Fall 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 40% of course grade)

a. Divided into 3 Parts

1. Research paper (25% of course grade)

2. Reflective essay (5% of course grade)

3. Two Presentations (10% of course grade)

b. Part 1 - Research Paper (25% 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 (1% 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 (2% 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 (4% 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 (7% 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 (APA or MLA format)

a. Half should be from your scholarly sources

6. Works cited list should be an MLA or APA format.

a. Include the URL's for each source

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 (10% of course grade)

1. Thesis/Outline/Sources Presentation (5%)

In class/Zoom

a. Present Thesis/Outline

b. Discuss your Librarian interaction

. c. Present 2 Scholarly/ authoritative sources in MLA or APA 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

1. Sources/Thesis/Outline Discussion

1. Present a draft of your Thesis/Outline/Sources
2. Discuss your Class Librarian interaction
3. Present 1 Scholarly/ authoritative source, 1 credible opposing source and 1 “Presearch” source and explain:

a. Where you got the sources

b. How they support/refute your thesis

c. How they are scholarly/authoritative/credible

d. Include the URL's for each source

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 (5%)

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

1. Present your research project findings during the Project Presentation Discussion
2. Present your thesis, reasons defending your thesis, sources used, takewaways
3. Share and comment on each other’s Presentations
4. See assignment category for details

2. Two exams - 20% of course grade (10% each)

a. Mid-Term and Final

b. Relating assigned readings to SEI course themes, Essential Objectives and Course Description.

c. Connecting assigned readings to what we watch/listen to/discuss in class

3. 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.`

f. Zoom participants

1. Camera should be on

2. If you need to leave (outside break time) let us know in the Chat.

g. Arriving late, early departures, time away from class, ZOOM camera off reduces Class Participation grade

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 (20% 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 (9/4-9/10)

Reading Discussion (All Students)

In Class Discussion (Online)

2. Week 2 - Thinking, Exploring and SEI Project Stage 2: Looking for Sources (9/11-9/17)

Reading Discussion (All Students)

In Class Discussion (Online)

Research Project Assignment #1 “Research Topic” Due 9/17

3. Week 3: Identity and Stage 2 Wrap Up (9/18-9/24)

Reading Discussion (All Students)

In Class Discussion (Online)

Research Project Assignment #2 “Library Assignment” Due 9/24

4. Week 4: Ethics and Stage 3: Creating a Thesis (9/25-10/1)

Reading Discussion (All Students)

In Class Discussion (Online)

Research Project Assignment #3 “Thesis” Due 10/1

5. Week 5: Values and Stage 4: Starting your Outline (10/2-10/8)

Reading Discussion (All Students)

In Class Discussion (Online)

6. Week 6: Reinterpretation/Contexts and Outline work (10/9-10/15)

Reading Discussion (All Students)

In Class Discussion (Online)

7. Week 7: Predictions and Outline completion (10/16-10/22)

Reading Discussion (All Students)

In Class Discussion (Online)

All In-Class Thesis/Outline/Sources Presentations are due by 10/22

Online Thesis/Outline/Sources Presentation due by 10/22

Research Project Assignment #4 “Outline” Due 10/22

8. Week 8: Work, Class, Race and Stage 5: Starting your First Draft (10/23-10/29)

Reading Discussion (All Students)

In Class Discussion (Online)

Mid Term Exam Due 10/29

9. Week 9: Various Topics and Draft work (10/30-11/5)

Reading Discussion (All Students)

In Class Discussion (Online)

10. Week 10: Various Topics and Draft work (11/6-11/12)

Reading Discussion (All Students)

In Class Discussion (Online)

11. Week 11: Various Topics and Draft completion (11/13-11/19)

Reading Discussion (All Students)

In Class Discussion (Online)

Research Project Assignment #5 “1^st Full Draft of your paper” Due 11/19

12. Week 12: Various Topics and Stage 6: Final Draft work (11/20-11/26)

Reading Discussion (All Students)

In Class Discussion (Online)

13. Week 13: Various Topics and Final Draft work (11/27-12/3)

Reading Discussion (All Students)

In Class Discussion (Online)

14. Week 14 Various Topics and Final Draft work (12/4-12/10)

In Class Discussion (Online)

Final Exam Due 12/10

Reflection essay on educational experience Due 12/10

15. Week 15 Various Topics and Turning in Final assignments (12/11-16)

In Class Discussion (Online)

Research Project Assignment #6 “Final Paper” Due 12/16

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.

VII. Appendix A

Research Paper Instructions

1. Design, compose and revise a 8 page 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.

• A thesis is defined as a position statement or proposition advanced by the writer; a thesis is arguable (offering a debatable point or claim) and supportable (focused, credible, and clear).

Research Paper Evaluation Criteria and Rubric

Your final papers will be evaluated according to the following criteria or questions. The paper is worth 50 possible points. Use these questions and answers to evaluate your progress toward a finished draft of the paper.

Research Paper Rubric

	5 points	4 points	3 points	2 points	1 points	0 points
Thesis	Detailed, focused. Specifically describes paper’s goals. Creatively & force- fully articulated.	Clear & Argumentative. Engaging Appropriate Complete & descriptive.	Adequate. Present. Mechanical.	Missing details. Stated as informa- tional. Simplistic.	Not specifically related to topic. Seems to imply a point. Hard to point out.	No thesis.
Purpose	Clear goals for writing. Clear plan for writing. Maintains purpose throughout paper.	Uses language for goals that is occasionally clear. Purpose not fully maintained.	General description of purpose. Purpose implied inconsistently/ Occasional shifts & detours in writing.	Purpose is inconsistent. Buried in wordy, meandering language. Not maintained.	Goals of writing is vague. Does not address thesis. Purpose abandoned or not maintained.	No clear purpose.
Critical & Creative	Effectively and skillfully integrates facts, examples, and others' ideas. Creatively reshapes ideas to serve thesis. Provides insightful context for ideas.	Appropriately integrates facts, examples, and others' ideas. Demonstrates some control of ideas w/in context of thesis. Shows context/analysis for ideas.	Shows occasional understanding of integrates facts, examples, and others' ideas. Ideas show only a general insight to topic/thesis. Inconsistent analysis.	Inconsistent understanding of integrates facts, examples, and others' ideas. Ideas & analysis are simplified.	Understanding of integrates facts, examples, and others' ideas was rudimentary. Contradictory/ unsupportable ideas & analysis.	No relevant development of ideas.
Examples, Support & Details	Fully supports ideas with documented sources. Complete, compelling & convincing analysis of source. Creatively and convincingly connects sources to thesis.	Appropriately connects sources to thesis. Competent & adequate analysis of sources. Consistently connects sources to thesis.	Adequately provides support for ideas. Lacks variety or persuasiveness. Loses connection to topic/thesis occasionally.	Ineffectively or inconsistently provides support for ideas. Missing or incorrect details. Source dropped in without analysis.	Support and details are random and unrelated to topic/thesis. Little to no development of source material.	No support or details.
Audience	Effective & insightful tone. Exceptional command & control of language. Excellent information integration.	Appropriate tone for academic writing. Clear & varied control of language. Clear information integration.	Adequate tone for academic writing. Basic control of language. Satisfactory information integration.	Language & tone are forced and/or clunky. Information integration is forced & uneven.	Writing is tone deaf. Random or unrelated integration of information.	No audience awareness.
Organi- zation & Structure	Creative & insightful structure & organization of writing that deepens meaning of writing. Exceptional use of transitional language.	Appropriate, clear, logical organization that supports the thesis. Clear & varied use of transitional language.	Adequate & basic structure & organization. Generally supports thesis. Sufficient use of transitional language.	Random structure. Main points cobbled together. Ineffective or inconsistent use of connective & transitional language.	Unrelated or missing structural elements. Missing transitional language.	No coherent organization.
Fluency	Engaging prose with clear, rich writing. Masterful use of sentences to control pacing and persuasiveness of writing. Creative integration of source material to create new meaning.	Appropriately uses college-level vocabulary. Clear & solid control of sentences to build writing. Clear integration of source material into the writing.	Adequate use of vocabulary and basic sentence control. Satisfactory ability to integrate source material into the writing.	Ineffective use of vocabulary. Choppy, disjointed writing. Sources dropped in randomly as unrelated block quotes.	Sentences are random and ungrammatical, leading to confusion. Missing connections to source material.	Unreadable.
G.U.M.	No errors. Creatively deploys grammar to enhance meaning & understanding.	No noticeable errors. Very readable without distraction.	Readable despite distractions. Consistent errors in certain areas of grammar.	Errors interfere with understanding. Many sentences are incompressible.	Messy. Most sentences are incomprehensible.	Unreadable.
Info. Literacy	Creative & insightful reshaping of topic. Wide & surprising variety of peer-reviewed academic source materials. Sources are used to deepen the argument.	Appropriately reshapes topic during writing. Good & varied use of peer-reviewed sources. Sources are used accurately, relevantly, and properly.	Adequately presents topic consistently. Occasional use of peer-reviewed source materials. Sources are present and adequate.	Ineffectively controls topic throughout writing. Over-reliance on non-academic sources.	Randomly jumps from topic to other things during writing. Inappropriate sources.	No use of sources.
Citations	Citations are masterfully used to convince reader of the argument. Outstanding use of MLA or APA style that enhances the writing and reading experience.	Appropriate & clear citations. Correct use of MLA or APA style.	Adequate citations for subject. Some errors in MLA or APA style.	Significant errors in citation. Some citations don’t appear in Works Cited/Reference page. Some entries in Works Cited/References page don’t appear in text.	Random or non-standard approach to citations style. Abundant missing citations.	Plagiarized. NOTE: You will be turning your papers into Turnitin, a sophisticated program that comprehensively checks for plagiarism

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