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Web Schedule Summer 2018

Revision Date: 28-Oct-17

HUM-2010-VO01 - Seminar in Educational Inquiry

Synonym: 164184
Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 05-22-2018 to 08-13-2018
Last day to drop without a grade: 06-11-2018 - Refund Policy
Last day to withdraw (W grade): 07-09-2018 - Refund Policy
Faculty: David Legere | View Faculty Credentials
Materials/Lab Fees: $75.00
This course has started, please contact the offering academic center about registration
This section meets the following General Education Requirement(s):
Seminar in Educational Inquiry
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please see consult with additional resources like your program evaluation, your academic program page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Browse the Moodle Site for this class.

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 writing. This process prepares students for developing and presenting a culminating thesis through which they demonstrate proficiency in the graduation standards of writing and information literacy. Because the final paper is essential in demonstrating this proficiency, students must complete the final paper 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 through various methods of inquiry including the scientific method, statistical analysis of data, research, literature, and the process of writing and dialogue.
2. Investigate the philosophical and ethical questions arising from issues pertaining to identity, community, knowledge, truth, change and responsibility.
3. Focus written work around an explicit central thesis, a position statement or proposition advanced by the writer that is arguable and supportable and develop the thesis systematically, using specific details and relevant supporting evidence.
4. Demonstrate advanced skills of reading, writing and critical thinking in both group and individual work.
5. Collect, organize, critically evaluate and properly cite information, utilizing a variety of traditional and electronic resources.
6. Design, compose and revise a final paper that includes an implied or explicit thesis statement, integrates relevant source material from five or more credible sources, and demonstrates proficiency in the graduation standards of writing and information literacy by achieving a grade of C- or better.

Additional Instructor Pre-Assignments/Notes/Comments:

For class readings, the required class text is: Inquiry: Questioning, Reading, Writing (Second Edition, 2004), by Lynn Z. Bloom, EdwardM. White, and Shane Borrowman, ISBN number 0-13-182371-x  (or 0-13-182371-x) (Pearson Prentice Hall).

For guidance on writing the Seminar paper and using proper MLA citation formatting, students are required to use the Purdue OWL website, located through the CCV Hartness Library online links, at:

I also remind everyone that, since this is an online class, the basic means of communication is through reading and writing. Because I want everyone to earn the best grade possible, I urge you all to please read my posts and instructions carefully, and to refer back to them when necessary. Remember, the written information posted in this class is the most important way I have of informing you of class and assignment expectations. Thanks.


·         Weekly participation in ten (10) Group Discussion Boards, including initial response to the week's Discussion Board Topic and at least two timely responses to the posts of classmates

·         Four formal Essays, topics to be assigned, required length of at least 3-5 double-spaced pages (Note: one page of text is approximately 250 words).

·         Final, formal, research-based Paper, required length of at least 10 double-spaced pages (not including "Works Cited" pages, title page, or exhibits, and which must include at least 5 or more scholarly, peer reviewed sources (that is, not including wikis, blogs, dictionaries, encyclopedias and the like) of the type found in the databases accessible through the CCV online library.

Also please note that I do not afford extra credit or the opportunity for "do overs."  In addition, I also return, ungraded, papers which do not meet minimum assignment requirements, such as required page length, proper MLA in-text and Works Cited list citations, and the inclusion of the required number of scholarly, peer-reviewed sources from the CCV online library databases. Folks should always submit their best work on time, the first time. Thanks.

Evaluation Criteria:

·         Discussion Board Participation - 33%

·         Assigned Essays - 33 %

·         Final Paper - 33 %

·         Instructor's Gift of one automatic "A" grade for signing up for his class - 1% (LOL)

Grading Criteria:

I plan to use the following, standard grading scale which is probably familiar to you all:

A+ through A-(100-90): For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-(89-80): For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-(79-70): For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D+ through D-(69-60): For any work to receive a "D," it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F(below 60): Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor.

P: Equivalent to D (+/-) or better and therefore course will not count as credit for specific program requirements or competence area requirements.

NP: indicates failure to meet course objectives and/or failure to meet grading criteria for successful completion as described in the instructor's course description.

In apply the Grading Criteria, the sum of discussions, essays and seminar paper assignments in this class will total "300 points" instead of "100 points."  The breakdown is:

10 Discussions at 10 points each = 100 points

4 Essays at 25 points each = 100 points

5 "Paper tasks" (topic, thesis, outline, first and final draft) at various 10, 20, 20, 25 and 25 points = 100 points

Thereby equaling 300 points total.

For assignments worth a possible 10 points, 10-9= A; 8.5-8=B; 7.5-7=C; 6.5-6=D; below 6=F.

For assignments worth a possible 20 points, double those number values (example, 20-18=A . . .).

For assignments worth a possible 25 points, 25-23=A; 22-20=B; 19-17=C; 16-15=D; below 15=F.

As for Final Grades, as based upon the percentage of points you have accumulated out of "300 points," you will recall each type of assignment (Discussion, Essay, Seminar Paper) is worth one-third of your grade, so you can divide the total number of points you have accumulated by "3" to obtain your grade based upon the "100 point" scale identified above.


Summer 2018 textbook data will be available on April 9. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

HUM-2010-VO01 Textbooks.

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

Contact Faculty:

Email: David Legere
Hiring Coordinator for this course: Jennifer Alberico

Attendance Policy:

Attendance Policy:  

Regular attendance is required and necessary for successful completion of all classes at CCV.  Since this class is primarily conducted online and in writing, students are required to frequently and timely log into and participate in the online classroom. Weekly attendance will be reported based on one’s filing of the initial discussion post, due on or before Thursday. Remember, Weekly Discussions in an online class are the equivalent of class attendance.

In addition, and this is VERY IMPORTANT, all participation in Weekly Discussion Boards and all submissions of written essays or other assignments must be on-time.  If any of you has taken online classes before, you know that late postings can be a cause of confusion for the entire class (and for this Instructor in particular!) Therefore, Discussion Board posts must be completed the week they are due.  Other assignments may be accepted up to one week late, with instructor permission, prior to the due date, and will receive a one grade reduction.  Assignments which are more than one week late will not be accepted, absent prior arrangement with the Instructor. 


''Seminar In Educational Inquiry-Summer 2018''

WEEKLY SYLLABUS AND INSTRUCTOR'S EXPLANATORY NOTES (aka, "What you need to know to get through this class."):


Weekly Assignment Schedule:


Week 1 Sun. May 20-26, 2018


Weekly Readings


Inquiry Preface, Intro., pp. iii-xix and pp. 1-23, 24-47, 53-67.


    Discussion Board:


     1. "Tell the class a little about yourself" - Provide a self-introduction.


     2. Respond to Inquiry p. 66, Question 4: "How are self-discipline and self-respect interrelated?"  Give examples where possible, from personal experience, the news, people you know, or other sources.


     Other Writing Assignments:  


     1. Essay 1, due Week 2:  Some parents are fond of telling their children: "With hard work, you can be anything you want to be."  What do you think?  Explain your thoughts in light of and citing to, where appropriate, the readings thus far in Inquiry


     2. Due Week 3: Submit your idea/topic and Annotated Bibliography for your Seminar Paper.



Week 2 Sun. May 27- June 2, 2018


     Weekly Readings:


     Inquiry pp. 85-114


     Discussion Board:


     Let's get philosophical: Using this week's readings as the basis for beginning our discussion, how does "language" affect how we think, what we become, and who we are?  Can you remember a moment when learning a new way of speaking or interpreting something around you caused you to change your views or thinking?  Was the change good, bad, both or neither?


     Other Writing Assignment:


     1. Essay 1 due June 2 at 11:55 pm.


      2.  Reminder, your Topic with five Preliminary Works Cited and Annotated Bibliography list due Week 3, by Saturday, June 9 at 11:55 pm.


     3. Note: Working Thesis with Preliminary Works Cited list is due Week 4.




Week 3 Sun. June 3-9, 2018


     Weekly Readings:


     Inquiry, pp. 117-137 and 142-162


     Discussion Board:


     On p. 157, Conroy states: "[U]nderstanding does not always mean resolution."  What in the world does he mean by that?  How do you think Asimov and Langer would respond to Conroy's point?


     Other Writing Assignment:


 1. On or before, June 9, by 11:55 p.m., submit your idea/topic and Annotated Bibliography for your Seminar Paper.



Week 4 Sun. June 10-16, 2018


     Weekly Readings:


     Inquiry, pp. 169-177, 193-208, and 216-220


     Discussion Board:


     Choose one of the Week 4 readings and, in your own words, present what you believe the author has to explicitly or implicitly say about: (1) How we learn; (2) why we learn; and (3) what the result or benefits of learning are for the individual and for society?


     Other Writing Assignment:


     1. On or before June 16, at 11:55 pm, submit your preliminary-Working Thesis for your Seminar Paper and a preliminary Works Cited list with sources that you consulted in the course of your research (in MLA format). Note accompanying annotation/description of what sources contain are no longer necessary.


     2. Essay 2, due Week 5:  Find a dictionary definition of the word "Truth."  Quote one part of that definition to begin your essay.  Using the class readings thus far, explain what the definition you have chosen means.  Is the definition of "Truth" you have chosen sufficiently clear and comprehensive?  If you were teaching a philosophy class, which important ideas or concepts seem to be missing from your dictionary definition and how might you add those ideas in your class discussion?



Week 5 Sun. June 17-23, 2018


     Weekly Readings:


     Inquiry, pp. 223-240


     Discussion Board:


No Discussion Board


     Other Writing Assignments:


     1. Essay 2 due by Saturday, June 23 at 11:55 pm


     2. Next week, on or before Saturday, June 30 at 11:55 pm, submit your revised Thesis, a Sentence Outline (that is, using complete sentences throughout) showing your proposed organization for the first draft of your Seminar Paper, and a current list of your proposed Works Cited.



Week 6 Sun. June 24-30, 2018


     Weekly Readings:


     Inquiry, pp. 248-255, 264-273


     Discussion Board:


     OK folks- I happen to just "love" this essay by Barbara Ehrenreich. So let's have a broad discussion this week. Choose any one of the five questions on p. 272 and add your thoughts on some of the "difficulties" we working folks encounter. 


     Other Writing Assignments:


     1. On or before Saturday, June 30, at 11:55 pm, submit your Revised Thesis, a Sentence Outline (meaning I need to see complete sentences which describe what you plan to write, not just a single word or non-descriptive phrase like "I will discuss the history of this topic.") showing your proposed organization for the first draft of your Seminar Paper, and a current list of your proposed "Works Cited."


     2. Essay 3, due Week 7.  Use Question 4 in Inquiry p. 305 as the basis for your essay.  Discuss American ideas about winning by responding to the Questions posed in Question 4.  If you rely on news, historical references, etc., make sure you properly reference and cite those outside sources.



Week 7 Sun. July 1-7, 2018


     Weekly Readings:


     Inquiry, pp.318-325, 340-353.


     Discussion Board:


     According to LeGuin, "All fiction has ethical, political, and social weight, and sometimes the works that weigh the heaviest are those apparently fluffy or escapist fictions whose authors declare themselves 'above politics,' 'just entertainers,' and so on."  Inquiry, p. 324.

     What do you think she means by this statement? Can you think of any plays, movies, books, songs etc. which are "apparently fluffy," but actually of "significant weight?" 


     Other Writing Assignment:


1.     Essay 3 due Saturday, July 7 at 11:55 pm.


2. Remember your First Complete Draft Seminar Paper is Due Week 8.



Week 8 Sun. July 8-14, 2018


     Weekly Readings:


     Inquiry, pp. 388-404 and 411-418


     Discussion Board:


     Upon consideration of the King and Williams excerpts, when do you think it is acceptable to break the law? What personal and/or social values justify civil disobedience? Can you think of situations or issues today which seem to call for such activism?


     Other Writing Assignment:


     On or before Saturday, July 14 at 11:55 pm, submit the First Draft of your Seminar Paper.  Remember, the more complete job you do on your First Draft, the better the grade you will receive and the less work you may potentially have to do on your final paper.



Week 9 Sun. July 15-21, 2018   


Weekly Readings:


Inquiry, pp. 444-460.


Discussion Board:


No Discussion Board.


Other Writing Assignment:


Essay 4, due Week 10.  In Inquiry, Chapter 5, we will consider some readings about the "past."  In preparation, interview a family member or friend, preferably someone your own age or older.  Write an essay about your conversation with your interviewee.  In your conversation, discuss some past experience he or she had, and how that experience may have changed his or her life, understandings, thinking or life perspective.  (For example, your subject might discuss participation in a war, the death of a relative, being a crime victim, having children, witnessing a traumatic event like 9/11.)  You should feel free to be creative in what you choose to write about, but please keep in mind that the purpose of this exercise is for you to examine and explain the relationship between what happens to us in the past, and how that affects what/who we become.




Week 10 Sun. July 22-28, 2018


     Weekly Readings:


     Inquiry, pp. 478-488, 521-533, and 555-561.


     Discussion Board:


In her essay, Rachel Carson refers to "man's war against nature (557).  Do you think our relationship with nature is adversarial?  What do you believe is the ideal relationship between people and other inhabitants of this planet?.


     Other Writing Assignment:


     1. Essay 4 due Saturday, July 28 at 11:55 pm.


     2. Remember: Your Final Seminar Paper is due on or before Saturday, August 11.


Week 11 Sun. July 29-August 4, 2018


     Weekly Readings:


     Inquiry, pp. 562-582 and 596-601.


     Discussion Board:


     Consider some recent course of action undertaken by an individual or government and consider whether the actor(s) seem(s) to have learned necessary lessons from history.


     (For example, one might discuss a recent prison parolee, incarcerated on a drug charge, who upon release begins again to abuse drugs.  Has that individual learned from the past? Why or why not?  What are the obstacles to effectively incorporating an understanding of what is past with what one chooses to do in the future?)


     Other Writing Assignment:


     None. Remember the Final Draft of your Seminar Paper is Due Saturday, August 11.




Week 12 Sun. August 5-11, 2018


     Weekly Readings:


     Inquiry, pp. 604-614, 654-660, and 704-716


     Discussion Board:


     What type of individual or group values lead to conflict?  Do you think humans can ever stop engaging in violence and war?  Why or why not?


     Other Writing Assignment:


     FINAL DRAFT OF YOUR SEMINAR PAPER IS DUE ON OR BEFORE Saturday, August 11 at 11:55 pm. No extensions of time available.








In this online course, the instruction week will run from Sunday to Saturday.  To be considered timely, all Discussion Board and other Writing Assignments are due and must be properly filed on or before 11:55 pm on the date specified.  Regarding Discussion Board participation, initial posts must be filed on or before Thursday, and the two required responses to the posts of others must be filed on or before Saturday, 11:55 pm.


As you will note, I have tried to provide a detailed syllabus so that you may think about future assignments and work ahead if possible.  I encourage you to do so.  However, so that we may conduct our weekly Discussion Board in an orderly manner, I ask that you NOT post responses to Discussion questions until the Sunday of the week in which they are due.  That way, we can all focus on and complete one Discussion at a time.  For example, if we are currently in Week 2, and you have completed your Week 3 Discussion questions already, please do not post your Week 3 analysis until the first day of Week 3.  That way, we can all focus on one Discussion at a time.

In addition, all Essays and Seminar Paper-related assignments must be submitted as a ".doc", ".docx"  or ".rtf" document.  Other formats tend to cause me problems when correcting. Also, please take care to submit each assignment in the appropriate dropbox. Thanks.




Since this is an online course, it is critical that you keep up with the readings and stay on top of all writing assignments.  I suspect that those of you who have taken online classes in the past are under no illusion that successful completion of an online course is easier than an "in person" class.  When one considers that most ideas which are spoken in-person must be put in written form and posted, it is easy to see why online formats sometimes trade flexible class access for additional work done at home.


In fact, all this "writing" occasionally entails additional work for an instructor as well as students; it can be difficult or confusing for an instructor to keep up with grading and returning assignments. For this reason, I will repeat my introductory comment and again state that I consider timely participation in Discussion Boards and timely submission of all other Assignments critical. 


As a general matter, I post an "Instructor Announcement," or short lecture, each week.  I ordinarily attempt to post a day or two before the actual "start" of each week (always assuming that this computer impaired fellow can figure out the mechanics of doing so-lol). 


So that your fellow classmates can respond to Discussion Posts and keep their own schedules organized, all Discussion Posts and Responses must be completed by 11:55 pm on the Thursday/Saturday of the week in which they are due. 


As for all other Assignments, late assignments will not be accepted without prior arrangement with the instructor, and no assignment will be accepted more than one week after the due date.




Although I have no problem awarding poor grades for poor performance, it personally makes me feel bad to give bad grades, and I dislike doing so.  Accordingly, I try to provide my classes as much information as I can, so that everyone knows what is expected to obtain the best grade possible.


In my online classes, my expectations tend toward the "formal."  What I mean is, for both Discussion Board posts and (of course) for Essay assignments, do your best to use proper grammar, complete sentences, and appropriate paragraph and sentence construction.  Specifically regarding Discussion Boards, let me say that, I do not "melt down" if I see a typo or something slightly "ungrammatical"; as you will see, despite my best efforts, I will draft a few "poorly worded" responses before this class is over. lol.  However, if you get into the habit of thoughtfully drafting Discussion Board answers, and treating them as well-organized, mini-essays, you will improve your writing skills and enhance the effectiveness of your communication.  In addition, having been both an online student and an online teacher myself, I can also state that, posting well-constructed Discussion Posts and responses is one relatively easy way to immediately distinguish yourself in any future online class you may choose to take!


Since this is a Humanities course, we will be using "MLA citation form."  As a general matter, when I refer to "MLA citation form," I am referring to the formatting of sources (1) listed in your Works Cited page, and (2) identified as in-text citations.  As you will discover, however, I sometimes specify different/non-MLA requirements for the body of your papers (e.g., I like students to use subheadings in long papers).  Where my specific instructions differ from MLA, you should follow what I have told you.


When participating in both Discussion Board and other assignments, a short MLA "Works Cited" list and in-text MLA citations to or quotes from your readings, lecture notes or any other sources you have used provide a way to demonstrate your mastery of the material (that is, it shows me you did the reading ;-).  I look for such citations when grading weekly discussions and assignments.


Note: The information you will need on citation format can be found for free at the Purdue OWL website:


Please make sure to frequently check CCV Rubrics addressing Graduation Standards in Writing and Information Literacy. I have attached a copy of one of these Rubrics in the "CCV Help" section of the class.  These rubrics outline what I must see in your work to give you the best grade possible. 


Any time you have a question about something going on in class, please ask.  I prefer that you post questions in the "Questions for the Instructor" Discussion Board which I will establish, because I have found that most questions are on the mind of more than one person in the class.  Furthermore, as a matter of fairness, I like everyone in the class to be privy to the same information, including any answer I may provide to an individual question.  However, if you have a question which you prefer to ask in private, that is good too; just email me.


Particularly with Discussion Board posts, it is much easier for all if you cut and paste or copy posts and responses, rather than filing them as attachments.  My experience as an online student is that attachments in the Discussion Board can be onerous to open and are often ignored. 


When filing the required two or more responses to the posts of others, remember to make them "substantive."  What I mean is, make concrete comments, voice well thought out agreement or disagreement, add new sources or information to the discussion, etc.  Remember, simply saying "Good post" or "I agree" without something more which adds to the discussion does not constitute an adequate response and will receive no credit at grading time.


Lastly, if you are disappointed in your first couple of grades, do not fret.  I am a big believer in rewarding "improvement"; therefore, if as the class progresses, your work improves, then I will be happy to look past a few initial lesser grades and reward your efforts at the end.





I urge you all to review the CCV Student Handbook resources on plagiarism in general. Your Inquiry textbook also includes some information on plagiarism, beginning on page 485.


I know from experience that the vast majority of my students do not need the following reminder about plagiarism, because they conduct themselves with academic integrity.  However, for those who are prone to taking "short-cuts," I am going to be brutally honest with you all here.


Properly understood, intentional plagiarism reflects either laziness, dishonesty, or both.  I have taught many classes, and I am constantly amazed at the "problems" some seem to have with the concept of plagiarism.  Perhaps it is my legal training which causes me to feel this way, but to me, avoiding plagiarism is not that difficult.  If you take an idea from another work, cite to that work, and if you take a quote, cite to where you found that quote.  It is that simple.


As an attorney, it is not unusual for me to write a 20-page brief or opinion, and to have virtually every, single sentence followed by a citation.  When one does scholarly work or research, his or her paper often looks the same way. You will never get into trouble for too many source citations, but you may find a world of trouble if you borrow language or ideas and do not attribute them to the original author!


So, I personally do not think the concept of plagiarism is complicated or difficult to understand; therefore, while you may get lucky and slip another author's material past me, you should know that, if I discover you have taken an idea or material from another person, and you have not properly identified it as the idea or work of another, using a proper citation, then you have plagiarized and will flunk this course.


Did I forget anything you want to know?  Please feel free to call or email me, either before class or once class begins. 


So best of luck, and I look forward to working with you all this semester.





Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

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