X X

MUS 118 X X

MUS 119 X X

NURS 101W X X

POL 101 X

RPLS 278 X

SOWK 214 X

THEA 102 X X

THEA 103 X X

THEA 105 X X

THEA 107 X X

THEA 108 X X

THEA 109 X X

THEA 115 X X

URBS 230 X

URBS 230W X

Syllabi:Attachedaresyllabipreparedfor,andexaminedby,theGECCIG11committee.HighlightedstatementsindicatetheactivitiesthatsatisfytheGoalorObjectivesofthecategory.

CDIS205‐09BeginningSigningforSpringSemester2012Instructor:JonMowreyEmail:[email protected]:byappointmentonlyCourseMaterialsSmith, Lentz & Mikos. (2008). Signing Naturally Student Workbook, Units 1‐6. San

Diego, CA: Dawn Sign Press.Grading

1. Fourteenclassroomattendancesfor2pointseach.(Totalof28points)2. Fivebookassignmentsfor5pointseach(Totalof25points)

3.Threeexamsfor50pointseach.(Totalof150points) 4.Tworeactionpapersfor10pointseach.(Totalof20points) 5.Oneresearchpaperfor15points.Thetotalpointsforthecoursewillbe238points.Thegradingwillbeasfollowed:A=90%to100%(214to238)B=80%to89.9%(190to213)C=70%to79.9%(166to189)D=60%to69.9%(143to165)F=59.9%orlower(142orlower)AttendanceAttendanceisstronglyrecommendedsincethestudentmaynotacquireappropriatesigningexperienceoutsideoftheclassroom.Attendancepointswillbetakenattheconclusionofeachclass.Ifthestudentcannotattendclass,thestudentdoesnotneedtolettheinstructorknow.ExamsThreeexamswillbegiven.Alloftheexamswillbeaccumulativeuptothedatesoftheexams.BookExerciseThebookexerciseswillaidinfurthercomprehensionoftheclassmaterial.Provideanswersforalloftheexercisesineachoftheunitsthathavethe“Answersaregiven

inclass.”atthebottomoftheexerciseonpaperandhandinontheduedateorbefore.PapersThethreepaperswillbedueatthebeginningofclassontheduedate.Latepapers,handwrittenpapers,orpaperswithdifferenttopicthanstatedinthesyllabuswillnotbeaccepted.Also,papersputinD2LDropBoxwillbeacceptedby11:59PMontheduedate.StudentsmayhandintheassignmentsearlierbyplacingthepapersintheMOWREYmailboxattheCommunicationsDisordersofficelocatedinArmstrongHallroom103,givetoinstructorinclass,orD2LDropBox.AllpapersmustbedoublespacedwithfontTimesNewRomanorsimilarwithfontsize11or12.ReactionPaper#1(10Points)DueJanuary30,2012ThispaperwillbeonyourreactiontoaThroughDeafEyesDVDthatwillbeshowninclass.TheDVDwillhavedifferenttopicsonDeafCulture.ThestudentwillwriteapaperofthetopicofDeafculturelearnedaboutfromtheDVD.WriteaonefullpageormorereportofwhatyoulearnedabouttheDeafcultureandyourfeelingsaboutthesedifferencesbetweentheDeafandHearingcultures.PleaseincludeabibliographyattheendofthereportifotheradditionalsourcesotherthantheDVDwereusedforthispaper.ResearchPaper#2(15Points)DueMarch12,2012Thispaperisaresearchonafamousdeafperson.YoumayuseoneofthepeoplementionedintheDeafProfileintheSigningNaturallybookorothers.Thereferencesourcesmustcomefromatleastthreedifferentsourcesandoneofthethreesourcescannotbefromtheinternet.Thesourcesmaybefromtheinternet,book,interviewwithadeafpersonfacetoface,etc.Writeatwofullpageormorereportonwhothisdeafpersonisandwhathe/sheisfamousfor.Pleaseincludeabibliographylistattheendofthepaperofthesourcesusedforthisreport.Plagiarismisnotallowedforthisreport.ReactionPaper#3(10Points)DueApril16,2012Thispaperwillbeonyourreactioninattendancetoadeafrelatedeventsuchasaninterpretedplayorconcert,interpretedchurchservice,afootballgameatMSAD,etc.Thedeafeventmusthaveaminimumoftwodeafpeopleinattendance.Thestudentwillberequiredtoattendonedeafrelatedevent.Eventsmaybefoundatwww.tcdeaf.com.TheinstructorwillnotifyyouoflocalMankato,MNevents.Pleasegetpriorapprovalfromtheinstructoroftheeventyouplantoattendifitwasnotdiscussedinclass.Explaininaonefullpageormorereportofwhen,where,andwhateventyouwentto,thetopicoftheevent,nameornamesofthemaindeafperson,didyouhaveaconversationwithadeafperson–whyorwhynot,yourthoughtsabouttheeventandwhatdidyoulearnfromattendingthedeafevent.Alsowriteabouthowtheycommunicate,interactwitheachother,theirattitudes,andanythingyounormallydonotseeintheHearingculture.

ScheduleNote:Thefollowingisthetentativeschedule.January9–Introduction,letters,numbers,andChapter1January16–NoClassJanuary23–ThroughDeafEyesDVDJanuary30–Unit1,ReactionPaper#1DueFebruary6–Unit1February13–Unit2andUnit1BookExerciseDueFebruary20–Unit2February27–Unit2BookExerciseDueandExam#1includesUnits1and2March5–SpringBreak,NoclassMarch12–Unit3andResearchPaper#2DueMarch19–Unit3March26–Unit4andUnit3BookExerciseDueApril2–Unit4April9–Unit4BookExerciseDueandExam#2includesUnits1through4April16–Unit5andReactionPaper#3DueApril23–Unit5andUnit5BookExerciseDueApril30–Time6:00PMto8:00PM–Exam#3includesChapters1through5

Minnesota State University MankatoCollege of Arts and Humanities

Department of Theatre and Dance

Beginning Jazz DanceDANC 123 2 Credits

1:30 - 2:50 am MW PA126 Spring 2011

Bulletin Description: Fundamentals of beginning jazz dance technique. May be repeated. Spring Pre: Consent of Instructor Spring GE-11 CD-Core Daniel Stark, M.F.A. Instructor, Assistant Professor Office: PA212Office hours:

Mondays 10:30 am to 12:00 pm Tuesdays 9:00 pm to 11:00 am Tuesdays 1:30 pm to 3:00 pm

Thursdays 9:00 pm to 11:00 am Thursdays 1:30 pm to 3:00 pm

& by arranged appointment Office phone: 507-389-2043 E-mail: [email protected] Julie Kerr-Berry, Ed.D.Director of Dance, ProfessorOffice: PA210Phone: 507-389-2125 Email: [email protected] Paul Hustoles, Ph.D.Chairperson, Department of Theatre and Dance, ProfessorOffice: PA201APhone: 507-389-2118Email: [email protected] Course Description and Objectives

This course is an introduction to Jazz Dance, building a foundation of skills necessary for the technique and performance of Jazz Dance and dance for musical theatre. It is intended to enhance the beginner student’s flexibility, strength, body alignment, coordination, balance, kinesthetic awareness, personal range of motion, and musicality through jazz technique. Class is typically structured around a warm-up leading to locomotion across the floor and center combinations. In addition to jazz movement, content may include lectures in the history of jazz dance, students engaged in creative projects and research. Students are graded on the basis of participation, attendance, movement exams, group projects and performance attendance and critiques. Assignments are given according to the Instructor’s discretion.Online Website: https://d2l.mnsu.edu/Course RequirementsAttendance: This course follows the Attendance and Tardy Policy for Dance Courses (a copy of which is included toward the end of this syllabus). For a student to become skilled in the techniques of Jazz Dance the student must partake in class—we learn to dance by doing. Students are required to attend the class sessions. Students who do not satisfy the required attendance policy will receive a deduction from their grade. Students are allowed 3 absences for the semester without penalty. After the 3 allowed absences, the student will receive a full letter grade deduction from their overall grade for each absence thereafter. For example, if a student has obtained an overall grade of B+ at the end of the semester, but has 4 absences, the student’s grade will be adjusted to a C+. Note that there are no distinctions made between “excused absences” and “unexcused absences.” Absences are absences no matter the cause or reason, i.e. medical excuses are considered the same as truancy. A doctor’s note is unnecessary.Participation in Dance Class: Interruptions to the flow of class is disruptive to the entire class. Be on time. It is recommended that you arrive early to warm up your body before class begins. If you need to leave class early, please inform me before the start of class. Proper attire is an essential part of class participation (please see dress code). Full participation through the entire class is expected—please inform me of any injuries that may keep you from full participation, either before class if these are known, or as soon as possible if they should occur during class. Class shall follow standards of etiquette typical for the Dance discipline: showing respect for instructors and fellow students, no talking during organized exercises, and no gum chewing. Participation will be graded on attitude, effort, execution of movement, improvement, and classroom discipline and conduct.Concert Attendance Requirement: It is required that students attend dance performances. Details will be discussed in class.

Group Projects: Students are required to participate in group projects in creativity and research. Details will be discussed in class.Movement exams: Students are required to participate in movement exams which will be evaluated by the instructor on attitude, effort, execution of movement and improvement. Details will be discussed in class.GradingGrading is based on:

Class Attendance as defined above 70% Class Participation

10% Concert Attendance Requirement 10% Group Projects 10% Movement Exams

NOTE: Extra credit opportunities will not be given to make up for missed classes. Similarly, attending classes of other dance courses will not be accepted as substitutes for the missed classes of this course.

Other IssuesDress Code for Dancers: Proper attire is mandatory. Ignoring the dress code will affect your class participation grade, or in extreme cases, forfeit your ability to participate in the class. Only clothes that snuggly fit the body (such as leotards, tights or leggings, unitards, fitted dance tops) are allowed. Attired as such allows for freer mobility and the proper evaluation of body alignment by the instructor. Baggy closes, oversized sweatpants, hooded sweatshirts, hats and jewelry are not allowed. Jazz shoes are required.Physical Contact in Dance Class: Dance is a physical discipline involving very specific techniques and forms requiring physical contact between participants and corrections from the instructor through tactile means. In order to help the student find correct placement and range of movement, the instructor will make corrections with physical contact. If you are uncomfortable being corrected in this manner, please make an appointment so I may respect your wishes in this matter.General Policies and ConcernsAcademic Misconduct: Students are expected to complete and represent their work honestly, cite sources appropriately, and respect each other’s academic endeavors.Accommodations for Religious Observances: After making the necessary arrangements ahead of time, students will be allowed to take examinations and submit assignments that cannot be completed on time because of religious observances.

Classroom Behavior: Any behavior that impedes the learning of students in this class is unacceptable. This includes the use of cell phones, disruptive talking, use of computers for non-class use, and personal attacks on any individual in the class. Complaint Procedures—Students may direct complaints to the chair of the department or to the offices responsible for enforcing specific University policies. Students are strongly encouraged to discuss the problem with the instructor prior to contacting the chair of the department.Grade Appeals: Students may appeal grades on the grounds that they are based on capricious or arbitrary decisions by the instructor. Procedures are available in the department office and/or the Dean’s office.Incomplete Work: Students who have performed successfully until the end of the semester but cannot take the final exam or complete some limited amount of course work due to illness or other unusual causes beyond their control (proof may be required), may receive an “incomplete” grade in lieu of a final grade. This material must be completed prior to the end of the next semester or the grade automatically reverts to an “F” grade at that time.Nondiscrimination: The University does not discriminate on the basis of age, race, sex, color, creed, national origin, disability, sexual orientation, veteran status, religion, ancestry, pregnancy, marital status, parental status, or any other protected status recognized by state or federal law.Sexual Harassment: Sexual harassment is reprehensible and will not be tolerated in class or the University. It subverts the mission of the institution and threatens the careers, educational experience, and well-being of students, faculty, and staff. The University will not tolerate behavior between or among members of the University community that creates an unacceptable environment.Students with Disabilities: Students who need special accommodation in order to meet any of the requirements of this course should speak to the instructor at the beginning of the semester.

ATTENDANCE AND TARDY POLICY FOR DANCE COURSES

Attendance Policy: The following policy applies to all Dance Program courses, both studio and classroom-based, unless otherwise specified by the class instructor and/or syllabi.

1. 1) For classes that meet 2 or 3 times a week: Students are expected to attend every class. Excessive absences, for any reason, even for illness or crisis will lower your grade according the following formula: after THREE absences, your earned grade will fall by one full letter grade for each absence (A to B, B to C, etc.). If there are extraordinary

circumstances requiring class absences, please speak to your instructor immediately; these will be considered on an case-by-case basis.

1. 2) For classes that meet once a week: Students are expected to attend every class. Excessive absences, for any reason, even for illness or crisis will lower your grade according the following formula: Students are allowed ONE absence. With TWO absences, your earned letter grade will automatically drop by 20%. THREE classes missed will result in an F. Excused absences: There are official events of the Department of Theatre & Dance and other MSU activities that may be excused absences. For example, performances of the “kiddie tour,” as well as participation in ACDFA and KCACTF are excused. The student must speak with their instructor prior to the event to request approval to be excused for these events and a letter showing proof of participation may be required.It is important to note that medical excuses are considered the same as truancy; therefore, a doctor’s note explaining a student’s absence is unnecessary. The attendance policy is such that it allows for three absences without penalty, which should cover the usual medical situations, like sickness or simple injuries, which a student may encounter during a semester. If a medical situation arises where the student is unable to participate for multiple classes, thereby going beyond what the policy allows (for example, a broken foot or Mononucleosis, or “Mono”), the student must communicate the situation to the instructor in a timely manner. If the student is given doctor’s restrictions that would cause extended absences or restrict full participation in class, the student is encouraged to withdrawal from the course.Tardy Policy: You are expected to attend every class and to be dressed and ready to move on time. Students are not allowed to participate if they are late and class has already begun. For studio classes: if you arrive late, you may observe class, write your observations and turn them into the instructor. This will be counted as 1/2 absence for the class. If you do not turn in observations, you will receive a full absence. For classroom-based courses: the instructor will make note of the tardiness and it will affect the student’s participation grade. Likewise, if you leave class early without receiving permission from the instructor, this will be considered a 1/2 absence as well.

Minnesota State University, MankatoCollege of Arts and Humanities

Department of Theatre and Dance

Afro-Caribbean Dance Forms SyllabusDANC 1252 Credits

9:00—10:50PM F N225Fall 2011

Bulletin Description: Fundamentals of African-based dance forms explored through West African and Caribbean roots.May be repeated. ALT-Fall GE-11Daniel Stark, M.F.A. Instructor, Assistant Professor Office: PA212Office hours:

Mondays 11:00 am to 1:30 pm Tuesdays 9:00 am to 11:30 am Wednesdays 9:00 am to 1:30 pm Thursdays 9:00 pm to 11:30 am & by arranged appointment

Office phone: 507-389-2043 E-mail: [email protected] Kerr-Berry, Ed.D.Director of Dance, ProfessorOffice: PA210Phone: 507-389-2125Email: [email protected] Hustoles, Ph.D.Chairperson, Department of Theatre and Dance, ProfessorOffice: PA201APhone: 507-389-2118Email: [email protected] Website: https://d2l.mnsu.edu/Class Description: This class studies, plays and performs the dancing, drumming and songs from the Afro/Cuban folkloric tradition, emphasis on dancing, including Elegua,

Palo, Yemaya, Rumba (Yambú, Colúmbia, Guaguancó), Arará, Iyesá, Conga de Comparsa, Bembé, Mozambique, Yuka, Makuta, Ogun and others.. Selected students from this class will participate in UI Afro-Cuban Drum and Dance Ensemble(ACDDE) performances and tours.Goals:

To learn and perform the rhythms and steps from the Afro-Cuban dance tradition. To learn and perform the rhythms of the Afro-Cuban drumming tradition. To learn and perform the songs from the Afro/Cuban music tradition. To increase awareness of the tradition and history of the music. And for those students interested: To develop a high level and professional

performance group in conjunction with the School of Music (Afro-Cuban Drum class).

As much as possible, this class will engage elements of the folkloric learning traditions, such as:

Interweaving combinations of choreographed or arranged dance with structured improvisational dance.

Oral tradition. (While some lyrics will be written out, memorization and internalization is critical).

Peer learning and advancement through skill development and experience. (Beginner students will dance more basic parts and observe the more advanced students.)

Group interaction and group dynamics. Following lead drummer and lead dancer for performance direction.

Note on Course Content: The folkloric music of Cuba is directly related to and informed by several religious practices that have evolved there. In order to fully understand the Afro-Cuban Diasporas, this class will endeavor to study and perform music and dance related to these practices. This is an academic exercise and does not constitute an endorsement or promotion of these religions by the instructors or the University of Iowa. Also know that some of the material in the Afro-Cuban tradition contains sexual themes, with its movements representing implications of a sexual nature. If you are uncomfortable (or think you will be uncomfortable) executing these dances movements, please make an appointment so I may respect your wishes in this matter. As with religious themes, the intention is pedagogical, not an endorsement or promotion of these ideas.Requirements: All students should have the following:

An understanding and command of basic and fundamental dancing skills. Possess the desire and commitment to explore the Afro-Cuban tradition. Be willing to sing, dance and drum regardless of individual expertise. This course

encourages exploration into these areas that may be beyond your previous experience or training.

Required Materials: Skirt for class: details will be discussed in class. Also, for those performing: costumes for performances. Specific costume guidelines will be described in more detail in class, however in general, long, flowing skirts over leotards are required for the women and loose dance pants and shirts are required for the men, which follow the traditions of Afro/Cuban costuming. Materials to be worn in performances are subject to approval by the instructors.Dress Code for Dancers in class: Proper attire is mandatory. Ignoring the dress code will affect your class participation grade, or in extreme cases, forfeit your ability to participate in the class. Women are required to have skirts for class and rehearsals, as they are fundamental in the learning of Afro-Cuban technique. Students are required to have skirts by the start second week of class. These can be the same skirts used in performances. Men are required to have head attire (to be described in class) and pants that allow them to perform the full range of movement required for Afro-Cuban technique (no jeans). Only clothes that snuggly fit the body (such as leotards, tights or leggings, unitards, fitted dance tops) are allowed. Attired as such allows for freer mobility and the proper evaluation of body alignment by the instructor. Baggy closes, hats and jewelry are not allowed. Exceptions to this are long, flowing skirts for the women, and headscarves for both men and women, which follow the tradition of Afro-Cuban costuming.Participation in Dance Class: Interruptions to the flow of class is disruptive to the entire class. Be on time. It is recommended that you arrive early to warm up your body before class begins. If you need to leave class early, please inform me before the start of class. Proper attire is an essential part of class participation (please see dress code). Full participation through the entire class is expected—please inform me of any injuries that may keep you from full participation, either before class if these are known, or as soon as possible if they should occur during class. Class shall follow standards of etiquette typical for the Dance discipline: showing respect for instructors and fellow students, no talking during organized exercises, and no gum chewing. Participation will be graded on attendance, attitude, effort, execution of movement, improvement, and classroom discipline and conduct.Concert Attendance Requirement: It is required that students attend dance performances this semester. Details will be discussed in class.Grading: Grades will be determined by the following:

Class Attendance Participation in class as defined above. Concert Attendance

Grading calculations are based on:90% Attendance and participation in class, rehearsals, performances and on tour. 10% Concert Attendance Requirement as defined in posted policy

Physical Contact in Dance Class: Dance is a physical discipline involving very specific techniques and forms requiring physical contact between participants and corrections from the instructor through tactile means. In order to help the student find correct placement and range of movement, the instructor will make corrections with physical contact. If you are uncomfortable being corrected in this manner, please make an appointment so I may respect your wishes in this matter.General Policies and ConcernsAcademic Misconduct: Students are expected to complete and represent their work honestly, cite sources appropriately, and respect each other’s academic endeavors.Accommodations for Religious Observances: After making the necessary arrangements ahead of time, students will be allowed to take examinations and submit assignments that cannot be completed on time because of religious observances.Classroom Behavior: Any behavior that impedes the learning of students in this class is unacceptable. This includes the use of cell phones, disruptive talking, use of computers for non-class use, and personal attacks on any individual in the class. Complaint Procedures—Students may direct complaints to the chair of the department or to the offices responsible for enforcing specific University policies. Students are strongly encouraged to discuss the problem with the instructor prior to contacting the chair of the department.Grade Appeals: Students may appeal grades on the grounds that they are based on capricious or arbitrary decisions by the instructor. Procedures are available in the department office and/or the Dean’s office.Incomplete Work: Students who have performed successfully until the end of the semester but cannot take the final exam or complete some limited amount of course work due to illness or other unusual causes beyond their control (proof may be required), may receive an “incomplete” grade in lieu of a final grade. This material must be completed prior to the end of the next semester or the grade automatically reverts to an “F” grade at that time.Nondiscrimination: The University does not discriminate on the basis of age, race, sex, color, creed, national origin, disability, sexual orientation, veteran status, religion, ancestry, pregnancy, marital status, parental status, or any other protected status recognized by state or federal law.Sexual Harassment: Sexual harassment is reprehensible and will not be tolerated in class or the University. It subverts the mission of the institution and threatens the careers, educational experience, and well-being of students, faculty, and staff. The University will not tolerate behavior between or among members of the University community that creates an unacceptable environment.

DANC 126 Beginning Ballet

(FALL 2009) Instructor: XXXX Office Phone: 389-2125 Time & Place: XXXX Email: COURSE DESCRIPTION This is a beginning ballet technique class. Its goal is to demonstrate fundamental understanding and execution of ballet technique. It will include barre work, center-floor, and across-the-floor combinations. GENERAL COURSE OBJECTIVES

1. Students will demonstrate a fundamental understanding of beginning ballet technique. 2. Students will acquire an understanding of fundamental ballet vocabulary. 3. Students will develop artistic skills as a beginning dancer. 4. Students will gain an historical understanding and appreciation of ballet.

SPECIFIC COURSE OBJECTIVES Dance is a continuum of learning. Each level of technique will address an increasing complexity of dance skills, as well as advancing performance expectations. As a skilled dancer, you will be expected to develop a fundamental understanding of the following skills:

1. origination and use of turn-out; 2. alignment; 3. positions and use of the feet; 4. carriage and positions of the arms; 5. musicality; 6. professionalism.

CLASS PROTOCOL

1. Attire - dance wear to clearly reveal body placement and alignment. Leotards and pinktights, are acceptable for women. Skirts may be worn as well. Men can wear black tights or sweatpants and white t-shirts. All students must purchase ballet slippers. Shorts,leggings, mid-cut sport/aerobic tops are unacceptable. Please have your hair tied up out of your face and remove large pieces of jewelry.

2. Attendance - regular attendance is essential. Students are allowed 3 absences. Students that exceed 3 absences will go down one letter grade for each subsequent absence. There are no make-ups.

3. Promptness - classes begin and end promptly. Tardiness will affect your grade. 4. No food or drink allowed in the studio. Water bottles are acceptable. 5. NO street shoes on the studio floor. 6. No gum chewing.

REQUIRED READING Noll Hammond, S. (2004).Ballet Basics (5th ed.).Ballet History (pp.143-185). Dubuque, IA: McGraw Hill. [on E-Reserve, in the ML]

GETTING SHOES www.dancedistributors.com www.discountdance.com GRADING Studio Work 40% Skills

In Beginning Ballet, you will spend a majority of your time working on baseline skills. To

assess your progress, you will be given two skills tests (10%) during the course of the semester. They will focus on five skills and will be worth 5% each. These skills include:

1. 1. understanding and use of turn-out: the knowledge of where turn-out originates and how touse it in ballet technique;

1. 2. alignment: the ability to efficiently organize the body in relationship to the use of the spin, pelvis, and limbs while stationary and moving;

1. 3. positions of feet & arms: the knowledge of the placement and positioning and feet and arms;

1. 4. musicality: the ability to move on the beat, understand meter, apply accents, and recreate rhythmic pattern, or to “feel” and interpret music in the body.

1. 5. professionalism: the ability to demonstrate an attitude in class that is teachable, mature, attentive, supportive, open, and can integrate corrections.

The breakdown for each skills test is as follows: Average4 = A (5%)3 = B (4%)2 = C (3%)1 = D (2%)0 = F (1%)

The remaining 30% of your skills grade will be broken down as follows

when awarded at the end of the semester.4 = 30%3 = 25%2 = 20%1 = 15%0 = 10%

30% EffortThe quality and consistency of your effort is crucial to increased physical skills. This portion of your grade will be based on self-discipline, understanding of class etiquette,

level of concentration, consistency of work habits, self-confidence, and demonstrated responsiveness to the directions and feedback from the

instructor. The breakdown is as follows for this portion of your grade:A = 30%B = 25%C = 20%D = 15%F = 10%

Ballet History Quizzes (3 @ 5%, equaling 15%)Quiz #1: Introduction – Baroque Era (pp. 143-154; Monday, September 28th) Quiz #2: The Eighteenth Century-Russia (pp. 154-168; Monday, October 26th)Quiz #3: Diaghilev’s Ballet Russes-present (pp. 168-185; Monday, November 30th)Fall Dance Concert (5%)Concert Dates (select one):

•Friday, December 4th

, 7:30 pm •Saturday, December 5

th, 2:00

pm •Saturday, December 5th

, 7:30 pm

Final Performance Exam (10%)Wednesday, December 2nd, in classGrading ScaleA+ = 97-100A = 96-94A- = 93-90B+ = 89-87B. B = 86-84 C. B- = 83-80 D. C+ = 79-77 E. C = 76-74 F. C- = 73-70 G. D+ = 69-67 H. D = 66-64 D- = 63-60 I. F = 59 and below METHODS FOR GRADING

1. 1. observation of performance in class 1. 2. skills tests 1. 3. mid-term conference 1. 4. written final 1. 5. choreographic final project GRADING SCALE FOR SKILLS & EFFORTA = Excellence is for students who show a hunger to know, a passion for learning, a willingness to take risks and integrate corrections. Excellence means striving for the best at all times and demonstrating exceptional growth toward movement SKILLS. A student working at an A level goes after the best, consistently demonstrating exceptional EFFORT, day after day.

B = Good is for students who do their work with uniform consistency. Showing dedication, a willingness to take new steps, concentration on consistent work habits, a student working at a B level demonstrates increased accomplishment of movement SKILLS during the semester. A B is for a student who demonstrates EFFORT, day after day.C = Average is for students who do their work and actively participate in class, but lacks the energy or will it takes to push to new heights. Even though present in class, a student working at a C level does not fully engage in dancing. Having accomplished some SKILLS during the semester, both the student and the teacher know that is could be better. Work habits or EFFORT is inconsistent. A C is for a student who could accomplish more.D = Unsatisfactory is for students that have not done their work regularly. Lacking the necessary energy passion, or EFFORT for dance, a student working at the D level has shown little improvement in movement SKILLS. Consistently leaving class early or coming late, a D student is not interested in passing or improving their dancing.F = Failing is for the student who has missed so many classes, been tardy, left class so much that there is no base which to grade. Try again semester!OTHER FACTORS AFFECTING GRADE

1. 1. Concert Attendance: December Dance Concert –The Bridge Project4: Dancing Communities. You must attend this concert. Retain your ticket stub. Turn it in with your name written on the back of it on it the next school day by placing it in my bin outside my office door. NO exceptions.

1. 2. Attendance: You must attend class to develop dance skills and progress in class. You are expected to attend every class. Excessive absences, for any reason, even if illness or crisis, will lower your grade according the following formula: After THREE absences, your earned grade will fall by one full letter grade (A to B, B to C, etc.).

1. 3. Tardy Policy: You are expected to attend every class and to be dressed and ready to move on time. NO ONE will be allowed participate if it has already begun. If you arrive late, you may observe class, write your observations and turn them into the instructor. This will be counted as 1/2 absence. If you do not turn in observations, you will receive a full absence. If you leave early, this will be considered a 1/2 absence as well. In addition, every attempt will be made to accommodate qualified students with disabilities. If you are a student with a documented disability, please see me as early in the semester as possible to discuss the necessary accommodations, and/or contact the Disability Services Office at: (507) 389-2825 (V) or 1-800-627-3529 (V/TTY).

Beginning Tap DANC 127Associate Professor Paul E. Finocchiaro Office PA 212A389-2264 E-Mail [email protected] Hours: M 11:00-12:00 T Th 3:00-4:00 W F 10:00-12:00 Class Time T Th. 9:00-9:50 Room: PA 113I. Course:The class will explore basic tap techniques and give the student a vocabulary and a working knowledge of the terms and steps of today’s and yesterday’s tap masters.II. Objectives:• Create for the student a tap vocabulary and step repertoire. • Experience the art of constructing steps to create a combination. • Explore today’s and yesterday’s tap styles. • Explore tap movement without music so that the class can experience “Tapping as One.” III: Practical Application:• Class will start with a warm-up. • Across the floor exercises. • Weekly choreographed combination. • Mid-term video presentations and tutorials one on one with the instructor. IV. Assessment Methods:• Practical application and mastery of the material covered. • Attendance. • The students ability to pick up steps through sight and sound only. V. Required Materials:Tap shoes & dance clothes. Street clothes will not be allowed as proper dance class attire.VI. Attendance:• Each student is allowed 3 absences. Thereafter the student’s grade will go down one full letter grade. • Class will start on the time scheduled. Late entry into class will be documented and 3 late entries will result in one absence. VII. Material Availability:All dance clothes and shoes can be purchased through the Dance Conservatory of Southern Minnesota. ADDRESS: Madison East Center

1440 Madison Ave Suite # 324 B Mankato 625-2005 (ask for Ruth to order)

* ALL students should have their tap shoes by September 1st.

* You may also purchase your shoes at Dance Express N. Riverfront Dr. Mankato 625-386

* VIII. Class Calendar:The class will follow the calendar of the University.IX. Class Conduct:1. Once you enter the studio you will be treated as an adult professional and are expected to act as such. 2. Talking must be kept to a minimum. 3. Each student must pay attention to hand signals used by the instructor. 4. If you must excuse yourself from class please do so with a minimum of commotion. X. Disabilities:If you are a student with a documented disability, please contact the instructor ASAP. At this point we can discuss accommodations, and / or contact the disabilities office @ 2825 or 1-`800-627-3529.Thanks in advance for your attention and energy. Dance should be FUN and only WE can make it that way! Positivity Promotes Creativity!

DANC 128 - BEGINNING MODERN DANCE

Instructor: Julie A. Kerr-BerryOffice/Office Phone: PAC 210/ 389-2125Time & Place: 12:00-1:20 p.m., m/w; N225E-mail: [email protected]

The human body is an instrument for the production of art in the life of the human soul.

Alfred North Whitehead

COURSE DESCRIPTIONIn this course, you will practice fundamental principles, skills, and vocabulary of beginning modern dance technique. Each class will begin with a warm-up and progress to movement combinations. Improvisation will be incorporated into the class to develop individual expression and artistic interpretation skills.GENERAL COURSE OBJECTIVES• Students will demonstrate a fundamental understanding of beginning modern dance

technique. • Students will learn how to improvise. • Students will develop artistic skills as a beginning dancer. • Students will gain an historical understanding and appreciation of modern dance. • Students will be able to choreograph and perform a group dance. SPECIFIC OBJECTIVESDance is a continuum of learning. Each level of technique will address an increasing complexity of dance skills, as well as advancing performance skills. As a skilled contemporary dancer, you will be expected to develop a fundamental understanding of the following skills:• placement and alignment; • rhythmic awareness; • spatial awareness; • individual expression; • professionalism. CLASS PROTOCOLSelect dancewear that clearly reveals the outline and placement of the body. Sweatpants and snug fitting t-shirts are acceptable for male students. Sweatpants, long leggings, leotards, tights are acceptable for women. NO SHORTS or CAPS. Feet must be bare. (No socks or shoes.) No food or drink is allowed in the studio. A water bottle is acceptable. Regular attendance and promptness to class is essential.REQUIRED VIDEOTAPEDancing: The Individual and the Tradition [ML-ERC Reserve, lower level of the Memorial Library]

REQUIRED READINGPenrod, J. and J. Gudde Plastino (2005). “History.” In The Dancer Prepares: Modern Dance for Beginners (5th ed.). Boston, MA: McGraw Hill. [On E-Reserve, in the ML]1GRADING50% Skills

In beginning Modern Dance, you will spend a majority of your time working on baseline skills.

To assess your progress, you have two skills tests (10%) during the course of the semester to assess your performance in class. They focus on five skills and will be worth 5% each. These skills include: Placement and Alignment; Rhythmic Awareness, Spatial Awareness, Individual Expression, and Integrating Corrections. (See attached SKILLS rubric.) They are defined as follows:

• Placement and Alignment: the ability to

efficiently organize the body in relationship to use of the torso/spin, pelvis, and limbs, while stationary and moving;

• Rhythmic Awareness: the ability to move on the beat, understand meter, apply accents, and recreate rhythmic patterns;

• Spatial Awareness: the ability to move through space with commitment and with knowledge of level and direction changes;

• Individual Expression: the ability to integrate individuality with technical training through focus, phrasing, energy usage, confidence, and performance skills;

• Integrating Feedback: the ability to apply instructor corrections and comments over the course of the semester.

1

Note: This reading is on E-Reserve via the Library’s homepage. Click, “Course Reserves,” at the top of the page. Enter my name or the course. Click “Search.” Click, “DANC128.” Follow the instructions. You will need to enter the password: KERR-BERRY128. Click on the pdf to save.

1

• Glossary for Modern Technique Actions and Anatomical Terminology • Videotape: Dancing: The Individual and the Tradition • Reading: Chapter 5, “History” (The Dancer Prepares, by Penrod & Plastino)

METHODS OF ASSESSMENT1. observation of performance in class 2. skills tests 3. mid-term evaluation 4. written final 5. choreographic final project GRADING SCALE FOR SKILLS & EFFORTA = Excellence is for students who show a hunger to know, a passion for learning, a willingness to take risks and integrate corrections. Excellence means striving for the best at all times and demonstrating exceptional growth toward movement SKILLS. A student working at an A level goes after the best, consistently demonstrating exceptional EFFORT, day after day.B = Good is for students who do their work with uniform consistency. Showing dedication, a willingness to take new steps, concentration on consistent work habits, a student working at a B level demonstrates increased accomplishment of movement SKILLS during the semester. A B is for a student who demonstrates EFFORT, day after day.C = Basic is for students who do their work and actively participate in class, but lacks the energy or will it takes to push to new heights. Even though present in class, a student working at a C level does not fully engage in dancing. Having accomplished some SKILLS during the semester, both the student and the teacher know that is could be better. Work habits or EFFORT is inconsistent. A C is for a student who could accomplish more.D = Unsatisfactory is for students that have not done their work regularly. Lacking the necessary energy passion, or EFFORT for dance, a student working at the D level has shown little improvement in movement SKILLS. Consistently leaving class early or coming late, a D student is not interested in passing or improving their dancing.F = Failing is for the student who has missed so many classes, been tardy, left class so much that there is no base which to grade. Try again semester!

Intermediate Jazz DANC 223Fall 2010

Associate Professor Paul E. Finocchiaro Office: PA 212APhone: 389-2264 E-Mail: [email protected] Hours: M.W.2:00-3:00 T.Th. 12:00-2:00 F.12:00-2:00 and by appointmentClass time T. Th. 9:00-10:320 Room: N225I. Course: Intermediate JazzThe class will explore the movement and terminology of Intermediate Jazz Dance. It will use the properties of the Giordano, Atwell and Moio technique. At the end of the course the dancer is expected to know what the intermediate level jazz dance steps are and have the ability to perform them in a combination or a solo. It should also be a goal of the dancer to be able to move on to the advanced level of jazz at the end of the semester (should the class be offered).II. Objectives:• Put forth the understanding of the importance of warming up the body and stretching the muscles before dancing. • To put forth the philosophy of “Dancer as Athlete”. • Explore the different Jazz dance techniques. • Explore and experience different Jazz and Musical Theatre choreography. III. Practical Application:• Each class will begin with a proper warm-up that will remain a constant throughout the semester. • Each class will contain an across the floor exercise. • On a weekly basis, the class will learn new choreography in many styles and genres. IV. Assessment Methods:• Practical application and expertise of the material covered. • Attendance. V. Required Materials:Women: Tights, Jazz Pants or tight fitting sweat pants, Leotard or related dance clothing. Hair must be pulled back and out of the face for the across the floor exercises and combinations unless otherwise specified. Please wear the proper undergarments.Men: Jazz pants, tight fitting sweat pants or related dance clothing. NO LONG BASKETBALL SHORTS PLEASE! You must wear the proper undergarments. Loose fitting boxer shorts are not functional for this class.**ALL STUDENTS MUST HAVE JAZZ SHOES FOR THIS CLASS!**

VI. Attendance:• Each student is allowed 3 absences. There are no additional excused absences for dance classes. Further absences will result in a grade reduction. This is the policy for all classes in the dance department of MSU Mankato. • Class will start at the time scheduled. A late entry to class will be documented, and three late entries to class will result in 1 absence. • The student will not be allowed to enter the class if it is 5 minutes past the scheduled time of the class. Please do not attempt to enter the class if it is past the cut-off time. VII: Material Availability:All jazz clothing and shoes can be purchased through The Dance Conservatory of Southern Minnesota.ADDRESS: Madison East Center

Madison Ave.Mankato MN 507-625-2005

Or Dance Express.ADDRESS: 2105 N Broad Court Mankato

MN 507-625-3865VIII: Class Calendar:The class will follow the calendar of the University.IX Class Conduct:* Once you enter studio you will be treated like an adult professional and are expected to act as such. * If you are talking you are stretching. * Talking during class time must be kept to a minimum. * If you need to excuse yourself for any reason, please do so with a minimum of commotion so that the class can proceed without interruption. X. Disabilities:If you are a student with a documented disability, please contact the instructor ASAP. At this point we can discuss accommodations and/or contact the disabilities office @ Ext. 2825 or call 1-800-627-3529.Thank you in advance for your attention and energy. Dance should be FUN and only WE can make it that way. As an additional note, Jazz shoes will serve you well as a rehearsal shoe for your entire dance and theatrical needs.

Dance225:WorldDanceinCulturalPerspectiveElectroniccopyofSyllabuswasscrambled.AsallotherGenEdDancecourses,studentsareabletoparticipate cooperatively in group athletic activity or artistic performance

Intermediate Tap DANC 227Associate Professor Paul E. Finocchiaro Office PA 212A389-2264 E-Mail [email protected] Hours: M W 2:00-3:00 T Th 12:00-2:00 F 12:00-2:00Class Time M W 1:00-1:50 Room: PA 113I. Course:The class will explore basic tap techniques and give the student a vocabulary and a working knowledge of the terms and steps of today’s and yesterday’s tap masters.II. Objectives:• Create for the student a tap vocabulary and step repertoire. • Experience the art of constructing steps to create a combination. • Explore today’s and yesterday’s tap styles. • Explore tap movement without music so that the class can experience “Tapping as One.” III: Practical Application:• Class will start with a warm-up. • Across the floor exercises. • Weekly choreographed combination. • Mid-term video presentations and tutorials one on one with the instructor. IV. Assessment Methods:• Practical application and mastery of the material covered. • Attendance. • The students ability to pick up steps through sight and sound only. V. Required Materials:Tap shoes & dance clothes. Street clothes will not be allowed as proper dance class attire.VI. Attendance:• Each student is allowed 3 absences. Thereafter the student’s grade will go down one full letter grade. • Class will start on the time scheduled. Late entry into class will be documented and 3 late entries will result in one absence. VII. Material Availability:All dance clothes and shoes can be purchased through the Dance Conservatory of Southern Minnesota. ADDRESS: Madison East Center

1440 Madison Ave Suite # 324 B Mankato 625-2005 (ask for Ruth to order)

* ALL students should have their tap shoes by January 28th

. * You may also purchase your shoes at Dance Express N. Riverfront Dr. Mankato 625-3865

VIII. Class Calendar:The class will follow the calendar of the University.IX. Class Conduct:5. Once you enter the studio you will be treated as an adult professional and are expected to act as such. 6. Talking must be kept to a minimum. 7. Each student must pay attention to hand signals used by the instructor. 8. If you must excuse yourself from class please do so with a minimum of commotion. X. Disabilities:If you are a student with a documented disability, please contact the instructor ASAP. At this point we can discuss accommodations, and / or contact the disabilities office @ 2825 or 1-800-627-3529.Thanks in advance for your attention and energy. Dance should be FUN and only WE can make it that way! Positivity Promotes Creativity!

DANC 228 - Intermediate Modern Dance

Instructor: Dr. Julie A. Kerr-BerryOffice/Office Phone: PAC 210; 389-2125Time/Place: 10-11:20, t/h, HC N225E-mail: [email protected] DescriptionThis course is designed as a continuation of Beginning Modern Dance. However, it will be more accelerated in pace and complexity. Each class will begin with floor exercises to warm-up, to support alignment, and to promote movement integration. Progressing to standing exercises, students practice elements of space, time, and energy. The class culminates with movement that travels across the floor.Course Objectives• Students will demonstrate an advancing understanding of modern dance technique. • Students will be able to demonstrate more consistent placement and alignment. • Students will be able execute more complex rhythmic structures. • Students will be able to move through space more commitment. • Students will be able to pick-up and perform more complex

movement sequences with more accuracy, greater speed, and emerging artistry.

• Students will continue to develop performance skills. • Students will continue to develop an appreciation of contemporary dance. Class ProtocolSelect dance wear that clearly reveals the outline and placement of the body. Sweatpants and snug fitting t-shirts are acceptable for male students. Sweatpants, long leggings, leotards, tights are acceptable. NO SHORTS, HATS, or GUM CHEWING is allowed. Feet must be bare and hair pulled back from face. No food or drink is allowed in the studio. A water bottle is acceptable. Regular attendance and promptness to class is essential.Grading40% Skills

In Intermediate Modern Dance, you will spend a majority of your time working on developing skills.These skills include: Placement and Alignment; Rhythmic Clarity, Spatial Awareness, IndividualExpression, and Integrating Corrections. (Also see attached Rubric.)They are defined as follows:

• Placement and Alignment: the ability to efficiently organize the body in relationship to use of the torso/spin, pelvis, and limbs, while stationary and moving;

2. Rhythmic Clarity: the ability to move on the beat, understand meter, apply accents, and recreate rhythmic patterns;

• Spatial Awareness: the ability to move through personal and general space with commitment and with knowledge of level and direction changes;

• Individual Expression: the ability to integrate individuality with technical training through focus, phrasing, energy usage, confidence, and performance skills;

• Integrating Feedback: the ability to apply instructor’s corrections and comments.

• You must attend the Fall Dance Concert, Friday, December 2nd, 7:30 p.m., or, Saturday, December 3rd at 2:00 p.m. Both performances are in the Ted Paul Theatre. NO exceptions. You must also attend the Student Dance Concert, Sunday, December 4th, 2:00 p.m. in the Ted Paul Theatre. For the Fall Dance Concert, sign the attendance sheet in the lobby after the performance for Intermediate Modern. Present your ticket stub at this time to verify that you attended the concert. (5%)

• If you are a Dance Major, you are required to attend a Twin Cities professional dance concert. The Dance Program will be determining which concert is required. Transportation will be provided from campus to the Twin Cities. To verify that you attended this concert, sign your ticket stub and turn it into me in class. All other students in class are welcome to attend and will not be penalized if they don’t. However, you are strongly encouraged to attend (5%).

• You must also write and turn in a Performance Reflection on one dance. You can write on a dance from the Fall Dance Concert or the Twin Cities dance concert. (Non-majors who do not attend a Twin Cities dance concert can write on the Fall Dance Concert.) If you elect to write on the Fall Dance Concert and are performing, you need to submit a Performance Reflection on a dance you are not in. Please submit a hard copy of your Reflection; they are due the next class day after the concert, or the Monday of finals week. No exceptions. For every day you are late, 1% will be deducted from your total grade. Place your paper the bin to the right of my door (PAC 210) along with a ticket stub firmly stapled to the Performance Reflection. See attached Guidelines and Rubric (5%).

Methods of Assessment1. observation of performance in class 2. rubrics 6. skills test (1) 7. mid-term evaluation & conference

8. Performance Reflection 9. attendance of dance concerts General Rubric for GradingA = Excellence is for students who show a hunger to know, a passion for learning, a willingness to take risks and integrate corrections. Excellence means striving for the best at all times and demonstrating exceptional growth toward movement SKILLS. A student working at an A level goes after the best, consistently demonstrating exceptional EFFORT, day after day.B = Good is for students who do their work with uniform consistency. Showing dedication, a willingness to take new steps, concentration on consistent work habits, a student working at a B level demonstrates increased accomplishment of movement SKILLS during the semester. A B is for a student who demonstrates EFFORT, day after day.C = Basic is for students who do their work and actively participate in class, but lacks the energy or will it takes to push to new heights. Even though present in class, a student working at a C level does not fully engage in dancing. Having accomplished some SKILLS during the semester, both the student and the teacher know that is could be better. Work habits or EFFORT is inconsistent. A C is for a student who could accomplish more.D = Unsatisfactory is for students that have not done their work regularly. Lacking the necessary energy passion, or EFFORT for dance, a student working at the D level has shown little improvement in movement SKILLS. Consistently leaving class early or coming late, a D student is not interested in passing or improving their dancing.F = Failing is for the student who has missed so many classes, been tardy, left class so much that there is no base which to grade. Try again semester!More Details Regarding Your Grade1) Concert Attendance: You must attend the December Dance Concert and the Student

Dance Concert. For the December Dance Concert, make sure to sign the attendance sheet that will be in the Ted Paul lobby after each performance. For the Student Dance Concert, please see me so I can check off your name. If you are performing in either concert, there is no need to sign the attendance sheet or see me; I will have your names. Dance Majors must attend a Twin Cities dance concert, yet to be determined by the Dance Program. Non-Majors must the December Dance Concert. Reminder: there are NO exceptions to this concert requirement. Failure to do so will lower your letter grade by a full letter grade (A to B, B to C, etc.). 2) Attendance: You must attend class to develop dance skills and progress in class. You are expected to attend every class. Excessive absences, for any reason, even if illness or

crisis, will lower your grade according the following formula: After THREE absences, your earned grade will lower by one full letter grade (A to B, B to C, etc.). 3) Tardy Policy: You are expected to attend every class and to be dressed and ready to move on time. NO ONE will be allowed to participate if class has already begun. If you arrive late, you may observe class, write your observations and turn them into the instructor. This will be counted as 1/2 absence. If you do not turn in observations, you will receive a full absence. If you leave early, this will be considered a full absence as well. 4) Midterm Evaluation: Mid- semester, you will receive notice of your current standing. You will receive a completed SKILLS Rubric from the instructor. This will be a grade for SKILL and the the number of Absences/Tardies. This is the time to discuss with the instructor what you can do to improve by the end of the semester.

Minnesota State University, Mankato Department of Theatre and Dance

MUS 328 Advanced Modern Dance

Course Description and ObjectivesThis course is a continuation of DANC 228 Intermediate Modern, building a foundation of skills necessary for the technique and performance of modern dance. It is intended to enhance the dance student’s flexibility, strength, body alignment, coordination, balance, kinesthetic awareness, personal range of motion, musicality, improvisational methods and creative collaboration through modern dance techniques. Activities will include warm-up, locomotion and center combinations. Topics concerning the history of modern dance will also be included.Online Website: https://d2l.mnsu.edu/Course RequirementsAttendance: This course follows the Attendance and Tardy Policy for Dance Courses (a copy of which is included toward the end of this syllabus). For a student to become skilled in the techniques of Modern Dance the student must partake in class—we learn to dance by doing. Students are required to attend the class sessions. Students who do not satisfy the required attendance policy will receive a deduction from their grade. Students are allowed 3 absences for the semester without penalty. After the 3 allowed absences, the student will receive a full letter grade deduction from their overall grade for each absence thereafter. For example, if a student has obtained an overall grade of B+ at the end of the semester, but has 4 absences, the student’s grade will be adjusted to a C+. Note that there are no distinctions made between “excused absences” and “unexcused

absences.” Absences are absences no matter the cause or reason, i.e. medical excuses are considered the same as truancy. A doctor’s note is unnecessary.Participation in Dance Class: Interruptions to the flow of class is disruptive to the entire class. Be on time. It is recommended that you arrive early to warm up your body before class begins. If you need to leave class early, please inform me before the start of class. Proper attire is an essential part of class participation (please see dress code). Full participation through the entire class is expected—please inform me of any injuries that may keep you from full participation, either before class if these are known, or as soon as possible if they should occur during class. Class shall follow standards of etiquette typical for the Dance discipline: showing respect for instructors and fellow students, no talking during organized exercises, and no gum chewing. Participation will be graded on attitude, effort, execution of movement, improvement, and classroom discipline and conduct.Concert Attendance Requirement: It is required that students attend dance performances. Details will be discussed in class. GradingGrading is based on:

Class Attendance as defined above 90% Class Participation 10% Concert Attendance Requirement

NOTE: Extra credit opportunities will not be given to make up for missed classes. Similarly, attending classes of other dance courses will not be accepted as substitutes for the missed classes of this course.

Other IssuesDress Code for Dancers: Proper attire is mandatory. Ignoring the dress code will affect your class participation grade, or in extreme cases, forfeit your ability to participate in the class. Only clothes that snuggly fit the body (such as leotards, tights or leggings, unitards, fitted dance tops) are allowed. Attired as such allows for freer mobility and the proper evaluation of body alignment by the instructor. Baggy closes, oversized sweatpants, hooded sweatshirts, socks, dance shoes, hats and jewelry are not allowed. Larger clothes may be worn during the first part of class for warm-up but should be shed as the class progresses.Physical Contact in Dance Class: Dance is a physical discipline involving very specific techniques and forms requiring physical contact between participants and corrections from the instructor through tactile means. In order to help the student find correct placement and range of movement, the instructor will make corrections with physical contact. If you are uncomfortable being corrected in this manner, please make an appointment so I may respect your wishes in this matter.

General Policies and ConcernsAcademic Misconduct: Students are expected to complete and represent their work honestly, cite sources appropriately, and respect each other’s academic endeavors.Accommodations for Religious Observances: After making the necessary arrangements ahead of time, students will be allowed to take examinations and submit assignments that cannot be completed on time because of religious observances.Classroom Behavior: Any behavior that impedes the learning of students in this class is unacceptable. This includes the use of cell phones, disruptive talking, use of computers for non-class use, and personal attacks on any individual in the class. Complaint Procedures—Students may direct complaints to the chair of the department or to the offices responsible for enforcing specific University policies. Students are stronglyencouraged to discuss the problem with the instructor prior to contacting the chair of the department.Grade Appeals: Students may appeal grades on the grounds that they are based on capricious or arbitrary decisions by the instructor. Procedures are available in the department office and/or the Dean’s office.Incomplete Work: Students who have performed successfully until the end of the semester but cannot take the final exam or complete some limited amount of course work due to illness or other unusual causes beyond their control (proof may be required), may receive an “incomplete” grade in lieu of a final grade. This material must be completed prior to the end of the next semester or the grade automatically reverts to an “F” grade at that time.Nondiscrimination: The University does not discriminate on the basis of age, race, sex, color, creed, national origin, disability, sexual orientation, veteran status, religion, ancestry, pregnancy, marital status, parental status, or any other protected status recognized by state or federal law.Sexual Harassment: Sexual harassment is reprehensible and will not be tolerated in class or the University. It subverts the mission of the institution and threatens the careers, educational experience, and well-being of students, faculty, and staff. The University will not tolerate behavior between or among members of the University community that creates an unacceptable environment.Students with Disabilities: Students who need special accommodation in order to meet any of the requirements of this course should speak to the instructor at the beginning of the semester.

ATTENDANCE AND TARDY POLICY FOR DANCE COURSES

Attendance Policy: The following policy applies to all Dance Program courses, both studio and classroom-based, unless otherwise specified by the class instructor and/or syllabi.• For classes that meet 2 or 3 times a week: Students are expected to attend every class.

Excessive absences, for any reason, even for illness or crisis will lower your grade according the following formula: after THREE absences, your earned grade will fall by one full letter grade for each absence (A to B, B to C, etc.). If there are extraordinary circumstances requiring class absences, please speak to your instructor immediately; these will be considered on an case-by-case basis.

• For classes that meet once a week: Students are expected to attend every class. Excessive

absences, for any reason, even for illness or crisis will lower your grade according the following formula: Students are allowed ONE absence. With TWO absences, your earned letter grade will automatically drop by 20%. THREE classes missed will result in an F.

Excused absences: There are official events of the Department of Theatre & Dance and other MSU activities that may be excused absences. For example, performances of the “kiddie tour,” as well as participation in ACDFA and KCACTF are excused. The student must speak with their instructor prior to the event to request approval to be excused for these events and a letter showing proof of participation may be required.It is important to note that medical excuses are considered the same as truancy; therefore, a doctor’s note explaining a student’s absence is unnecessary. The attendance policy is such that it allows for three absences without penalty, which should cover the usual medical situations, like sickness or simple injuries, which a student may encounter during a semester. If a medical situation arises where the student is unable to participate for multiple classes, thereby going beyond what the policy allows (for example, a broken foot or Mononucleosis, or “Mono”), the student must communicate the situation to the instructor in a timely manner. If the student is given doctor’s restrictions that would cause extended absences or restrict full participation in class, the student is encouraged to withdrawal from the course.Tardy Policy: You are expected to attend every class and to be dressed and ready to move on time. Students are not allowed to participate if they are late and class has already begun. For studio classes: if you arrive late, you may observe class, write your observations and turn them into the instructor. This will be counted as 1/2 absence for the class. If you do not turn in observations, you will receive a full absence. For classroom-based courses: the instructor will make note of the tardiness and it will affect the student’s participation grade. Likewise, if you leave class early without receiving permission from the instructor, this will be considered a 1/2 absence as well.

Minnesota State University, Mankato English 242W-06 Introduction to Creative Writing Fall 2011 Instructor: Nick Healy Class schedule: 6 to 8 p.m. Monday (required weekly chats); otherwise, the schedule is self-determined Office hours: by e-mail or appointment Phone: 507-388-0778 E-mail: [email protected] Required texts: Mooring Against the Tide (Knorr & Schell), Flash Fiction Forward (Thomas & Shapard,, Eds.), Contemporary American Poetry: Behind the Scenes (Van Cleave) Course description: This course will help you identify the tools and techniques necessary to write vivid poems and stories that will have an impact on readers. You will apply the skills we study and practice to create finished products for a public audience. Your job: This is a creative writing class, so you will do a lot of writing. Some of this writing will be purely personal and intended only as practice, but the focus of this class is writing for an audience. Your aim should be to write stories and poems meant to entertain and engage others, and you will sometimes make your writing public by sharing the text with your online classmates. You will also do a good deal of reading and will sometimes be quizzed on the assigned reading. Do not expect that this class will be easy because it is online or because it involves a creative process. You will have to commit time to reading and writing, and you will have to be determined to study the craft of writing and to take the risks of trying—really putting your best into what you write—and of sharing your work with others. You should:

1. Do all the reading and do it carefully. This class will ask you to read as a writer, meaning you will learn to look critically at the techniques of poetry and prose and the choices made by other writers.

2. Participate in class chats (Mondays at 6 p.m.) and online discussion groups (asynchronous online discussions where your input is required during a specific, but wider, time frame). Express your opinion. Raise questions.

3. Complete all assignments and complete them on time. Unless otherwise specified, all submissions should be typewritten and free of grammatical errors.

4. Keep up every week and attend every chat. We learn to write by reading, discussing, and practicing the act of writing. That’s what we’ll do each week. You will need to be on top of things. You cannot learn writing by reading a text and taking a test now and then. Missing the chat sessions and failing to

keep up on work will hurt your grade. Missing more than two chats will cost you a full letter grade for the semester. If you are unable to attend a class due to illness or emergency, please e-mail or call me in advance. The responsibility for making up any missed work is yours.

Online Technical Requirements

See "Technical Requirements" at http://www.mnsu.edu/ext/online/technical.html.

You need to have a RELIABLE Internet connection in order to be able to access the D2L classroom platform for chats and discussions. For this class, I would also like you to save your files in the older .doc format (rather than the newer .docx format) of MS Word. If your word processor normally defaults to .docx, all you need do is use the "Save As" command to save in the .doc format.

Grading 50 percent for exercises, response papers, early drafts, and other work 25 percent for preparation, participation in online discussions, and quizzes 25 percent for revised work (final stories and poems)

Introduction to Experiential Education Fall 2011 Syllabus

Instructor: Jeremy Pincosy [email protected] EXED 202 sec 2 Office: AH 115 Hours by Appointment M & Wed 11am-12:20pm Phone: (507) 389-1116 Room: AH 321 Course Description: This course will introduce students to the foundations of experiential education. Experiential education is a learning approach that relies on direct experience followed by personal and group reflection. Since the class itself will be taught experientially, potentially unfamiliar teaching strategies will emerge for discussion and reflection. A wide variety of experiences initiated by the students and myself will provide ample opportunity to discuss when and how experiential education can be used. These experiences will lead into discussion about the historical roots, philosophy, methodology and current use of experiential education. Course Objectives: 1) Be able to effectively communicate and utilize the methodologies and philosophy of experiential education. 2) Grow and learn together as a community. 3) Gain a greater understanding of personal learning strengths and weaknesses. Texts: Teaching for Experiential Learning, Scott D. Wurdinger and Julie A. Carlson D2L – Readings will be assigned as needed and available on-line. https://d2l.mnsu.edu/ Grading: An Unknown Rubric(the method chosen by the class): A rubric which will be disclosed at the end of the semester. Just complete everything, show up to class, participate and there will be nothing to worry about. Assignments will continue to be returned for completion if they are incomplete or of poor quality. If you put diligent effort into the class, and complete everything you will most likely get an 'A'. Projects and Experiences: -There will be a weekly assignment due every Wednesday at the beginning of class. -Final Projects will be presented during the last few weeks of class. The final project will be a demonstration of a significant learning experience of the student's choice. -We will utilize the MNSU high-ropes challenge course.(date TBA) Accessibility Note: Providing equal access and opportunity for students with disabilities to programs and activities offered through this course is of great importance to me in this class. Please

contact Disability Services at 507-389-2825, Memorial Library 132, as well as myself, so that we can make any necessary accommodations. Group Learning and Personal Conduct: Each student is responsible for maintaining a safe, positive learning environment that is supportive of diverse perspectives and values. Be mindful of how your comments and other forms of communication might effect other class members.

Day Date: Class Content Assignments due:Mon 08/22/11 Student Directed Learning, SyllabusWed 08/24/11 Defining Experiential Education, Final syllabus

Mon 08/29/11 Read TFEL ch.1,Weekly project

Wed 08/31/11Mon 09/05/11 No Class No Class

Wed 09/07/11 TBA D2L reading, Weekly projectMon 09/12/11

Wed 09/14/11 TBA D2L reading, Weekly projectMon 09/19/11Wed 09/21/11 Read TFEL ch.2, Weekly projectMon 09/26/11Wed 09/28/11 Read TFEL ch.3, Weekly projectMon 10/03/11Wed 10/05/11 Read TFEL ch.4, Weekly projectMon 10/10/11Wed 10/12/11 Read TFEL ch.5, Weekly projectMon 10/17/11Wed 10/19/11 Read TFEL ch.6, Weekly projectSat TBA

Mon 10/24/11

Wed 10/26/11 TBA D2L reading, Weekly project

Mon 10/31/11

Wed 11/02/11 TBA D2L reading, Weekly project

Mon 11/07/11Wed 11/09/11 Education Reform TBA D2L reading, Weekly projMon 11/14/11 Final Project PresentationsWed 11/16/11 Final Project PresentationsMon 11/21/11 Final Project PresentationsWed 11/23/11 No Class No ClassMon 11/28/11 Final Project PresentationsWed 11/30/11 Final Project Presentations

Experience – Class Learning Tools Day1: O2O facilitator training

Reflection – Philosophical Background: Dewey to Kolb

Read Crosby(all) on D2L, Weekly project

Experience and Reflection – Class Learning Tools Day2: Reflective Listening

Experience – Group Dynamics Reflection - Group Dynamics – Group Life

Cycle Experience -Active LearningReflection – Active Learning

Experience – Problem Based LearningReflection – Problem Based LearningExperience – Project Based LearningReflection – Project Based Learning

Experience – Service LearningReflection – Service Learning

Experience – Place-based LearningReflection – Place-based Learning

Experience – MNSU High-Ropes CourseExperience – Wilderness, Nature and

ExperienceReflection – Wilderness, Nature and

ExperienceExperience and Reflection -Technology and

Experiential LearningExperience and Reflection – Controversial

IssuesExperience and Reflection - Learning Styles

and Multiple Intelligences

HLTH 210-04

First Responder Advanced First Aid & CPR Course Syllabus Fall 2011

Credits: 3.0Meeting Days: Monday, Wednesday, FridayMeeting Time: 8:00-8:50amMeeting Place: Pennington Hall #116

Instructor: Mark Windschitl, Ph.D., CHESOffice Hours: Monday 9-10, 11-2; Wednesday 9-10, 11-3; and Friday 9-10 or via E-MailEmail: [email protected]• Course Description

This course provides the knowledge and skills necessary in an emergency to help sustain life, reduce pain, and minimize the consequences of injury or sudden illness. This course includes an advanced level of First Aid certification and all aspects of cardiopulmonary resuscitation (CPR).

• Course Prerequisites

None III. Course Objectives

By the end of the course the student will be able to: Explain how the Emergency Medical Service (EMS) works and list

the roles and responsibilities of an Emergency Medical Responder (EMR).

Identify guidelines to follow to ensure personal safety and the safety of others at the emergency scene.

Identify ways in which diseases are transmitted and describe the standard precautions to prevent disease transmission.

Explain medical, legal, and ethical responsibilities of an EMR and the issues that may arise.

Explain what happens in the body if one or more body systems fail to function.

Explain the conditions that require an emergency move, and the safety precautions to follow when lifting and moving a victim.

Explain and demonstrate the purposes of the primary assessment and secondary assessment.

Recognize the importance of effective communication within the EMS system.

Recognize breathing emergencies (i.e. choking, respiratory distress, etc.), and demonstrate how to provide proper care for each breathing emergency.

Identify and demonstrate the use of breathing devices. Identify the major risk factors for cardiovascular disease (CVD) and injury,

and describe how to control them. Recognize the signs and symptoms of a possible heart attack, and describe

how to care for someone who is experiencing persistent chest pain and/or other signs and symptoms of a heart attack.

Demonstrate how to provide cardiopulmonary resuscitation (CPR). Recognize the signs and symptoms of medical emergencies (i.e. diabetes, seizures, poisoning, strokes, heat & cold emergencies, bites/stings, etc.), and describe both the general and specific care for medical emergencies.

Recognize the signs and symptoms of shock, and describe how to minimize the effects of shock.

Recognize life-threatening bleeding and demonstrate how to control it. Recognize the signs and symptoms of various soft tissue and

musculoskeletal injuries, and demonstrate how to care for them. Explain complications that could occur during pregnancy and/or labor and

delivery. Identify common problems in pediatric and geriatric victims. Describe the basic response to a HAZMAT incident. Describe the purpose and functional positions of the incident command

system (ICS). Explain the principles of triage and its different systems. Explain the basic elements of preparation and planning for different types of

disasters (natural, CBRNE, WMD, etc.) and describe the steps to the response.

IV. Required Text & Class Materials

American Red Cross. (2011). Emergency Medical Response. Staywell: Pennsylvania.

V. Required Course Materials

1- Adult manikin lung 1- Baby manikin lung 1-Pocket Mask

VI. Requirements of StudentsAttendance:

Attendance for the entire scheduled class session is expected & required of all students. Roll will be taken, or an in class assignment will be given each class period. You must be in attendance to receive these points. This is a certification course, where a certain amount of “seat time” is required for certification to

occur. In other words, missing class will have a negative effect on your ability to get certified.I realize that you are adults, and you make choices regarding where and how you spend your time. However, if we complete an in-class activity on a day you choose to be somewhere else, you will not be able to earn those points.If you miss class, all allowable make-up/missed assignments should be completed BEFORE the beginning of the next class session. If you fail to do this, the work will not be accepted. It is your responsibility to make an appointment or contact the instructor to make up missed work, if necessary.After three (3) class periods that were “missed”, “left early”, or “arrived late” – your grade will drop a full letter grade; no matter if they are excused or unexcused absences. Each absence thereafter will constitute a full letter grade reduction. [For example, if the grade book states 90% (A), and if you have missed, left early, or arrived late for a class period three times, the grade becomes a “B”.]

Participation is a factor in the final grading process. All students are expected to enthusiastically participate in class discussions and activities. This does not mean surfing the Internet, texting your friends on your cell phone, reading/ studying for another class, or reading the newspaper/ magazine during class time.

Laptops are to be used ONLY for the purpose of taking notes during lecture sessions. Any laptops that are open during videos, class discussions, guest speakers, homework assignments, exams, etc. will result in a loss of participation/attendance points for that day. If the misuse of laptops becomes an issue, NO laptops will be able to be used in class for the remainder of the semester. Please turn off or silence all cell phones before class. Ringing cell phones or texting during class disrupts the flow of the course material & hands-on practical’s. Text messaging during class will also result in loss of participation/attendance points.

Class assignments must be turned in on time. One (1) point will be deducted for each day that an assignment is turned in late. After one (1) week, the assignment will not be accepted, and the score will become a “0” in the grade book.

Exams/Quizzes:

There will be several written quizzes/exams given through-out the semester. NO MAKE-UP EXAMS WILL BE GIVEN WITHOUT PRIOR NOTICE GIVEN TO THE INSTRUCTOR.A final comprehensive exam will be given during the last week of the course or during the scheduled final exam time. NO OTHER TIMES WILL BE ALLOWED.Practical exams will be given periodically throughout the course. Practical exams will test/ assess skills learned in class, such as: CPR, AED, choking, bandaging, splinting, and patient assessment.ONE retake exam is available for each of the exams, with the exception of the textbook exams.

(HumanPerformanceconsolidqtedallcoursedescriptionsinthefollowingdocument)

Category 11 GECCIG

Human Performance

Activity Class Report

Submitted by:

Kara L Pfingsten, Adjunct Faculty

January 2012

2

Category 11 GECCIG

Human Performance Activity Class ReportA. Report Introduction and InformationGoal Area 11: Performance and ParticipationGoal: To prepare students for responsible and effective participation in groups and communities.NOTE – All HP Activity Classes will satisfy:“(c) participate cooperatively in group athletic activity or artistic performance.” All statements below reflect information that is taken directly from each course syllabi.B. Report KeyArrangedThis class is offered for students with special needs. Each course will be tailored to the student.N/OClass is currently not offered.N/AThese classes are offered for MSU athletes. They receive credit for participation in their designated sport. This also includes Dance Line and Cheerleading. All of these teams meet“criteria c” because the athletes all participate in a group athletic activity.C. Human Performance Courses and JustificationHP 101 – Adapted Exercise (Arranged)HP 103 – Fitness for LivingOne of the course objectives is to expose students to a variety of fitness activities to promote a healthy lifestyle. Course activities include daily fitness and exercise group activities.HP104 – Adult Fitness (N/O)HP 105 – Beginner and Advanced Beginner SwimmingCourse objectives include refining swimming skills, learning water safety skills, learning water rescue skills, and cultivating an appreciation for swimming as fitness, leisure, and lifetime activity.HP 107 – Orienteering (N/O)

3HP 114 – B & B: BillardsCourse objectives include developing basic fundamental skills and a basic understanding of equipment, rules, and etiquette of billiards. Content includes mini-lectures, games, and tournament play.HP 114 – B & B: BowlingCourse objectives include developing fundamental skills needed for bowling which include developing an understanding of basic rules, scoring, and etiquette of bowling. Content includes mini-lectures, basic strategies, games, and tournament play.HP 117 – Aerobic ConditioningThis is an activity based class intended to expose students to a wide variety of aerobic activities and instruct the student on the basic components of cardiovascular fitness. Course activities include daily group fitness and exercise activities, a group project, guest speakers, and a fitness related article review.HP 130 – Self Defense for WomenCourse objectives include working on basic self-defense techniques and strategies to avoid physical confrontation and potential attacks. Each class will include discussion and participation in physical techniques.HP 138 – Beginning HorsemanshipCourse objectives include the ability to identify the differences between English and Western riding styles, equipment, terminology, and competitive events. In addition, the student will be aware of general riding etiquette and safety precautions when riding in groups. Class format will include riding lessons and classroom lectures/videos.HP 139 – Winter Survival (N/O)HP 143 – Aqua ExerciseThis course focuses on the development of cardiovascular fitness, strength, flexibility, and endurance through a variety of exercise formats in the water. Course objectives include developing an appreciation for aqua-exercise as a lifetime activity in our society.HP 145 – Aquatic Conditioning and Water Polo (N/O)HP 146 – Intercollegiate Bowling (N/A)HP 147 – Intercollegiate Cross Country (N/A)HP 148 – Intercollegiate Softball (N/A)HP 149 – Intercollegiate Volleyball (N/A)HP 150 – Intercollegiate Wrestling (N/A)

4HP 152 – Intercollegiate Track and Field (N/A)HP 153 – Intercollegiate Swimming (N/A)HP 154 – Intercollegiate Football (N/A)HP 155 – Intercollegiate Basketball (N/A)HP 156 – Intercollegiate Baseball (N/A)HP 157 – Intercollegiate Golf (N/A)HP 158 – Intercollegiate Tennis (N/A)HP 159 – Intercollegiate Hockey (N/A)HP 161 – Intercollegiate Soccer (N/A)HP 166 – Team Game SkillsThe purpose of this course is to expose students to various team games. Skills, strategies, rules, and officiating procedures will be provided to the students. Active participation is a requirement of this course.HP 174 – Individual Dual Activities – Track and FieldThis course studies the methods for teaching the mechanics of various track and field events and examines the training concepts/theories for various events. Course objectives include understanding the organization and management of a track and field meet.HP 175 – Fitness ActivitiesStudents will gain knowledge in the areas of: resistance training, physical conditioning, and designing their own lifelong physical activity routine. All aerobic and anaerobic exercises will be conducted and practiced in class.HP 176 – Lifetime Activities I – TennisThis course is intended to teach basic skills and techniques used in the game of tennis, which include rules and scoring, basic strokes/swings, and how to play doubles and singles matches. Students must demonstrate basic skills and participate in daily activity.HP 176 – Lifetime Activities I – BadmintonCourse objectives include developing basic fundamental skills needed in the game of badminton. This will include an understanding of rules, terminology, and etiquette of badminton. All students will be required to participate in daily drills, games, and tournament play.

5HP 176 – Lifetime Activities I – RacquetballThe purpose of this class is to provide an overview of basic skills, strategies, terminology, etiquette, and rules of racquetball singles and doubles play. Class participation is mandatory and will be required for part of your grade.HP 177 – Lifetime Activities II – GolfObjectives of this class include learning the fundamental skills of golf, rules, terminology, etiquette, and courtesies of golf. Also, students will develop an appreciation for golf as a lifetime sport. Attendance and participation is required.HP 178 – Social, Folk, and Square Dance TechniquesCourse objectives include identifying and demonstrating various dance movements and skills of social, folk, and square dance. This includes demonstrating an understanding of dance in various cultures and historical periods. Students will also demonstrate partner/group skills for dances.HP 179 – Winter Activities – Beginning/Advanced SkiingCourse objectives include learning and developing the fundamentals of skiing to include understanding of equipment, etiquette, and learning an appreciation for skiing as a lifetime sport. Evaluation includes attendance and participation in all classes.HP 179 – Winter Activities – Cross Country Skiing (N/O)HP 179 – Winter Activities – SnowboardingObjectives of this class are to learn and begin to develop the fundamental skills of snowboarding. This will include learning about equipment, etiquette, and developing an appreciation for snowboarding as a lifetime sport. Evaluation includes attendance and participation in all classes.HP 179 – Winter Activities – Ice SkatingCourse objectives include learning a variety of skills in the area of ice skating and practicing the mechanics of each skill. Focus will be on individual ability as well as a group routine which involves demonstration of skills from various levels.HP 180 – Introduction to HandballThis course is designed as an introductory level activity program for handball players. Focus will be on rules and fundamental skills. Daily activity will include drills, games, and learning appropriate handball etiquette.HP 181 – Advanced HandballThis course is designed as an advanced level activity program for handball players. Focus will be on increasing student aptitude in the sport of handball. Daily activity will include drills, games, and learning appropriate handball etiquette.HP 182 – Aquatic SkillsThis course is designed to help students learn the basic principles and techniques of swimming

and aquatic activities. The course will cover stroke technique, conditioning, basic water rescue,

6water exercise, and aquatic games. Students will have the opportunity to gain practical experience teaching aquatic skills and swimming related activities.HP 190 – Sport Activities – ScubaThis class is the first of a two step process to prepare students for the PADI Open Water Scuba Diver certification. Students will gain the knowledge and skill development to prepare them for open water training dives. They will also be instructed in the 10 key safety rules of scuba diving.HP 190 – Sport Activities – Tae Kwon DoTo complete this course, the student must acquire a basic knowledge of Tae Kwon Do skills, self defense, discipline, and basic terminology. The student must demonstrate combination and intermediate techniques in a group setting.HP 190 – Sport Activities – KarateThis is an introductory class in Shotokan Karate. Students will be exposed to basic moves, conditioning, self defense, and techniques. Each student will be graded on basic moves, drill techniques with a partner, and demonstration of a pre-arranged form.

HP 190– Sport Activities – Danceline (N/A)

HP 190– Sport Activities – Cheerleading (N/A)

HP 241– Sailing (N/O)

HP 242– Canoeing (N/O)HP 245 – Intermediate SwimmingThe objective of this class is to develop and refine basic swimming skills, stroke techniques, and basic knowledge of swimming. The course will also develop personal safety skills and basic rescue skills while allowing participants to enjoy and appreciate swimming as a leisure and lifetime activity.HP 248 – Stroke Analysis (N/O)HP 250 – Lifeguard TrainingThis course is designed to train students in the required skills, knowledge, and safety procedures involved in being a lifeguard. Students will be required to demonstrate all critical skills and perform final skill scenarios to ensure safety of participants.HP 252 – Sports Officiating TheoryThis class has not been offered for some time. It is scheduled to be offered in the summer 2012 schedule as an “on-line” class. Course purpose, objectives, and format are currently being developed and updated.

7HP 257 – Water Safety Instructor (WSI)Course objectives include the ability to plan, conduct, and evaluate Swimming and Water Safety courses. At the completion of this course, students will be able to monitor participants practice and provide feedback and encouragement. They will also be able to customize group courses to meet participant needs and maintain complete and accurate records and reports.HP 291 – Concepts of FitnessStudents taking this class will be able to estimate personal fitness status and readiness for individual and group physical activity. They will also be instructed and given information in the areas of basic fitness prescription, interval training, health benefits, myths of obesity, resistance exercise and stretching, and preventing and self-treating common injuries and illnesses related to physical activity.

KSP 220W: Human Relations in a Multicultural Society (Sect 1 & 3)

Tentative Course Syllabus and Schedule Spring 2012

Course Description In KSP 220W, students will be exposed to many aspects of human relations in a multicultural society. This course prepares students to critically examine the social and cultural foundations of inequality in the society and in public education. This main purpose of this course is the study and application of positive relationships in diverse communities in school and the larger community, through in-class explorations as well as service learning work in schools and the community (18 hrs). The course places a strong emphasis on community building. Course Objectives

1. Understanding of Ourselves: To increase students’ self-awareness of their beliefs and values, deepen their understanding of themselves as individuals, citizens and members of various communities, and to develop one’s self-concept/self-esteem.

2. Communication, Collaboration and Conflict: To develop students’ personal communication skills and strategies for dealing with conflict, as well as listening and responding to others with different ideas and values.

3. Diversity, Prejudice, Bias and Oppression: To increase students’ understanding of the concepts of Diversity, Prejudice, Bias and Oppression: what they are, what their significance is and what they look like in practice.

4. Experiences of Cultural Groups: To examine the histories and life experiences of cultural groups that experience oppression in the U.S. In this course, diversity refers to all ways in which people differ, including ethnicity, language, religious

Instructor Dr. Anne Dahlman E-mail [email protected] Tel. 507-389-5703 Office Location Armstrong Hall 312H

(go through AH313) Office Hours Mon: 10:30-11:30, Tue: 12-2; 3:30-5, Wed

10:30-12; 2-4, Th: 10-12 Class Time/ Location

Section 1: Mon/Wed 9-10:15 am, AH321 Section 3: Tue/Th 1-2:15 pm, AH321

Any student who feels she/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please

contact the Office of Disability Services at (507) 389-2825 (V) or 1-800-627-3529 (MRS/TTY) in Memorial Library, Room 132, to coordinate reasonable

accommodations for students with documented disabilities.

practices, sexual orientation, ability, socio-economic status, gender, and other differences.

5. Pluralism: To explore how to support a pluralistic view of human relations, both in the school context and in the wider society.

Required Course Material Textbook: Koppelman, K. L. (2011). Understanding Human Differences: Multicultural Education

for a Diverse America (3rd ed.). Pearson. ISBN: 9780131381308 Book Club Book: Pipher, M. (2002). In the middle of everywhere: Helping refugees enter the American

community. Harcourt, Inc. ISBN: 978- 0156027373 Other readings as assigned by instructor (on D2L) Other Tools: Keirsey Temperament Sorter (.55/.70) My Writing Lab CD (around $30) One-inch binder and 8-tab divider:

1. Course Information (syllabus, calendar, etc.) 2. Understanding Ourselves (self-assessments, etc.) 3. Chapter Tasks 4. Diversity Groups 5. Book Club 6. SCORE Project 7. Group Teaching 8. Misc.

What’s special about this course?

Reflection: This course will require you to reflect upon your life experiences. You will have opportunities to explore your thoughts, feelings, and behaviors in regard to your relations with and impressions of others. In addition to informing and enlightening you, discussions, readings, and writings are intended to assist in developing your interpersonal and teaching skills. Experience: We know from research that things that are “unknown” and different can cause anxiety and fear. During this class, you will have the ability to practice your skills and knowledge regarding intercultural communication out in the real world through service learning (18 hours required, outside of class time).

Working Assumptions for the Course

1. Attendance and participation are required at all class sessions. You are considered a critical part of our learning community. You’re expected to behave according to highest professional standards.

2. Your success in the course is based on the assumption that all participants demonstrate open-mindedness, sincerity, intellectual curiosity, respect for the voices, beliefs, and feelings of others, and responsibility for your words and actions

3. We will respect one another. Our beliefs, values, and ideas often differ from one another because we draw from different life experiences. In this class, we will discuss, question, and challenge ideas, but we need to be careful not to attack individuals and create an unsafe and unproductive space.

4. We will challenge our own beliefs, values, and ideas. We need to be open to challenging our own prejudices, assumptions, and interpretations. We also need to expect to discuss things we often do not discuss in public but still feel strongly about. It is okay to feel uncomfortable when we do so.

5. We are here for a positive educational experience. Please carefully read and prepare notes and questions to bring to our class sessions. Ask questions, share your thoughts and feelings, and make this class meaningful to you.

Assignments and Grading Your course grade (letter grade of A, B, C, D or F) will be calculated based on the following course assignments and point values. A grade of I (incomplete) is only possible under most extenuating circumstances and necessitates negotiations between the student and the instructor. All assignments are to be turned in by class time on the due date and via D2L.

Assignment Points Due Date Cultural Autobiography

30

Jan 25/26

Chapter Concepts Tasks

10/chapter

Multiple; See schedule

Group Teaching Session

30


Reflective Response to a Group Teaching Session (2)

30 each=60

One week after teaching session

Three Diversity Events and a Combined Reflective Response

30

1st event Jan = 30/31 2nd event = Feb 27/28 3rd event = March 26/27 Reflection = Apr 9/10

Interview with an International Student and a Reflective Response

30

Interview = Feb 20/21 Reflective Response = Feb 29/Mar 1

MN-Based Native American Research Paper

30

Mar 26/27

Book Club (3)

10 each=30

BC #1=Feb 1/2 BC#2=Mar 19/20 BC#3=Apr 23/24

SCORE Project Drafts and Peer-Review

5 pts each


Other Participation Tasks 5 pts each Multiple; TBA

Course Binder Check Ups (2) 10 pts each=30

1st check up/peer-review = Jan 18/17 2nd check up/peer-review Feb27/28 3rd check up/peer-review = Apr 23/24

SCORE Project (5 prompts)

25 pts/ prompt=125

Apr 25/26

Note: You cannot pass the course without successfully completing your service learning hours/experience (minimum 18 hours).

Grade Percentage A 100 – 90% B 89 – 80% C 79 – 70% D 69 – 60%

Class Policies and Procedures TURNING IN ASSIGNMENTS -> To be determined as a class. CLASS ATTENDANCE -> To be determined as a class. PROFESSIONALISM Demonstrate professionalism through completion of assigned readings and homework, class attendance, professional behavior and comportment. This applies also to the appropriate level of formality in professional communication through e-mail. Breaches in professionalism may result in a Letter of Concern to the Coordinator for Professional Education. In case of student problem behavior and/or lack of professionalism, we fill follow the steps described below in resolving these concerns (established by the Professional Education division at MSU):

1. Informal – discussion initiated by professor (no formal documentation) 2. Advisory – discussion initiated by professor, Communication of Concern form

completed and sent to candidate and faculty advisor.

3. Remediation – development of an Assistance Plan (sent to candidate, faculty advisor and dept. chair)

4. Non-continuance – suspension of training, failure of course and if required, referral out of the program.

ACADEMIC INTEGRITY Academic integrity is expected. Deviations from accepted academic behavior will be dealt with in accordance with Minnesota State University, Mankato student policies and guidelines as outlined in your university student handbook. See www.mnsu.edu/acadaf/policies/ for Academic Policies & Procedures. See www.mnsu.edu/supersite/administration/basic-stuff for the Student Handbook. About Me! I look forward to this semester with excitement! I always learn something new when teaching this course. I believe teachers have one of the most important –and toughest—jobs in our society. I started my teaching career as a middle school foreign language teacher in Finland and then taught ESL teacher to immigrants in Colorado, and have been in higher education since 2002. The best part of my job as a teacher is to see my students chase their dreams and find a meaningful path in their lives. I anticipate a great semester!! MN Board of Teaching Standards of Effective Practice Addressed in this Course: 3D. understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism; 3E. understand how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values; 3F. understand the contributions and lifestyles of the various racial, cultural, and economic groups in our society; 3G. understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture; 3H. understand cultural and community diversity; and know how to learn about and incorporate a student’s experiences, cultures, and community resources into instruction; 3J. know about community and cultural norms 3P. bring multiple perspectives to the discussion of subject matter, including attention to a student’s personal, family, and community experiences and cultural norms; 5L. design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities; 6B. understand how cultural and gender differences can affect communication in the classroom; 6C. understand the importance of nonverbal as well as verbal communication; 6D. know effective verbal, nonverbal, and media communication techniques; 6E. understand the power of language for fostering self-expression, identity development, and learning; 6F. use effective listening techniques; 6F. use effective listening techniques; 6G. foster sensitive communication by and among all students in the class; 6H. use effective communication strategies in conveying ideas and information and in asking questions; 6I. support and expand learner expression in speaking, writing, and other media;

9B. understand methods of inquiry, self- assessment, and problem-solving strategies for use in professional self-assessment; 9E. understand the role of reflection and self-assessment on continual learning; 9F. understand the value of critical thinking and self-directed learning;

**THIS SYLLABUS IS SUBJECT TO CHANGE**

MinnesotaStateUniversity,MankatoMUS101,ConcertChoir

Syllabus

ConcertChoirisacourseforMSUstudentsandthecommunityatlarge.Thefocusistheperformanceofmusicinanensemblesetting,providinganopportunityforstudents,staff,faculty,andcommunitymemberstosharemeaningfulmusical,educational,andsocialexperiences.AttendancePolicyAttendanceatallrehearsalsandperformancesisrequiredofallpersonnel.Shouldyouhaveanillnessoremergency,youmustprovidenotificationtothedirectorthreehourspriortotherehearsal.Anyabsencethatisnotreportedinadvanceisconsideredunexcused.

1. Intheeventthatyouexceedtwoabsences,youwillbeaskedtoleavetheensemble.2. Twotardieswillequaloneabsence.3. Anyoneunabletoattendthedressrehearsalwillnotperformintheconcert,andwill

receiveafailinggradeforthesemester.GradingGradingisbaseduponyourpersonalcommitmentandmusicalcontributiontotheensemble.Becauseitisimpossibletomakeupamissedrehearsal,attendancewillaffectyourgrade.

A‐exemplarymusicalcontribution,ontimeandpreparedforeveryrehearsalB‐consistentlystrongmusicalcontribution,consistentlyontimeandpreparedC‐inconsistentmusicalcontribution,anemergingpatternoflatenessandlackofpreparationF‐poorevidenceofmusicalcontribution,establishedpatternoflatenessandlackofpreparation

EtiquetteTexting,doinghomework,studyingorreadingduringrehearsalisinappropriateandwillnegativelyaffectyourgrade.PleaseSILENCEcellphonesduringrehearsal,andleavehomeworkinyourlocker.PracticePracticeoutsideofrehearsalisexpected.PracticeroomsareavailableonthelowerlevelofthePAC.ConcertAttire(suppliedbytheDepartmentofMusic)Men: BlackTux,withwhiteshireandwhitebowtie,blackdressshoesandsocksWomen: Concertgown,withblackshoesandblackstockings

MinnesotaStateUniversity,MankatoMUS102,UniversityChorale

Syllabus

UniversityChoraleisacourseforMSUstudentsandthecommunityatlarge.Thefocusistheperformanceofmusicinanensemblesetting,providinganopportunityforstudents,staff,faculty,andcommunitymemberstosharemeaningfulmusical,educational,andsocialexperiences.AttendancePolicyAttendanceatallrehearsalsandperformancesisrequiredofallpersonnel.Shouldyouhaveanillnessoremergency,youmustprovidenotificationtothedirectorthreehourspriortotherehearsal.Anyabsencethatisnotreportedinadvanceisconsideredunexcused.





MinnesotaStateUniversity,MankatoMUS103,ChamberSingers

Syllabus

ChamberSingersisacourseforMSUstudentsandthecommunityatlarge.Thefocusistheperformanceofmusicinanensemblesetting,providinganopportunityforstudents,staff,faculty,andcommunitymemberstosharemeaningfulmusical,educational,andsocialexperiences.AttendancePolicyAttendanceatallrehearsalsandperformancesisrequiredofallpersonnel.Shouldyouhaveanillnessoremergency,youmustprovidenotificationtothedirectorthreehourspriortotherehearsal.Anyabsencethatisnotreportedinadvanceisconsideredunexcused.




EtiquetteTexting,doinghomework,studyingorreadingduringrehearsalisinappropriateandwillnegativelyaffectyourgrade.PleaseSILENCEcellphonesduringrehearsal,andleavehomeworkinyourlocker.PracticePracticeoutsideofrehearsalisexpected.PracticeroomsareavailableonthelowerlevelofthePAC.ConcertAttire(suppliedbytheDepartmentofMusic)Men: BlackTux,withwhiteshireandwhitebowtie,blackdressshoesandsocksWomen: Concertgown,withblackshoesandblackstocking

MinnesotaStateUniversity,MankatoMUS106,VocalJazzEnsemble

Syllabus

VocalJazzEnsembleisacourseforMSUstudentsandthecommunityatlarge.Thefocusistheperformanceofmusicinanensemblesetting,providinganopportunityforstudents,staff,faculty,andcommunitymemberstosharemeaningfulmusical,educational,andsocialexperiences.AttendancePolicyAttendanceatallrehearsalsandperformancesisrequiredofallpersonnel.Shouldyouhaveanillnessoremergency,youmustprovidenotificationtothedirectorthreehourspriortotherehearsal.Anyabsencethatisnotreportedinadvanceisconsideredunexcused.




EtiquetteTexting,doinghomework,studyingorreadingduringrehearsalisinappropriateandwillnegativelyaffectyourgrade.PleaseSILENCEcellphonesduringrehearsal,andleavehomeworkinyourlocker.PracticePracticeoutsideofrehearsalisexpected.PracticeroomsareavailableonthelowerlevelofthePAC.ConcertAttireMen: BlackSlacks,solid‐colorshirt,blackshoesandblacksocksWomen: Gown,colorsemphasizingblackandwhite(moreinfirstrehearsal)

MinnesotaStateUniversity,MankatoMUS111,ConcertWindEnsemble

Syllabus

ConcertWindEnsembleisacourseforMSUstudentsandthecommunityatlarge.Thefocusistheperformanceofmusicinanensemblesetting,providinganopportunityforstudents,staff,faculty,andcommunitymemberstosharemeaningfulmusical,educational,andsocialexperiences.AttendancePolicyAttendanceatallrehearsalsandperformancesisrequiredofallpersonnel.Shouldyouhaveanillnessoremergency,youmustprovidenotificationtothedirectorthreehourspriortotherehearsal.Anyabsencethatisnotreportedinadvanceisconsideredunexcused.





MinnesotaStateUniversity,MankatoMUS112,SymphonicBand

Syllabus

SymphonicBandisacourseforMSUstudentsandthecommunityatlarge.Thefocusistheperformanceofmusicinanensemblesetting,providinganopportunityforstudents,staff,faculty,andcommunitymemberstosharemeaningfulmusical,educational,andsocialexperiences.AttendancePolicyAttendanceatallrehearsalsandperformancesisrequiredofallpersonnel.Shouldyouhaveanillnessoremergency,youmustprovidenotificationtothedirectorthreehourspriortotherehearsal.Anyabsencethatisnotreportedinadvanceisconsideredunexcused.





MinnesotaStateUniversity,MankatoMUS115,MaverickJazzBand

Syllabus

MaverickJazzBandisacourseforMSUstudentsandthecommunityatlarge.Thefocusistheperformanceofmusicinanensemblesetting,providinganopportunityforstudents,staff,faculty,andcommunitymemberstosharemeaningfulmusical,educational,andsocialexperiences.AttendancePolicyAttendanceatallrehearsalsandperformancesisrequiredofallpersonnel.Shouldyouhaveanillnessoremergency,youmustprovidenotificationtothedirectorthreehourspriortotherehearsal.Anyabsencethatisnotreportedinadvanceisconsideredunexcused.





MinnesotaStateUniversity,MankatoMUS116,UniversityOrchestra

Syllabus

UniversityOrchestraisacourseforMSUstudentsandthecommunityatlarge.Thefocusistheperformanceofmusicinanensemblesetting,providinganopportunityforstudents,staff,faculty,andcommunitymemberstosharemeaningfulmusical,educational,andsocialexperiences.AttendancePolicyAttendanceatallrehearsalsandperformancesisrequiredofallpersonnel.Shouldyouhaveanillnessoremergency,youmustprovidenotificationtothedirectorthreehourspriortotherehearsal.Anyabsencethatisnotreportedinadvanceisconsideredunexcused.





MINNESOTA STATE UNIVERSITY, MANKATO SCHOOL OF NURSING COURSE OVERVIEW

Academic Year 2011-2012 Course

Number: NURS 101W Course Title: Courage, Caring and Team Building Course Credits: 3 Course Hours: 45 Placement in Curriculum: General Education Categories: 1C: Writing Intensive 11: Performance Participation Course Offerings: Fall Semester: Sec. 1 (004445) Monday 6:00-8:50 in PH0114 Faculty: Section 1 Linda Rossow, RN,BC, MS Adjunct Faculty, School of Nursing

Office: Wissink Hall 354, School of Nursing

Office Hours: Request appointment by email.

Mailing Address: 360 Wissink Hall, Minnesota State University,

Mankato, Mankato, MN 56001-8400

Phone: (507) 345-1487 (h) 507-340-9391 (cell)

E-Mail : [email protected] or [email protected]

Course Description:

This experiential course will prepare students to effectively participate in a variety of groups. Students can expect to experience various group member roles through structured activities within the Minnesota State Mankato culture and with diverse cultures. Students will learn about risk taking, trust building, cooperation and

collaboration in groups, and caring for self and others in the larger community. Student Learning Outcomes:

1. Understand the principles of team building and group process. 2. Recognize the roles of group members. 3. Become self-aware of his/her own cultural beliefs and practices. 4. Gain sensitivity toward a cultural group different from the student's. 5. Experience group cooperation through team building activities. 6. Understand and apply experiences and knowledge gained from this course to groups

and the larger community. 7. Begin to develop an awareness of concepts that support caring for others. 8. Experience the two types of writing- exploratory and formal.

9. Demonstrate basic proficiency in college-level writing. Topical Outline:

This experiential general education course contains four focused areas of study: Writing, Courage, Caring, and Team building. Writing for this course is designed to meet the general education writing intensive criteria and will include both exploratory and formal assignments. The concepts of courage, caring and team building will be experienced within and outside of the classroom. Active learning techniques, critical thinking strategies and a multimedia approach, combined with service learning; will provide an opportunity to support the student’s understanding, integration and application of these concepts.

Teaching Strategies:

Teaching strategies will include guided nursing discussion, case studies and stories, active learning, collaborative learning and critical thinking techniques, conferences which focus on interpretation, analysis, and evaluation of the student's experiences, and written assignments relating to course concepts and the meaning of being a member of a group.

Evaluation Methods:

30 points Class Participation/Attendance 30 points Plagiarism, APA source citation, Journal article critique exercises,

Annotated Bibliography 20 points Community-Based Group Development Experiences and Group

Team building activities 30 points Class Assignments/Book-Movie Questions 20 points Journal Assignments 20 points Caring Paper with references 30 points Courage Paper with references 20 points My Writing Lab modules

Grading Scale:

Final Course grade will be calculated based on the student’s total points for this

course. Final course letter grades will be awarded based on the following scale: A 100 – 93 A- 92.9 – 90 B+ 89.9 – 87 B 86.9 – 83 B- 82.9 – 80 C+ 79.9 – 78 7. C 77.9 – 75 C- 74.9 – 70 D+ 69.9 – 67

C. D 66.9 – 63 D- 62.9 – 60 F. F 59.9 – Below

Required Texts: Baier, S., & Schomaker, M. (1995). Bed number ten. Boca Raton, Florida: CRC Press Stovall, J. (2007). The Ultimate Gift. Colorado Springs, Colorado: David C. Cook Augmented with professional articles. My Writing Lab (Pearson) – CD for a pre-assessment and tutorials of grammar and

paragraph development. Recommended Texts: American Psychological Association (2001). Publication manual of the American

Psychological Association. (6thed.). Washington, D.C.: Author Course Assignments: Class Participation/Attendance: Ongoing and Assessed Based on Each Class Discussion

This includes evidence of individual student attendance and preparation by reading assigned material, completing assignments, participating in critical discussions of the assigned reading and responding to focus questions posed during the discussion.

Plagiarism, APA Source Citation, Journal Article Critique, Annotated Bibliography Exercises

This includes in-class exercises and assignments related to plagiarism, APA style for citing sources in required papers, journal article critiques and creating an annotated bibliography. Each student will develop an annotated bibliography of articles used in preparing the concept papers. The assignment will consist of an annotated bibliography of articles that highlight current phenomena of concern to nursing from the perspectives of courage, caring or team building.

Community – Based Group Development Experiences and Group Team Building Activities

These out-of-classroom experiences are an essential part of exposing the pre-

nursing student to group work, social justice issues, diversity and a real life application of the course concepts: Courage, Caring and Team building. Each group of (3-4) students will be assigned to design and conduct a team building activity during the semester. A written assignment will precede the actual activity and will include the goal, needed materials, the step-by-step procedure for conducting the activity and the expected outcome(s).

Class Assignments/Book-Video questions

Class assignments may be started in class or assigned as out-of-class work on a weekly basis. Assignments may include personal reactions to assigned reading or

videos. Deadlines for completion of the assignments will be included on the weekly schedule.

Journal Assignments

Informal writing assignments will include journaling on a weekly or semi-weekly basis. Journal assignments may include personal reactions to course concepts, interviews across generations, exploring a nursing specialty, etc.

Courage and Caring Analysis Papers

Individual critique and analysis of the concepts of caring and courage as they relate to the profession of nursing. Citations will include 3-5 professional resources. Papers should be 5-7 pages in length, not including cover and reference pages.

Final Examination: none Writing ability:

Writing is expected with all assignments and postings. Written work will be evaluated for writing style, APA format, grammar, punctuation and spelling. My Writing Lab is available for purchase in the bookstore or online and consists of two modules (grammar and paragraph development), each of which you must pass at the 75% level. There is an initial assessment that will take place in the ACC as a class. If you don’t achieve the 75% level on the assessment, there are tutorials to assist you. You need to pass each module for total credit.

Writing Intensive:

Writing Intensive courses must be in at least one general education category. Eligibility for designation as a Writing Intensive course: At least 20 pages (250 words per page) of evaluated written work. At least 10 of the 20 pages must be critiqued, returned to the student for revision, resubmitted by the student, and then re-evaluated.

Faculty could think of two types of writing: 1) exploratory, informal writing of the kind

that appears in learning logs, response journals, and notebooks, discussion boards

and the like. The purpose of this writing is to develop a writer’s powers of perception

and observation, to expand a writer’s thinking repertoire, and to develop a

consciousness of the writing process;

2) more formal writing, directed to an external audience, of the kind that appears in

essay tests and formal papers. This course will consist of both types of writing. Two 7-page formal concept analysis papers will be written on the two concepts of “Caring” and “Courage” using APA format. The papers will be critiqued, returned to the student for revision, resubmitted by the student, and then re-evaluated. In addition, reflective writing, creative writing, and journaling will also be used to enhance and prepare the students for the main professional writing formats.

Statement on Disabilities: Every attempt will be made to accommodate qualified students with disabilities. If you are a student with a documented disability, please see the instructors as early in the semester as possible to discuss the necessary accommodations, and/or contact the Disability Services Office 116 Memorial Library at (507) 389-6825 (V) or 1-800-627-3529 (MRS/TTY). The Office of Disability Services facilitates accommodations for individuals with disabilities which ensure equal access to programs, services and activities offered by Minnesota State University. The office assists with advocacy; alternative format of printed materials; alternative testing services; assistive technology; early registration; notetaking; sign language interpreters; and text on tape. The office also acts as a resource and referral agent for community contacts and disability-related information.

THEA102ActingActivity

Class Syllabus Instructor:PaulFinocchiaro Office:PA212Phone:389‐2118 email:[email protected]:XXXXXXXXXXXXXXXXXXXTextBook:NoneRequiredCourseDescriptionActinamainstageproduction.CourseObjectives‐toparticipateeffectivelyasaperformertocreateanartistictheatricalpresentationseenbyMSUTheatrePatrons.‐tolearnteambuildingskillsnecessaryincreatinganartistictheatricalperformance.‐tolearnandusefundamentalactingskillstocreateanartistictheatricalexperiencefortheperformeraswellastheaudience.GradingCriteriaCriteriaforevaluation

0Unsatisfactory

1Basic

2Satisfactory

3GoodQuality

JobPerformance

Doesnotengageinallrequiredactivities

Engagesinrequiredactivitieswithminimaleffort

Adequatelyperformsallrequiredactivities

Performswellinallrequiredactivities

Attitude

Negativelyimpactsproductionoperations

Occasionallynegativelyimpactsproductionoperations

Adequatelyimpactsproductionoperations

Positivelyimpactsproductionoperations

Attendance

Morethanoneabsence

Oneabsenceorconsistenttardiness

Perfectattendance,mostlypunctual

Perfectattendanceandpunctuality

Initiative

None(0)

Onlyfollowsspecificdirectives(1/3)

Followsdirectivesandoccasionallyextrapolatesworktobedone(2/3)

Followsdirectivesandalwaysextrapolatesworktobedone(1)

[AutomaticFforanunexcused,missedperformance]Gradingscale,mustachieveatleast:A=9‐1/3;A‐=9;B+=8‐1/3;B=7‐2/3;B‐=7;C+=6;C=5;C‐=4;D+=3‐2/3;D=3‐1/3;D‐=3;F=Below3Scaleforassessmentrubric:

0=Unsatisfactory:Disengaged,unprepared,seeminglydisinterested;negativelyimpactstheworkdoneortheworkoffellowworkers;morethanoneabsence;noinitiative;doesnotaskquestions;doesnotfollowdirectives.1=Basic:Partlyengagedbutapparentlydisinterested;occasionallynegativeimpactontheworkdoneorontheworkoffellowworkers;consistentlytardy;followsdirectivesbutnevergoesbeyondthese.2=Satisfactory:Adequatelyengagedinallrequiredactivities;asolidcontributortotheworkathandandtofellowworkers;perfectattendanceandpromptparticipation;followsdirectivesandoccasionalinitiatesownappropriateactivities.3=GoodQualityWork:Alwaysengagedandcommittedtotheactivities;positivelyimpactsboththeworkandfellowworkers;perfectattendanceandpunctuality;followsdirectivesandalwaysinitiatesownappropriateactivities.StudentsWithDisabilities“Everyattemptwillbemadetoaccommodatequalifiedstudentswithdisabilities.Ifyouareastudentwithadocumenteddisability,pleaseseemeasearlyinthesemesteraspossibletodiscussthenecessaryaccommodations,and/orcontactthedisabilityServicesOfficeat(507)389‐2825(V)or1‐800‐627‐3529(MRS/TTY).”

THEA103ManagementActivity

Class Syllabus Instructor:PaulHustoles Office:PAC201 Phone:389‐2118 email:[email protected]:XXXXXTextBook:NoneRequiredCourseDescriptionWorkonstageorhousemanagement,orpublicrelationsforamainstageproduction.CourseObjectives‐toparticipateeffectivelyasastageorhousemanager,orpublicrelationsworkertohelpcreateanartistictheatricalpresentationseenbyMSUTheatrePatrons.‐tolearnteambuildingskillsnecessaryincreatinganartistictheatricalperformance.‐tolearnskillsassociatedwithbehindthescenesworkincreatingatheatricalproduction.GradingCriteriaCriteriaforevaluation

0Unsatisfactory

1Basic

2Satisfactory

3GoodQuality

JobPerformance





Attitude





Attendance

Morethanoneabsence




Initiative

None(0)




[AutomaticFforanunexcused,missedperformance]Gradingscale,mustachieveatleast:A=9‐1/3;A‐=9;B+=8‐1/3;B=7‐2/3;B‐=7;C+=6;C=5;C‐=4;D+=3‐2/3;D=3‐1/3;D‐=3;F=Below3

Scaleforassessmentrubric:0=Unsatisfactory:Disengaged,unprepared,seeminglydisinterested;negativelyimpactstheworkdoneortheworkoffellowworkers;morethanoneabsence;noinitiative;doesnotaskquestions;doesnotfollowdirectives.1=Basic:Partlyengagedbutapparentlydisinterested;occasionallynegativeimpactontheworkdoneorontheworkoffellowworkers;consistentlytardy;followsdirectivesbutnevergoesbeyondthese.2=Satisfactory:Adequatelyengagedinallrequiredactivities;asolidcontributortotheworkathandandtofellowworkers;perfectattendanceandpromptparticipation;followsdirectivesandoccasionalinitiatesownappropriateactivities.3=GoodQualityWork:Alwaysengagedandcommittedtotheactivities;positivelyimpactsboththeworkandfellowworkers;perfectattendanceandpunctuality;followsdirectivesandalwaysinitiatesownappropriateactivities.StudentsWithDisabilities“Everyattemptwillbemadetoaccommodatequalifiedstudentswithdisabilities.Ifyouareastudentwithadocumenteddisability,pleaseseemeasearlyinthesemesteraspossibletodiscussthenecessaryaccommodations,and/orcontactthedisabilityServicesOfficeat(507)389‐2825(V)or1‐800‐627‐3529(MRS/TTY).”

THEA105StagecraftActivity

Class Syllabus Instructor:StevenSmith Office:PA218Phone:389‐3203 email:steven.smith‐[email protected]:XXXXXTextBook:NoneRequiredCourseDescriptionWorkonastagecrewinamainstageproduction.CourseObjectives‐toparticipateeffectivelyonastagecrewtocreateanartistictheatricalpresentationseenbyMSUTheatrePatrons.‐tolearnteambuildingskillsnecessaryincreatinganartistictheatricalperformance.‐tolearnhowtocreateandoperatescenerytosupportatheatricalproduction.GradingCriteriaCriteriaforevaluation

0Unsatisfactory

1Basic

2Satisfactory

3GoodQuality

JobPerformance





Attitude





Attendance

Morethanoneabsence




Initiative

None(0)






THEA107CostumeActivity

Class Syllabus Instructor:DavidMcCarl Office:PA220Phone:389‐2118 email:steven.smith‐[email protected]:XXXXXXXXXXXXTextBook:NoneRequiredCourseDescriptionWorkonacostumecrewinamainstageproduction.CourseObjectives‐toparticipateeffectivelyonacostumecrewtocreateanartistictheatricalpresentationseenbyMSUTheatrePatrons.‐tolearnteambuildingskillsnecessaryincreatinganartistictheatricalperformance.‐tolearnstandardcostumeconstruction,repair,cleaningandpressingskillsnecessarytosupportatheatricalproduction.GradingCriteriaCriteriaforevaluation

0Unsatisfactory

1Basic

2Satisfactory

3GoodQuality

JobPerformance





Attitude





Attendance

Morethanoneabsence




Initiative

None(0)






THEA108LightingActivity

Class Syllabus Instructor:StevenSmith Office:PA218Phone:389‐3203 email:steven.smith‐[email protected]:XXXXXTextBook:NoneRequiredCourseDescriptionWorkonalightingcrewinamainstageproduction.CourseObjectives‐toparticipateeffectivelyonalightingcrewtocreateanartistictheatricalpresentationseenbyMSUTheatrePatrons.‐tolearnteambuildingskillsnecessaryincreatinganartistictheatricalperformance.‐tolearnhowtopreparelightingequipmenttoartisticallyilluminateatheatricalproduction.GradingCriteriaCriteriaforevaluation

0Unsatisfactory

1Basic

2Satisfactory

3GoodQuality

JobPerformance





Attitude





Attendance

Morethanoneabsence




Initiative

None(0)






THEA109SoundActivity

Class Syllabus Instructor:GeorgeGrubb Office:PA206Phone:389‐2118 email:[email protected]:XXXXXXXXXXXXXXXTextBook:NoneRequiredCourseDescriptionWorkonasoundcrewinamainstageproduction.CourseObjectives‐toparticipateeffectivelyonasoundcrewtocreateanartistictheatricalpresentationseenbyMSUTheatrePatrons.‐tolearnteambuildingskillsnecessaryincreatinganartistictheatricalperformance.‐tolearnhowtoprepareandoperatesoundequipmenttoprovidetechnicalsupportforatheatricalproduction.GradingCriteriaCriteriaforevaluation

0Unsatisfactory

1Basic

2Satisfactory

3GoodQuality

JobPerformance





Attitude





Attendance

Morethanoneabsence




Initiative

None(0)






Community Leadership and Service Learning - URSI 230-01 –ThursdaySpring 2012

MN State University, Mankato - Urban and Regional Studies Institute Thursday 11-1:45 pm

Instructor: Dr. J.E. Cherrington (Dr. J) Phone/Voice Mail: 507-389-5031Office: Morris Hall - 104 Office Hours: See *; also by appointment;e-mail: [email protected]*Instructor’s web page (www.intech.mnsu.edu/cherrington)Req’d Text(s)• •Strategies for Active Citizenship, Drexler and Garcelon (2005) ISBN 0-13-117295-6

Pearson/Prentice Hall, ISBN 013-117295-6The Civically Engaged Reader, Adams & Lynn (eds), (2006) ISBN 0-9-45159-49-8

Morris Hall Copy Shop: Class Packet- URSI 230-01 Cherrington (required)Course Purpose: The purpose of this course is to provide the student with a comprehensive overview of community leadership and service learning within the public, private and nonprofit sectors. Included will be management principles and practices, public administration, ethical and civic responsibilities in a democratic society. Most important, and what makes this course unique, is the involvement of community leaders and the students within the community. Additionally, this course requires a high level of student involvement-- volunteering, interviewing, working with both student and community teams, etc.Instructional Strategy:This course is built on the premise that you are responsible for your part in our shared journey; you are responsible for attending, participating and owning a willingness to learn. My role is to guide, facilitate, encourage, and provide thought provoking opportunities. Simply put, my professional-educator role is to open doors for you to walk through and explore in a safe learning environment. My personal-professional goal is to introduce you to worlds of thoughts, opportunities and challenges you will probably not have experienced before, and in so doing provide a degree of mentorship that will encourage you long beyond this class or your college experience.LearningOutcomes:Students will demonstrate competency in knowledge, skills, and abilities as related to both service learning and community leadership:

Community Leadership• Understand and experience leadership in a community organizational setting • Understand and experience the challenges and rewards of community leadership • Understand the historical and cultural underpinnings of community leadership • Articulate through discussion and writing community leadership experiences

gained in this course Service Learning

• Understand and experience the challenges of service learning • Understand and experience the rewards of service learning • Understand and experience the value of service learning to the individual, the

organization, and the Community • Articulate through discussion and writing service learning experiences

gained in this course • Working and interacting with others in a team approach on a community/non

profit project • Using project management skills

Your Learning Experience – What To Expect in this Course:This is a face-to-face course and it will require a different level of both awareness and motivation on your part

to get the most out of this course.

CLASSWORK:Oral Presentation:Meaningful group discussion provides an opportunity to not only express ideas but to think in terms of the dynamics of their expression and to develop a broader perspective of knowing. Many of us don’t really know what we are thinking until we hear ourselves say it aloud.Bottom line--it’s an excellent learning experience. A portion of every class will be devoted to students leading the class in discussion about the readings in Civically Engaged Reader and how these relate to Service Learning and the concept of Community Leadership. Your contribution will be evaluated using the “Oral Presentation Civically Engaged Reader” criteria attached to the syllabus. Please review the criteria carefully. No Power points. Students absent on the day of their presentation subject to a two (2) point reduction and must be prepared to give it when class time is available. Note: All students should be prepared to present theirCivically Eng. reading 1 week in advance.GROUP PROJECT: TO BE ANNOUNCED (TBA) Students will form permanent peer groups be asked to report orally and in writing on the assigned project.EXERCISES:You are expected to read the assigned text(s) or readings prior to class and do exercises in the textbook as assigned. These will be randomly collected on due dates. They will serve as the basis for interactive group and class discussions. Students will form permanent peer groups and randomly be asked to orally report on these exercises. Exercises are to be labeled in upper right hand corner of each page with: Student’s name, date, assignment (item no. and page no.) and due date* (day & date). Point reduction for unstapled or unlabeled homework. Exercises must be typed; handwritten ½

credit 1st

time; no credit thereafter. [Keep all assignments when returned until the end of the semester in case there is a discrepancy]. No credit for late assignments. The balance of the class will consist of problem solving, lecture, student presentations and guest speakers.CURRENT EVENTS:A portion of most classes will be devoted to students participating in current events discussion. For example you will be asked to select a news event occurring 1) in a country (other than the US), bring in print media discussing the current event and type 2 paragraphs explaining it; or 2) occurring locally, bring in print media discussing the current event and type 2 single spaced paragraphs explaining it. See weekly schedule for due dates. We will form groups and randomly discuss current event in class on the weeks listed. (A copy of the print media item should always accompany your piece.) Current events should be typed and labeled same as exercises (see p. 2). These will be randomly collected.Service Learning Fair/Interview:Non-profit organizations will be present on the MSU campus on the date listed on the weekly schedule. You must attend the service learning fair so you can talk with representatives of the various non-profit organizations. If there is a sign-in sheet, be sure to SIGN IN. This will help you to decide which organization interests you the most and which offers time schedules compatible with your class/work schedules. Take your service learning calendar along and have it signed by 3 organizations*Note: If you cannot attend the service learning fair (because of a class conflict), notify the

professor the week beforehand to get an alternate assignment & bring a copy of your class

schedule. You will be asked to do an oral presentation based on your S/L and the 8 question interview.

Requirements:In order to effectively explore topics, this course will be a union between –classroom and field experiences.The key requirements for this course are an open mind, a willingness to discuss new concepts, and the desire to grow. Each Student is required to fulfill the following requirements in order to pass this course:

Service Learning: Each student must complete at least 10 hours of service learning at a community organization or organizations, and conduct an interview with the manager at your service-learning site, to pass this course. This gives each student the opportunity to not only participate, but also to observe, analyze and understand how community service organizations function. To compensate for this requirement, course assignment and participation time will be reduced (see course calendar).

The Interview:

Using the interview guideline attached to this syllabus (and also available as a separate form online in the D2L in the contents tab), conduct an interview with the manager of your service learning site. As an alternative, you may conduct an interview with a council member, other elected official, city planner or manager, or another elected on non-elected community leader. The goal of the interview is to help you understand community leadership from the perspective of someone who does that as their chosen occupation. The interview results are documented as part of your service learning oral/written report.

Guest Speakers:Throughout the semester guest lecturers will speak to the class. These appearances will be listed on D2L or announced. Guest speakers may include community leaders and electedofficials. Before their appearance, you should go to their organization’s website for some background information. This will allow you to develop two (2) intelligent and meaningful questions to pose to them. Your questions must be typed and have your name and date showing in the upper right hand corner to earn credit. They are to be turned in at the start of class in order to receive the “guest speaker” question points listed under “grading.”COURSE EXPECTATIONS:Attendance/ Class Participation/Quizzes:Students play an important role in educating and challenging each other, which can only happen with consistent attendance. I expect you to attend and roll will be taken or an attendance sheet distributed at each class.Students coming in late or leaving early will not get full attendance points. Unexcused absence (prior notification is required—even if I am not available, my voice mail and email always are) can result in loss of grade points. The instructor will have periodic quizzes on class discussions and readings. Quizzes cannot be made up if absent. The instructor also reserves the right to have a comprehensive final exam if class attendance falls off or classroom participation is poor. If a final is given, the instructor reserves the right to determine point value of it. Please no open laptops, text messaging, or cell phones during class. Students who fail to observe this will forfeit that day’s attendance and some class participation points..

Grading:There are 200 points for the course, divided as follows: Your work will be graded as follows:Assignment Points

S/L completed 20 *Individual text exercises, current events, quizzes. 30 *Group work/project (10 ppt; 30 rept.) 40 Team Evals (5 point reduction if not submitted)

Presentations on CE reading(s)[15] 15 Service learning Interview/Report (10 oral pres; 30 rept.) 40 Attend S/L fair (or complete alternate assignment in CP) 5 (completed S/L calendar signed)**

G.Spkr questions /quizzes 15 Attendance (10x 2)=(20) pts./Class Participation (15) 35

Total 200 EXTRA CREDIT: (TBA) *These must be submitted to instructor on dates shown on weekly schedule (late work will not be accepted). American Disabilities Act (ADA)ADA requires that the university provide services for persons with disabilities. For more information regarding the services that are available to you, please contact the MSU Disability Services Office at (507) 389-2825 (V) or 1-800-627-3529 (MRS/TTY). If you are a person with a disability, please discuss you special needs with this instructor within the first week of class. This will allow you and the instructor ample opportunities to make arrangement for taking notes, completion of assignments, and examinations.Other Policies: You should exchange information using the “buddy sheet” (attached to syllabus) with two fellow students. These contacts should be used to learn about what you missed when absent. The instructor will not answer individual student email/phone inquiries on assignments . When cell phones and beepers go off in class they are very distracting to others. Please turn off your cell phones and beepers during class time/field trips. No open laptops or texting during class. Put cell phones on vibrate. Thank you. Failure to follow this policy will result in a deduction in both attendance and class participation points.

Civically Engaged Reader(CE)Note: There are questions at end of book on each reading. Students should answer these in their oral presentations. It is advisable to have typed notes on your question responses. Give Instructor “Oral Presentation – Civically Engage Reader” Sheet with your name on it before presenting. I will assign CE readings (alphabetically) after drop/add.

URBS 230 Spring 2012

READINGS ANALYSIS/REFLECTION TEASERS AND GUIDELINES

When reading the chapters, consider the following seven questions. (O.K., there are more than 7 questions if you count the sub-questions, but we didn’t want to scare you off)

• What are the main points? Are they merely based in theory? Are they practical? Have you observed them, or heard of them, in actual practice? Is there any historical basis that indicates earned (or real) value?

• Have you personally experienced any of the main points? As a citizen? As a student? What was the experience like – good, bad, irritating, enlightening, confusing, etc?

• What challenges do you see to implementing the main points, correcting main points that are already implemented or building a proposal to implement the main points?

• Does this chapter suggest the state of community leadership? Is it broken , just barely flowing along, or in great shape? Contemplate this in terms of: The author’s point of view Your point of view as a student’s Your point of view as a citizen The external point of view (tax payers, policy makers, politicians, etc.

• What is the role of leadership in these points? • In this chapter, what is evident to you about leadership in communities? • Did this chapter yield any surprises or confirm any insights you already held?

Monday/Wednesday Classes

Minnesota State University, Mankato

Urban and Regional Studies Institute (URSI)

URBS 230W-01/03 - Community Leadership Spring 2012

Instructor: Dr. Sandra King Phone: 389-5727 Email: [email protected]

Office: MH 106A Office Hours: Tuesday: 10:30 a.m. – 3:30 p.m.

3:30 p.m. – 4:30 p.m. (by appt)

Wednesday: 12:30 p.m. – 3:30 p.m.3:30 p.m. – 4:30 p.m. (by appt)

Other times are also available by appointment

Course Description: This course is designed to introduce students to the skills, behaviors, and tools that enhance workplace success in general, and the effectiveness of community leaders specifically. A strong emphasis will be placed on skills common to successful leadership (i.e. problem solving, ethical decision making, conflict management, oral and written communication, etc.). A writing-intensive format is used to augment the students’ ability to think critically and write more effectively.Required Textbooks:Krile, J. F., Curphy, G. J., & Lund, D. R. (2005). The community leadership

handbook: Framing ideas, building relationships, and mobilizing resources. Saint Paul, MN: Fieldstone Alliance.

Nelson, D. L., & Quick, J. C. (2011). ORGB2. Mason, OH: South-Western

Cengage LearningCourse Objectives:Students completing the course should be able to:• Define and understand leadership. • Differentiate among different styles and theories of leadership. • Understand challenges encountered by community leaders.

• Appreciate the value of selected tools available for use by community and other leaders (i.e. stakeholder analysis).

• Identify common differences and similarities between leadership and management. • Compose writing materials that are professional and coherent. • Practice and understand the importance of various skills critical to success

in today’s workplaces.

Tentative Course Guide:

Week of Reading Text/Resource

1– 1/9 Introductions, syllabus review, and group assignment Syllabus Writing sample and discussion

2– 1/16 Monday, 1/16/12 (no class): Martin Luther King, Jr. Holiday Wednesday, 1/18/12 - Group assignment due; writing practice

3– 1/23 Ch 1 – Organizational Behavior and Opportunity Nelson & Quick Ch 2 – Challenges for Managers Nelson & Quick

4– 1/30 Ch 3 – Personality, Perception, and Attribution Nelson & Quick Ch 4 – Attitudes, Emotions, and Ethics Nelson & Quick

5– 2/6 Ch 5 – Motivation at Work Nelson & Quick Ch 6 – Learning and Performance Management Nelson & Quick

6– 2/13 Review Exam 1 (Ch 1-6)

7– 2/20 Ch 8 - Communication Nelson & Quick

8– 2/27 Ch 9 - Work Teams and Groups Nelson & Quick Ch 10 – Decision Making by Individuals and Groups Nelson & Quick

9– 3/5 Spring Break (3/5 – 3/9)

10– 3/12 Ch 11 – Power and Political Behavior Nelson & Quick Ch 12 – Leadership and Followership Nelson & Quick

11– 3/19 Ch 13 – Conflict and Negotiation Nelson & Quick Ch 16 – Organizational Culture

12– 3/26 Review Exam 2 (Ch 8-13; 16)

13– 4/2 Ch 18 – Managing Change Nelson & Quick Community Leadership Core Competencies (p. 1-19) Krile, Curphy, & Lund Getting the Most from Your Meetings (p. 185-192) Krile et al.

14– 4/9 Tools for Framing Ideas (p. 21 – 78) Krile et al.

15– 4/16 Tools for Building and Using Social Capital (p. 79-130) Krile et al.

16– 4/23 Tools for Mobilizing Resources (p. 131-184) Krile et al. Review for Final

17– 4/30 Exam 3 (Final – Ch 18; Community Leadership material) Reminder: Writing exercises will be assigned throughout the semester. 2

Grading:

Your performance will be graded in accordance with the following:

Estimated points possible are as follows:

1. Class Participation 10

2. Group Presentations 30

3. Journaling 75

4. Varied writing exercises (meeting agendas and minutes, memos, etc.) 25

5. Pop Quizzes 15

6. Exams (3 @ 50 points each) 150

Estimated Total Points Possible 305

NOTE: Assignments must be submitted on time to receive credit.

Additional Explanation of Assignments: Class Participation. Class participation points will be based on attendance and practice

exercises assigned periodically in class. You must be present to earn points in this category.Group Presentations. Each group will develop and present three presentations. This assignment is

designed to give you experience in public speaking, teamwork, and responsibility. The skills you

develop as a result of completing this project will serve you well throughout your career. Groups will

be graded on teamwork, content (including organization), eye contact, and delivery.Journaling. Journal writing is a key feature of the course and is designed to emphasize learning, application, and critical thinking. Each journal submission should be submitted on time via the dropbox in D2L. In addition, it should be at least one page long, double spaced, well organized, and clearly address the assigned writing prompt.Varied Writing Assignments. A variety of writing exercises will be assigned to help further develop students’ writing skills and in preparation for more realistic settings (i.e. the workplace, community organizations, etc.).Pop Quizzes. Up to three pop quizzes will be given. As the name suggests, pop quizzes are

not announced in advanced. Therefore, students are encouraged to keep up with the assigned

reading and attend class regularly in order to be adequately prepared for the quizzes.Exams. We will have three exams. Each exam will contain at least 50 regular questions and could include true/false, multiple choice, completion, matching, or essay formats. A few extra credit points may be available on some exams.

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Additional Writing Assistance as Needed:Students are expected and encouraged to seek assistance as needed from me. Additionally, Director Amy Mukamuri and her staff at the Academic Center for Enrichment (ACE) stand ready to provide assistance in ways that will promote success in class. For more information about services available, interested students should contact the ACE staff at 389-5594 to learn more about hours and assistance available.Grading Scale: The following grading scale will be used:

A = 90 – 100 %B = 80 – 89C = 70 – 79D = 60 – 69F = Below 60 %

Academic Honesty:Students are expected to do their own work and avoid cheating. Plagiarism, cheating, and collusion are prohibited. Any student caught cheating on an exam will be subject to disciplinary measures in accordance with university policies.Classroom Behavior:Disruption of the class is to be avoided as it negatively impacts the learning experience for all involved. Students are expected to be professional, respectful of others, and avoid any classroom behavior that is disruptive. Students exhibiting counterproductive behavior through unprofessional communications or similar actions will be subject to disciplinary measures in accordance with university policies.Electronic Devices:Students are expected to refrain from allowing any electronic devices (i.e. laptops, cell phones, etc.) to capture attention in a way that disrupts the class and/or attention to be unnecessarily divided. Any of these devices should be turned off and stored during presentations so that speakers will not be unfairly distracted.Exams:Exams will be scheduled in advance and announced in class. You are expected to attend class regularly and complete exams on the date(s) given. If a situation arises requiring you to take the exam on a different date, you should contact me in advance to schedule a make-up. It is your responsibility to contact me when you are planning to or have missed an exam.

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Student Disabilities:If you have a disability requiring additional academic support and/or services, you are encouraged to contact the Disability Services Office at 389-2825 (Voice/TTY) to ensure adequate accommodations are made.

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Additional Course Description for General Education Category 11 – URBS 230WGeneral Education Category 11 Goal: To prepare students for responsible and effective participation in

groups and communities.In accordance with the goal above, students in URBS 230W (Community Leadership) participate in a

variety of group‐related activities designed to increase knowledge and build skills in preparation for real‐

world effectiveness (i.e. working in groups in the workplace, filling community leadership roles,

generally working collaboratively with others, etc.). In this class, students build skills in teamwork,

leadership, oral and written communications, conflict management, decision making, problem solving,

managing change, and other areas. Group activities assigned include, but are not limited to, the

following: Team building Proposing a change in the workplace or community Giving group presentations Conducting a meeting (including working together to create an agenda prior to the meeting

and recording meeting minutes during the meeting) Discussing community examples One of the textbooks used in the course is Krile’s (2006) Community Leadership Handbook, which

facilitates the development of skills in framing issues, building relationships, and mobilizing resources in

order to work effectively with others to accomplish change in a community or workplace.

Documents

GECCIG Report, Category 11 General Education 2011‐2012 ... · Fall 2011 Not offered, or ... ENG 242W X EXED 202 x x x ... , or papers with different topic than stated in the syllabus