First Year Seminar 100.

19 CSUMB
2009

Monday evenings, 6:00 - 8:50, Bldg. 59, Rm. 102

Brett Greider, Ph.D., Fall 2009 Office Hours: Lib. 2129; Mondays 11:00AM12:30PM & 3:00-3:30 PM; and by appointment. Communicate by Email: bgreider@csumb.edu (36 hrs. response). REQUIRED READINGS AND RESOURCES: Julia Cameron, The Artists Way: A Spiritual Path to Higher Creativity (Tarcher/Putnam 2002). Winton Marsalis, Moving to Higher Ground: How Jazz Can Change Your Life (Paperback 9/9/09) Supplemental Readings: in-class hand-outs and assigned website resources. A dedicated journal or spiral bound notebook for writing and creative work (separate from your class materials notebook; e.g., a blank book or spiral sketch book or other bound notebook for 300 pages). An organizational folder for your portfolio materials (slim, not 3-Ring, for return of assignments). Current CSUMB catalog selections and Vision Statement. Resources for FYE from CSUMB Website: http://firstyear.csumb.edu/students.htm AND iLearn for assignments and discussions on-line; also, further on-line resources will be provided. Email: Note that CSUMB email/messaging/calendars tools are a vital class communication link, including assignment information. You are responsible for MyCSUMB alerts, updates, calendar reminders, etc. CSUMB Community Events, Staff members, Services, Films, Music, and local cultural events. Recommended Writing Text: Hacker, Diana (Newest Edition). A Writers Reference. Boston and New York: Bedford/ St. Martins Press; or, Pocket Keys for Writers. Recommended Dictionary: American Heritage or Websters Collegiate. Creative Power: Changing the World through Artistic Expression Welcome to First Year Seminar! Take charge of your own education, your mind, your life, fully activated! This course aims to empower YOU to transform your life by taking advantage of YOUR university education and participating in our extraordinary learning community. Your engagement in your own education is the best measure of your future learning experience. This class explores how passionately creative people around the world are changing history, engaging social problems, confronting injustices, protecting the environment, and awakening others through various forms of art. We will explore socially-engaged artistic expression around the world - in graphic arts, music and dance, creative writing and films - to discover how cultural and social transformations get triggered by individuals engaged in artistic movements. The global problems challenging this generation inspire exciting collaborations and networks of creative individuals working for change around the planet. Awakening your creative will empower you in your academic and intellectual life, energize your personal life and relationships, and effectively expand your horizons.

Awakening your own individual creativity will empower you to take action and contribute toward making a better world. You will engage in daily writing practice and other exercises to awaken your creativity. Exploring various media through actively encountering the arts will nurture your awakening, stoking your creative passions and imagination for envisioning a better world and creating positive changes. Visionary thinking crosses all boundaries and disciplines to help us map a way into the future for humanity, for all living things, for our earth. CSUMB VISION: This course orients you in the foundations needed for academic life at California State University Monterey Bay, and for your lifelong learning. You will develop written communication and critical thinking skills, and the ability to meaningfully engage in dialogue with diverse people whose values, experiences, beliefs, and interests are interdependent yet different from your own. An important objective of this learning experience is your own discovery and exploration of your individual abilities, role as community members, and as cultural and global community members. Your active participation is required by collaborating with others in decision-making, learning, and completion of tasks or creative work, both in small group activities and as a whole class. Transform your education by realizing that this is YOUR education, determining your liberating path. We will use CSUMBs vision statement as our starting point and apply it as a guide to expand our personal knowledge of community. We will examine the multiple components that are a part of the communities in which we flourish, including the CSUMB Campus, its policies and programs, graduation requirements, and more. You will examine yourself as a learner, scholar, individual and member of a diverse, multicultural and global community. Your goal is empowerment to develop personal and selfmotivated life-long learning skills.

Class expectations & assignments

Note: The following specific assignments will accumulate to create your Course Electronic Portfolio for evaluation at the end of the semester. See your separate class Calendar and Assignment handouts for Due Dates. You will receive instructions for each assignment; below is a brief description of what is expected: 1. Creative Autobiography and Vision Essay (Begin this assignment immediately, for review in your next class, Monday, the 31st of August (500 - 750 words). Two stages: (a) Write a personal narrative about your past creativity experiences. It may include descriptive, explorative, and reflective ideas and stories. (b) Analysis of CSUMBs Vision Statement and Core Values: This is a 500 words exploration, reflection, and interrogation of the CSUMB vision, goals, and core values recognizing how the Vision relates to you personally, beyond mere description, indicating a high level of personal involvement and innovative thinking, with rich and relevant details. Engage the Vision with personal reflection on your own educational experience and creativity, considering (for examples): comparing your school experience; a positive or negative learning experience that had an effect on your education; ways in which you learn best; and your future educational goals. 5% of grade

2. You have two consistent disciplines that are required throughout the semester: (1)
Morning Pages and (2) Art Dates these will be defined and described in your Artists Way text, and modified for this class (see Handout Assignment). Begin right away practicing these to vital elements of the class. Journaling is an integral element of this process so that your critical thinking is expressed and incorporated into your personal life and thinking. Your journal writings may generate original thinking as groundwork for your academic writing, and reflection on class issues and your personal transformation. No one else will read them, but you will show your progress and discuss them in meetings with the Instructor. 20% of grade

3. You have two consistent disciplines that are required throughout the semester: (1)
Morning Writings and (2) Art Dates these will be defined and described in your Artists Way

text, and modified for this class (see Handout Assignment). Begin right away practicing these to vital elements of the class. Journaling is an integral element of this process so that your critical thinking is expressed and incorporated into your personal life and thinking. Your journal writings may generate original thinking as groundwork for your academic writing, and reflect on class issues, such as examining your relationship to the Omnivores Dilemma and your personal transformation. No one else will read them, but you will show your progress and discuss them in meetings with the Instructor (15% of grade). 4. Essay Writing: In two short essays you will develop your ability to develop a specific thesis, to anticipate audience concerns, and to respond sensitively to diverse perspectives. These essays are designed to help develop and express critical reflection included in your portfolio as evidence of meeting requirements in reading comprehension, written communication, and critical thinking. 10% 5. Critical Research Paper expanding from research on Creativity and the Arts. Specific instructions will be given throughout the semester, including in-class writing workshops, discussions, peer-editing, and revision workshops, as well as research instruction and various media or other resources. In class we will examine the stages of writing as a process that includes pre-writing techniques for generating your own original insights and finding your original voice, to writing drafts and revisions, to editing and polishing your writing. You are encouraged to use your campus services, such as ASAP. You will learn our shared criteria for critical universitylevel writing standards. The final draft will model academic standards with approximately 1,500 words, plus References in APA format, due at Mid-Term. 20% 6. Oral Presentations: You will be asked to make presentations that will range from the brief and informal to a collaborative and well rehearsed exploration of academic majors at CSUMB. You will receive resulting peer- and instructor-feedback and self-evaluations to develop communication skills. 5% 7. Learning Plan: The Learning Plan will develop your educational goals and will be discussed throughout the semester to plan your projected coursework over the next 2 years and meet the University Learning Requirements. You will meet with an academic advisor as you develop your learning plan. 5% 8. First-year Memoir: You will write a Final Reflection essay on your first semester experience here at CSUMB, building upon previous reflection assignments. 10% 9. Electronic Portfolio: You will learn how to archive your work in an electronic portfolio using web-based software, creating a dynamic personal academic website. You will receive guidance and instruction. Your completed E-portfolio is evidence that you have successfully realized all of the outcomes for this course. All assignments included in the portfolio should indicate your understanding of college-level writing, have a clear sense of purpose and audience, follow a logical organization, be well developed, and clearly focused. All materials should be saved cumulatively in your portfolio throughout the semester. 10% 10. Attendance, Quizzes, and Participation: Your attendance and participation in class is crucial for your success and will be evaluated as part of your grade (see attendance policy). Quizzes will include questions regarding reading and vocabulary, written reflections and critical thinking. 15% LEARNING OUTCOMES FOR FYS 100 CREATIVE POWER

EACH FIRST YEAR SEMINAR GOAL HAS COURSE OUTCOMES ASSOCIATED WITH IT. An outcome, as youll learn in the class, is a specific skill, understanding, or knowledge. Here are the goals for students in First Year Seminars with their respective course outcomes: Explore identities as new members of an academic community: Students explain a general concept of an academic community and compare it to other communities. Students use CSUMBs Vision, academic model, and core values to define what is unique about the CSUMB academic community and fostering cross-cultural communication. Students will be able to identify the type of classroom activities, experiences and environments that best supports their learning, development, and participation in an academic community. Students will be able to explain their roles and responsibilities as students in an academic community. Understand and articulate outcomes-based education: Students can describe outcomes-based education and identify how outcomes support their learning. Be introduced to CSUMBs fields of study and university learning requirements: Students see how professionals in disciplines think and work by investigating the theoretical and conceptual frameworks of six campus programs. Students make informed decisions for their Individual Learning Plans covering their first two years of study. Explore their identities as members of a multicultural, global community: Students describe their social and cultural identities in terms of their origins, life histories, and current relationships, understanding that these identities can be fluid. Students express conceptual definitions of multiculturalism and diversity, and identify implications of multiculturalism for their roles in this academic community. Explore what it means to be an educated person: Students assess themselves to determine possible academic pathways and career decisions. Students describe what it means to be a knowledgeable and responsible citizen Students explore what it means to participate in an intellectual community

CLASS PARTICIPATION EXPECTATIONS: You are expected to come to class on time. This interactive, experiential class requires your involvement. Because class participation is an important part of your grade, if youre not there, or are late, you cant participate. In addition, you are expected to reflect on what you learn from class in your journal, and if you arent there, you wont be able to reflect on what you learned. More than three hours of absences, or frequently arriving to class late, will negatively impact your grade. Regular attendance and promptness significantly help your grade. If you must miss a class due to the celebration of religious or cultural holidays not observed by the university, please discuss this with me in advance so we can make any necessary arrangements. Regular attendance is required for active learning. Attendance and active participation contribute considerably to the quality of this course and help you to meet First Year Seminar 100 requirements and outcomes. Class participation is central to our process of practicing empathic listening and communication skills, thinking critically and ethically about ideas and opinions of divergent perspectives, and sharpening self-reflexive, cooperative, and collaborative communication skills. Through this process we can construct informed, critical, cross-cultural, comparative, historical, global, and political analyses of reading and writing. If you must miss a class, it is your responsibility to contact one of your colleagues from this class for any assignments you may have missed before you contact me via email if you expect me to get you up to speed because you were

unable to attend class. Excessive tardiness or failure to participate in the work of the class is considered equivalent to an absence. You are expected to come to class prepared. Complete all reading assignments and prepare to engage actively in large and small group discussion, or in individual written reflection in class. If you miss a class, you are expected to obtain from your buddy (a classmate you will choose to be paired with): class announcements, handouts and a summary of class content that you missed. You are expected to have this information before you return to class. It is your responsibility to obtain assignments What You Can Expect From Me: I respect your effort and time and investment in your education. I will facilitate your learning process and offer consultancy on resources for this course and the larger campus community. I will come to class prepared to respectfully engage your thoughts, ideas, and suggestions. You can also expect me to assess your work in a timely manner, and provide careful and thoughtful feedback. You are, of course, entitled to discuss your assessment with me. I am here to positively and substantially develop your education. I will try to answer all emails promptly within reasonable time limitations. Assignment Criteria: All papers and presentations will be evaluated according to criteria articulated with the assignment, and should be proofread before you turn them in for content, development, organization, style, format, grammar, punctuation, and spelling. As writing is a process, usually you will turn in at least one revision of your paper. Your peers will review one draft and I will review the final draft. Grades will not be given for drafts, but to the assignment as a whole. You will also receive substantial feedback for suggested revisions with each version of an assignment you submit, from peer groups and from me. Rather than focusing only on grades, I encourage you to pay special attention to the feedback you receive and meet with me whenever you have questions or concerns about your progress in the course. Feedback is given for recommendation of clarity, not as a suggested means of change. As the author of your paper you always get to choose what you wish to include and incorporate in your essays. Some assignments may be rewritten (if specified in assignment) . It is up to you to choose whether or not you want to rewrite your paper, provided you have received a passing grade (C or higher) on the assignment. Rewrites are due one week after you get the assignment back from me. You can rewrite an assignment only one time. A rewritten assignment needs to have significant and substantial revision documented. Revision should include expansion of ideas, development of support, and understanding of the particular outcomes associated with that assignment. Additionally, you will want to include or expand on the writing principles of content, development, organization, style, format, spelling, punctuation, grammar, and evidence that your essay successfully reflects the outcomes for the assignment. Correcting only spelling, punctuation, and grammar errors is editing or proofreading, not revision, and does not constitute a rewrite. Only a substantial revision will be considered for a grade change. All assignments should be computer generated and saved where they will be accessible at a later date for further revisions, or as a backup copy should you need one. Please double-space, use an easy to read 12-point font, and leave generous one-inch margins on either side of your paper. All papers must be appropriately titled (i.e., Reflection #1, Autobiographical Essay, Community Essay etc.), and the title is to be placed at the top of the first page. Your name, my name, course number, and date of submission should be included on the first page. Your draft essays should be paginated and stapled and/or reviewed and submitted in your E-Portfolio. All drafts of assignments must be turned in as a hardcopy (printed) for written responses in workshops, by peers and by the instructor (see specific assignment instructions). Please do not email me your assignment or electronic copy unless requested (your E-Portfolio will provide a place for review). It is your responsibility to print out and staple your paper for class workshops or comments. Please familiarize yourself with the printer you will be using so that you might avoid any last-minute

problems. Hard-copies for classes are expected for in-class activities, so dont get left out! This is your education! All assignments are expected at the beginning of class on the due date. Do not come late because you did not plan ahead! Emergencies and serious issues can and do happen, however, bad planning or simply forgetting is not an emergency. Should you find yourself in a situation where you did not complete an assignment by the due date, please still come to class on the day it is due. If you dont come to class that day, you will only fall more behind. Late Policy: I cannot make allowances for assignments that are simply handed in late. Your grade will drop one letter grade for each class period that the assignment is late. Additionally, late assignments do not qualify for a rewrite option. Academic Skills Achievement Program (ASAP) Writing & Reading Support: Successful college students seek out assistance when they need it. Our Academic Skills Achievement Program (ASAP) is there to help you develop your academic skills. The ASAP trained peer writing assistants will assist you with reading and analyzing complex texts, composing, drafting, and revising your writing assignments. If you are bilingual or multilingual, you can get weekly support from professional tutors through the ACCESS program. Making a habit of visiting ASAP throughout the semester will help you hone your skills and deepen your understanding of the concepts in our class. One-unit course options are available.

Academic Integrity: Academic integrity is of central importance to an education at CSUMB. The core of this integrity resides in the scholastic honesty of the CSUMB community, and therefore, is the responsibility of all students and faculty to uphold and maintain. Forms of academic dishonesty include: cheating, fabrication, plagiarism, and collusion in any of these activities. For more information regarding the Academic Integrity Policy please go to http://policy.csumb.edu/site/x20830.xml. For more information about Student Conduct and Responsibilities please visit: http://csumb.edu/academic/catalog/archive/fall2008/x2161.html. Grading Appeal Policy: If you have evidence that the grade you were given on an assignment is not reflective of the quality of your work, you can write a brief explanation of why you believe this to be the case. Be sure to refer to grading criteria described in the syllabus or in handouts provided in class. I will review your explanation and re-evaluate your work, however, note that sometimes it may also go the other direction. Extra Credit: no extra credit assignments accepted, however you have an option to seriously revise a paper and to show extraordinary effort in most assignments, as well as a great E-Portfolio. How Well Figure Out Your Final Grade: In order to receive a C or better in FYS 100, all work must be submitted on time and must have been reviewed at least once by the instructor while in process (no new writing assignments will be accepted as final versions in your portfolio). Each of the assignments must be included, and each one must be accepted as college-level work. A grade of C or lower will automatically be assigned to portfolios with missing assignments. Assignments that have not been approved or submitted previously as drafts will be counted as missing, and the portfolio will receive a grade of C or lower. In addition, your grade may be raised or lowered by as much as one letter grade for the following deficiencies in: attendance, timeliness of assignments, contributions to class discussion and group activities, and effort. These aspects are included because writing assignments demonstrate only part of a students abilities and future potential. Attention: a C- (70%-72%) is not a passing grade. For specific grade descriptions and assignment grade points: see separate handout and assignment detailed expectations handouts. Final letter grades will be based on the following scale: 90 100% = A- to A+; 80 89% = B- to B+; 70 70% = C- to C+; 60 69%= D- to D+; and Below 60% = F.

Accessibility: Students with disabilities who require accommodations such as time extensions or test accommodations should present verification from Student Disability Resources (SDR) as soon as possible. If you think a disability may impact your performance in this class, please meet with the SDR professional and schedule an appointment to discuss specifics with me by third week of classes. Classroom Norms: We will develop these norms as a group, but I have several expectations for classroom behavior: 1) respectful and engaged participation; 2) cell phones turned off or silenced; 3) no use of portable computers except when we are working on an FYS 100 project.

FURLOUGH NOTICE: For the academic year 2009-10 CSU employees are required to participate in a Furlough Program initiated by CSU Chancellor Reed to help offset the $564 million revenue shortfall of the California State University. Most faculty, staff, and administration members have been assigned a furlough equivalent to two work days per month, during which time we are prohibited by contract from doing CSU-related work. On three occasions during the fall semester the entire campus will be closed (Tuesday, September 8, Friday, October 23, Wednesday, November 25); and in other instances campus administrative offices will be closed. Similarly, on several occasions faculty will be required to be absent from campus and from doing CSU related activities. Consequently there will periodically be times during the semester when I am unavailable for consultation by phone or e-mail or in person during normal office hours. The schedule that follows indicates the dates when this class will be suspended due to Campus closures and mandated furloughs.

Moreover, because we will be required to have three classes less than normally, we cannot proceed as if it were business as usual. According to the Preamble of the CSU 7-28-09 Furlough Agreement with the California Faculty Association, cuts of this magnitude will naturally have consequences for the quality of education that we can provide. In this light, I will adjust course assignments (homework, readings, quizzes, tests, etc.) to reflect an equitable and proportionate reduction to the amount of classroom time lost. Individuals who are concerned about the opportunity cost of this furlough plan are encouraged to communicate the impact of this budgetary decision to CSU administrators as well as to state legislators and the governor.

This course syllabus may be updated to meet the needs of the class. A detailed course calendar will be distributed separately AND YOU WILL RECEIVE CALENDAR UPDATES ONLINE (USING OUR DYNAMIC GOOGLE-POWERED CALENDARS). Also, Assignments with detailed expectations will be distributed separately. Brett Greider 2009 One of the most important things you can do as you enter a new community like CSUMB is to explore, discover how to be involved, learn to find resources in the community, and meet new people.

This assignment will allow you to do all of this and also ask you to reflect on the opportunities and experiences in which you participate.

For each of the categories, you have a variety of options to choose from; and in some cases, you can create your own experience. You will need to participate in at least 3 different activities for each category for a total of 5 hours. After you have completed the activities for the category, you will write a 2-page reflection on what you learned about yourself and the community through participating in experiences for each category academic, social, health, and community.

CATEGORIES academic (eg. study skills workshops, ASAP workshops, career workshops services) health & wellness

TYPES OF OPPORTUNITIES workshops on: time management, career relationship to major, reading strategies, etc; and also educational related events on campus (e.g. immigration events and hunger and homelessness awareness activities.)

YOUR CHOICES (select three)

# OF HOURS

workshops on: time management, stress management, wellness activities, healthy eating choices, (eg. health-related workshops, counseling suicide prevention, drug & alcohol services workshops,) harm reduction, sexuality, STIs. attend a club meeting, join a club or sports team, attend workshops on (eg. campus clubs, sports, civility or getting along with your roommate, attend residence hall student life activities) meetings, BBC events, RHA movie nights, world theater events, or arts activities. community (eg. community exploration, service in community) ride the bus to a local community and have lunch (in a locally owned venue), attend the national beach cleanup, participate in a service activity, attend a poetry slam at Morgans, spend an afternoon in a local state park, attend dia de los muertos celebrations, go to a local farmers market, or volunteer for the social & campus life

5 5

Big Sur half marathon. I recommend that you plan to do one to two hours a week to spread this over the semester. Total You will need to turn in the reflection with this form near the end of term. 20

CATEGORIES academic (eg. study skills workshops, ASAP workshops, career workshops services)

WHAT YOU DID

DATE ATTENDED

time on task

=5

health & wellness (eg. health-related workshops, counseling services workshops,) =5

social & campus life (eg. campus clubs, sports, student life activities) =5

community (eg. community exploration,

service in community) I recommend that you plan to do one to two hours a week to spread this over the semester. Total You will need to turn in the 4 reflections at specific points, check the class schedule for dates. **With each reflection please list which category you are discussing, the things you did, and attach evidence (e.g. ticket stub, receipt, event program, note from facilitator, a picture of you in action) to show that you attended the function.

=5

20

FIRST YEAR SEMINAR SYLLABUS, PAGE 6