Spring 2024 | HUM-2010-VU01 - Seminar in Educational Inquiry

In Person Class

Standard courses meet in person at CCV centers, typically once each week for the duration of the semester.

Faculty

Matt Messier
View Faculty Credentials

Hiring Coordinator for this course: Ashraf Alamatouri

General Education Requirements

CCV Seminar in Education Inquiry

Note

Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

Inquiry is the foundation for this interdisciplinary capstone course. It provides a forum for critical thinking about substantive issues, problems, and themes that affect the world, our society, our communities, and our selves. Throughout the semester, students will be challenged to ask critical questions, evaluate evidence, create connections, and present ideas in discussions and writing. This process prepares students for developing and presenting a culminating portfolio through which they demonstrate proficiency in the graduation standards of writing and information literacy, as well as make connections to prior learning. Because the final portfolio is essential in demonstrating these proficiencies, students must complete the portfolio with a grade of C- or better in order to pass the course. This course is required for students planning to graduate and should be taken within the year prior to graduation once all competency area requirements have been satisfied. Prerequisite: English Composition and a Research & Writing Intensive course or equivalent skills.

Essential Objectives

1. Explain how questions are framed and knowledge is gained in various disciplines, such as the sciences, humanities, and social sciences.
2. Investigate the philosophical and ethical questions arising from issues pertaining to identity, community, knowledge, truth, change, and responsibility.
3. Demonstrate advanced skills of reading, writing, and critical thinking in both group and individual work.
4. Locate, evaluate, and incorporate appropriate scholarly and professional sources, including primary and secondary evidence as needed, to address an academic research question.
5. Complete a culminating portfolio that includes:
a. A research paper with an arguable thesis that integrates five or more scholarly and professional sources to address an academic research question and demonstrates proficiency in the graduation standards of writing and information literacy according to the SEI research paper rubric.
b. A reflective essay that articulates how the student’s educational experience has influenced their understanding of themselves and the world.
c. A presentation related to the content of the paper.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

HUM-2010-VU01 Link to Textbooks/Resources Information for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Methods

IV. SEI course themes:

Central to the course Seminar for Educational Inquiry (SEI) is the word inquiry. Inquiry is defined as, “a request for information, an official effort to collect and examine information about something, (or) the act of asking questions in order to gather or collect information.”(Merriam Webster) Six questions emphasized in SEI are the following:

1. Identity: How Do I Know Who I Am?

2. Thinking: How Do We Know What We Know?

3. Ethics: What Principles Do—and Should—Govern Our Personal Lives?

4. Values: What Are Human Rights and Responsibilities?

5. Reinterpretation/Contexts: What Can We Learn From the Past?

6. Predictions: What Will the Future Be Like?

V: Readings:

You do not need a textbook for this course. Readings will be provided for you in class. Readings are connected to SEI course themes, course description, and essential objectives.

VI. Assessment

1. Portfolio 55% of course grade)

a. Divided into 3 Parts

1. Research paper (30% of course grade)

2. Reflective essay (5% of course grade)

3. Two Presentations (20% of course grade)

b. Part 1 - Research Paper (30% of course grade) involves 6 stages that result in an 8-page paper

Stage 1: Research Topic (1% of course grade)

a. Find a topic that you can create a thesis from.

b. A thesis is a position statement about a “substantive issue that affects the world, our society, our communities, ourselves” (From SEI’s Course Description). A thesis must be brief (focused and clear), credible (backed by scholarly/authoritative sources), and arguable (opposed by scholarly/authoritative sources)

c. Type your topic into the assignment

Stage 2: Library Assignment (2% of course grade)

a. Contact the librarian at https://help.libraries.vsc.edu/

b. Email me letting me know you did this.

c. Minimum Source Requirement: 5 sources (At least 3 scholarly sources and 2 “Presearch” sources - See “Finding Sources for your SEI Research Project” PowerPoint)

Stage 3: Thesis (4% of course grade)

a. A thesis is a position statement about a “substantive issue that affects the world, our society, our communities, ourselves” (From SEI’s Course Description).

b. A thesis must be:

1. Brief (focused and clear),

2. Credible (backed by scholarly/authoritative sources),

3. Arguable (opposed by scholarly/authoritative sources)

Stage 4: Outline (5% of course grade)

a. Brief and easy to follow

b. The main section headings are alignedwith the reasons defending your thesis position

c. The subsection headings revolve around how or why reasons defending the main section they are related to.

d. This will help ensure that your draft reads as a persuasive essay rather than an informational one.

Stage 5: First Draft of your paper (8% of course grade)

a. Submit 4 parts in one Word document:

1. Title page, Outline, 8 pages of text, and Works Cited page.

2. See “Sample Paper” in Module 1 for proper format

b. Important considerations include:

1. Following your outline with thesis driven information

2. Being clear up front what you are trying to say

3. Using good transitions

4. Avoiding repetition

5. Including 15 - 25 in text citations (MLA format)

a. Half should be from your scholarly sources

c. Draft Assessment

1. Your raw score will be based on the SEI Rubric

2. This will give you an idea of how close your paper is to meeting the standards

3. Raw scores will be scaled 2 assignment pts (So for example if you got a 6 out of 8 on the assignment, it would be scaled toan 8)

4. NOTE: Drafts can only be submitted once. You can submit it early but can’t resubmit once it is graded.

Stage 6: Final Paper (10% of course grade)

a. Addresses all first draft feedback

c. Part 2 - Reflective essay (5% of course grade)

1. Reflecting on the process and effects of your education at CCV.

2. Three to four pages

d. Part 3 - Student presentations/discussions (20% of course grade)

1. Thesis/Outline/Sources Presentation (10%)

In class/Zoom

a. Present Thesis/Outline

b. Discuss your Librarian interaction

. c. Present 2 Scholarly/ authoritative sources in MLA format.

One scholarly that supports your thesis and one Scholarly/authoritative that refutes it.

For each source explain:

1. Where you got the sources

2. How they support/refute your thesis

3. How they are scholarly/ authoritative?

d. 10-15 minute length

Online

a. Sources/Thesis/Outline Discussion

1. Present a draft of your Thesis/Outline/Sources

2. Discuss your Class Librarian interaction

3. Present 2 Scholarly/authoritative sources in MLA format.

a. One source that supports your thesis and one that refutes it.

b. For each source explain:

1. Where you got the sources

2. How they support/refute your thesis

3. How they are scholarly/authoritative?

4. Use the discussion to address questions/concerns about your Sources/Thesis/Outline or to help other students.

5. Your initial post due date will be announced at the beginning of the discussion.

6. Late initial posts reduce the week’s Research Project Discussion grade by 50%

7. Any post made after the discussion period is over will receive no credit.

8. See the rubrics attached to the discussion for assessment details.

a. To view rubrics, click on the 3 vertical dots in the gray bar at the top of the discussion page)

2. Final project presentation (10%)

In class/Zoom

a. Facilitate a 10-15 minute discussion/debate

1. Briefly present the scholarly positions for and against your thesis

2. Lead a discussion/debate surrounding your thesis

a. This should be the biggest part of this presentation

Online

a. Present your research project findings during the Project Presentation Discussion

b. Present your thesis, reasons defending your thesis, sources used, takewaways

c. Share and comment on each other’s Presentations

d. See assignment category for details

2. Class Participation – 20% of course grade

In person or Zoom

a. Rubric categories (See rubric for more details)

1. Demonstrates excellent preparation

2. Contributes in a significant way to ongoing discussion

3. Listens attentively when others present materials, perspectives,

4. Distracted by Electronic Devices

b. If you have 100% attendance, your final course grade will be increased by 5 pts

c. After one absence, a student's final grade will be reduced.

1. Two absences reduce a student's final course grade by 5 course points

2. Three absences reduce a student's final course grade by 15 course points

3. Four absences result in course failure (-35 pts)

d. Divided attention (Unapproved cell phone/laptop use, working on unrelated material, etc.) affects participation and can significantly impact your final grade.

e. Classroom discussion

1. Please give all presenters your undivided attention and be respectful of counter opinions

2. Our discussion represents an opportunity to learn from and share different perspectives about a variety of topics. Hopefully we can gain insight from classmates’ perspectives and appreciate what everyone has to say.

3. Challenge yourself to participate if you are not comfortable with classroom discussion

4. If you find yourself participating disproportionally during the discussion, please allow others the chance to contribute.`

Online

a. Fifteen weekly discussions on in class activities

1. Connecting in class activities to SEI themes, essential objectives and course description

2. Sharing your progress on your SEI Research Project

3. Your initial post for the Weekly Reading Discussions is due by the end of the day on Thursday. Late initial posts reduce your Weekly Reading Discussions grade by 50%.

4. Any post made after the discussion period is over will receive no credit.

5. See the rubrics attached to the discussions for assessment details.

a. To view rubrics, click on the 3 vertical dots in the gray bar at the top of the discussion page)

b. If you have 100% attendance, your final course grade will be increased by 5 pts

c. After one absence, a student's final grade will be reduced.

1. Two absences reduce a student's final course grade by 5 course points

2. Three absences reduce a student's final course grade by 15 course points

3. Four absences result in course failure (-35 pts)

4. All Student activities (25% of course grade)

a. Fifteen weekly Reading Discussions

1. Connecting the readings/videos to SEI themes, essential objectives and course description

2. Your initial post for the Weekly Reading Discussions is due by the end of the day on Friday. Late initial posts reduce your Weekly Reading Discussions grade by 50%.

3. Any post made after the discussion period is over will receive no credit.

4. See the rubrics attached to the discussions for assessment details.

a. To view rubrics, click on the 3 vertical dots in the gray bar at the top of the discussion page)

5. In class lab period (45 minutes)

a. To help you complete the All Student activity, the Hyflex model allows for a 45 minute lab period.

b. You can also work on other SEI related assignments.

c. We all have to be in class during this time.

6. If you need extra help, use the extra CCV resources offered to you

a. See “Academic Support Services” found in the “Course Resources” Module

d. Call/email anytime with questions.

VII. Course Schedule: (Assignment due dates are in in red. Late assignments will receive no credit. See Canvas Pages for dates)

1. Week 1 - Orientation and SEI Project Stage 1: Picking a Paper Topic (Jan 24-30)

Reading Discussion (All Students)

In Class Discussion (Online)

2. Week 2 - Thinking, Exploring and SEI Project Stage 2: Looking for Sources (Jan 31 -Feb 6)

Reading Discussion (All Students)

In Class Discussion (Online)

Research Project Assignment #1 “Research Topic” Due Feb 6

3. Week 3: Identity and Stage 2 Wrap Up (Feb 7-13)

Reading Discussion (All Students)

In Class Discussion (Online)

Research Project Assignment #2 “Library Assignment” Due Feb 13

4. Week 4: Ethics and Stage 3: Creating a Thesis (Feb 14-20)

Reading Discussion (All Students)

In Class Discussion (Online)

Research Project Assignment #3 “Thesis” Due Feb 20

5. Week 5: Values and Stage 4: Starting your Outline (Feb 21-27)

Reading Discussion (All Students)

In Class Discussion (Online)

6. Week 6: Reinterpretation/Contexts and Outline work (Feb 28 – March 5)

Reading Discussion (All Students)

In Class Discussion (Online)

7. Week 7: Predictions and Outline completion (March 6-12)

Reading Discussion (All Students)

In Class Discussion (Online)

All In-Class Thesis/Outline/Sources Presentations are due by March 12

Online Thesis/Outline/Sources Presentation due by March 12

Research Project Assignment #4 “Outline” Due March 12

8. Week 8: Work, Class, Race and Stage 5: Starting your First Draft (March 13-19)

Reading Discussion (All Students)

In Class Discussion (Online)

Mid Term Exam (CANCELLED because of Hyflex format)

9. Week 9: Various Topics and Draft work (March 20-26)

Reading Discussion (All Students)

In Class Discussion (Online)

10. Week 10: Various Topics and Draft work (March 27 – April 2)

Reading Discussion (All Students)

In Class Discussion (Online)

11. Week 11: Various Topics and Draft completion (April 3-9)

Reading Discussion (All Students)

In Class Discussion (Online)

Research Project Assignment #5 “1^st Full Draft of your paper” Due April 9

12. Week 12: Various Topics and Stage 6: Final Draft work (April 10-16)

Reading Discussion (All Students)

In Class Discussion (Online)

13. Week 13: Various Topics and Final Draft work (April 17-23)

Reading Discussion (All Students)

In Class Discussion (Online)

Reflection essay on educational experience

14. Week 14 Various Topics and Final Draft work (April 24-30)

Reading Discussion (All Students)

In Class Discussion (Online)

Final Exam (CANCELLED because of Hyflex format)

15. Week 15 Various Topics and Turning in Final assignments (May 1-8)

Reading Discussion (All Students)

In Class Discussion (Online)

Research Project Assignment #6 “Final Paper” Due May 8

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity