Spring 2024 | HUM-2010-VO06 - Seminar in Educational Inquiry

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Faculty

Matt Messier
View Faculty Credentials

Hiring Coordinator for this course: Collin Lee

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-VO06 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 on Moodle. Readings are connected to SEI course themes, course description, and essential objectives.

VI. Assessment

1. Portfolio (60% of course grade)

a. Divided into 3 Parts

1. Research paper (40% of course grade)

2. Reflective essay (10% of course grade)

3. Presentation (10% of course grade)

b. Part 1. Research Paper (40% of course grade) involves 6 stages that result in an 8-page paper

Stage 1: Research Topic (2% 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 (3% of course grade)

a. Contact the librarian at https://hartness.vsc.edu/about/contact/

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 (6% 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 (10% 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” 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 25%

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 (15% of course grade)

a. Addresses all first draft feedback

c. Part 2. Reflective essay (10% of course grade)

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

2. Three to four pages

d. Part 3. Presentation (10% of course grade)

1. Present your research project

2. Discuss your thesis, reasons defending your thesis, sources used.

e. Put the 3 parts in an ePortfolio (Required for Course Completion)

1. Submit as a zip file

2. Extra 2 course points for submitting it on time

2. Online Discussions (40% 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%.

b. Six Research Project Discussions

1. Revolve around the 6 research project assignments

2. Discussions will begin at the start of each new Research Paper Assignment and finish at the when the research project assignment is due so there will always be opportunity to discuss your project with your fellow students and myself.

3. Use the discussions to address questions/concerns about your project or to help other students.

4. Your initial post due date for the six Research Project Discussions will be announced at the beginning of each discussion. Late initial posts reduce the week’s Research Project Discussion grade by 50%.

c. The Reading Discussions and Research Project Discussions = 40% of your course grade.

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

e. See the rubrics attached to the discussions for assessment details. (To view rubrics, click on the 3 vertical dots in the gray bar at the top of the discussion page)

3. Late assignments

a. Late assignments will receive no credit. The only exception is if there is an IT issue that is CCV’s fault. If this is the case, contact them and have them contact me. If they verify to me that it was their error, you will receive no deduction on a late assignment.

4. Participation (Between +5pts and -40 course points)

a. Based on attendance (No participation over a week = 1 absence)

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 (-40 pts)

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

a. “Get Help” at http://ccv.edu/discover-resources/

b. Help with the Research Paper at http://tutorials.libraries.vsc.edu/rbg/help

1. If you use your local Writing Center, bring this syllabus, the SEI paper rubric and your specific assignment’s feedback so they understand course expectations

a. Contact me if there are inconsistencies about expectations

c. The “Class Librarian Materials” can direct you to different resources the library has to offer

d. See PowerPoints/links for extra help with SEI research project stages

e. Call/email anytime with questions

VII: Recent Announcements (Top of the Course Website)

a. Course related announcements (Weekly updates, when assignments have been graded, important changes to the course, etc.)

VIII. Course Schedule: (SEI project assignments are in in red. Late assignments will receive no credit. See Canvas Pages for dates)

1. Week 1 (Jan 23-29)

Reading Discussion #1

Research Project Discussion #1: “Finding a Research Topic” begins

2. Week 2 (Jan 30 -Feb 5)

Reading Discussion 2

Research Project Discussion #1: “Finding a Research Topic” ends

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

3. Week 3 (Feb 6-12)

Reading Discussion 3

Research Project Discussion #2: “Finding Sources for your Paper”

Research Project Assignment #2 “Library Assignment” Due Feb 12

4. Week 4 (Feb 13-19)

Reading Discussion #4

Research Project Discussion #3 “Creating a Qualifying Thesis”

Research Project Assignment #3 “Thesis” Due Feb 19

5. Week 5 (Feb 20-26)

Reading Discussion 5

Project Discussion #4 “Creating an Outline that follows your Thesis” begins

6. Week 6 (Feb 27 – March 4)

Reading Discussion 6

Project Discussion #4 “Creating an Outline that follows your Thesis” continues

7. Week 7 (March 5-11)

Reading Discussion 7

Project Discussion #4 “Creating an Outline that follows your Thesis” ends

Research Project Assignment #4 “Outline” Due March 11

8. Week 8 (March 12-18)

Reading Discussion 8

Project Discussion #5 “First Draft” begins

9. Week 9 (March 19-25)

Reading Discussion 9

Project Discussion #5 “First Draft” continues

10. Week 10 (March 26 – April 1)

Reading Discussion 10

Project Discussion #5 “First Draft” continues

11. Week 11 (April 2-8)

Reading Discussion 11

Project Discussion #5 “First Draft” ends

Research Project Assignment #5 “1^st Full Draft of your paper” Due April 8

12. Week 12 (April 9-15)

Reading Discussion 12

Project Discussion #6 “From First Draft to Final Draft” begins

13. Week 13 (April 16-22)

Reading Discussion 13

Project Discussion #6 “From First Draft to Final Draft” continues

14. Week 14 (April 23-29)

Reading Discussion 14

Project Discussion #6 “From First Draft to Final Draft” continues

Reflection essay on student's educational experience Due April 29

15. Week 15 (April 30-May 7)

DISCUSSIONS Due May 7

-Presentation Discussion

-Extra Discussion - "How's your ePortfolio going?" (This discussion is worth up to an extra course pt)

^-Project Discussion #6 “From First Draft to Final Draft”

ASSIGNMENTS Due May 7

-Presentation

-Research Project Assignment #6 “Final Paper”

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