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Essential Objectives

Web Schedule Fall 2021

Revision Date: 02-Apr-21

HUM-2010-VO06 - Seminar in Educational Inquiry

Online Class

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

Synonym: 208078
Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-07-2021 to 12-20-2021
Last day to drop without a grade: 09-27-2021 - Refund Policy
Last day to withdraw (W grade): 11-08-2021 - Refund Policy
Faculty: Telly Halkias | View Faculty Credentials
Materials/Lab Fees: $75.00
This course has started, please contact the offering academic center about registration

Browse the Canvas 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 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.



Enrolling in this section is a rare opportunity for CCV students to take the college's capstone course and hone their writing skills, with a professional writer as instructor


The search for meaning in our world is perhaps the central inquiry common to all mankind. This quest begins and ends with the self, and projects against the context of a many layered milieu, one that includes everything from understanding our own past to defining our hopes for the future.Seminar in Educational Inquiry,CCV's capstone course, is concerned with this inquiry, one rooted not only in the breadth of our imagination, but also in the focus of critical thinking.

Central to this course is a major portfolio requirement, one that everyone must pass with a grade of C- or better in order to pass the course.And if you happen to be a CCV student, completion of this course will fulfill your major writing-intensive course requirements for graduation.


---"Telly is hands down the best teacher I've ever had. He really encourages the entire class to participate in meaningful discussion. Each student in the class made very apparent progress throughout the semester, each one of us improving our writing skills."

---"I am very grateful for Prof. Halkias' attentiveness to our development."

---"Telly does an amazing job. I was encouraged to improve more than in just about any other class I have taken at CCV up to this point because Telly saw my potential and wouldn't allow me to squander it."

---"What I found most effective in this course is that, though we were online, it felt as if Professor Halkias practically held our hands and walked through the entire semester with us. Professor was always present though we are miles apart. I do not believe that there is another tutor who could have done a better job Professor Halkias."

Evaluation Criteria:

15 Discussion Forums (Weeks 1-12) @ 4% each = 60%

Consultation with class librarian (Week 3)= 5%

Essay draft (Week 6 and 9) = 5%

Portfolio part 1: Reflection Essay (Week 10) = 6%

Portfolio part 2: Oral Presentation/submitted digitally (Week 11) = 9%

Portfolio part 3: Final Essay (Week 12) = 15%

Total =100%


Details for all assignments will be provided in the weekly course page. Please always feel free to ask questions if an assignment is unclear or if you are having technical difficulties accessing course materials. Past student examples of "A" quality work of every key assignment will also be provided weekly.

Grading Criteria:

A – OUTSTANDING (90-100/ 90-91.9-, 96-100+)- It must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only show full understanding of the topic or issues addressed, but also provide a critical analysis of these. In addition, an A grade reflects a student's ability to clearly and thoughtfully articulate in writing his or her learning, and that includes, when required, error-free MLA documentation, and extensive use of scholarly and/or credible, primary and secondary sources, and regular use of the class librarian.

B – GOOD (80-89/ 80-81.9-, 87-90+) -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 in writing his or her learning, and that includes, when required, MLA documentation with only minor errors, and predominant use of scholarly and/or credible secondary sources, and regular use of the class librarian.

C – SATISFACTORY (70-79/ 70-71.9-, 77-80+) -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 in writing his or her learning, and that includes, when required, somewhat recognizable MLA documentation and mostly use of secondary and/or popular and tertiary sources, and minimal use of the class librarian.

D – MARGINAL (60-69/ 60-61.9-, 67-70+) –Itmust only partly meet the expectations of the assignment. It must demonstrate at least some comprehension, critical thinking, and attention to detail. In addition, a D grade may reflect a student's difficulty in articulating his or her learning; that includes, when required, barely grasping the use/minimal use of MLA documentation and of research sources, and no use of the embedded librarian.

F – FAILURE (0-59)-Itdoes 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 in writing his or her learning; that includes, when required, no use of MLA documentation, and research sources, and no use of the class librarian.Note: All students must pass the final essay with a 70 or above to successfully complete the course and meet the level II writing/research intensive requirement.


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: Telemachus Halkias
Hiring Coordinator for this course: Virginia Gellman

Notes: Telly Halkias is a recipient of the Vermont State Colleges/Community College of Vermont Excellence in Teaching Award

Attendance Policy:

Attendance is defined as logging in to the course site and posting at least once (1 time) in an academic forum related to an assignment. Three (3) or more absences constitutes a course failure

Accessibility Services for Students with Disabilities: CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please

  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 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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