professormodeste@gmail.com
jmodeste@mercymavericks.edu
Mercy College
Junior Seminar -- Fall 2013
Catalogue Description
The Junior Seminar is designed as a general education capstone course to be taken by all Mercy College students as a requirement for graduation. Its purpose is to insure that students have achieved acceptable performance in the practical application of skills taught in the basic courses: 1) critical reading, 2) critical thinking, 3) critical writing, 4) information literacy, 5) quantitative analysis, and 6) public speaking. Each section of JRSM301 focuses on a particular topic. Students research and respond to various aspects of the selected topics and give multiple presentations in written and oral form. Students can register for the course after completing 60-90 credits (prerequisites: ENG 112; SPCM 110; MATH 115 or 116. The Junior Seminar (JRSM 301) is a three (3)- credit course.
Course Learning Goals
The learning goals of the course are to engage students in the process of assessing their proficiencies in the general education competencies by providing a thematic context to do so. The six general education competencies are a foundation, when mastered, for future academic and professional success. The course serves as a capstone experience where competencies may be assessed and enhanced by further instruction, as needed.
Critical Reading Learning Objectives
Use a variety of texts to assess the following student learning outcomes:
Distinguish main ideas from supporting text.
Practice self-regulated learning of vocabulary.
Apply comprehension and analysis strategies for reading.
Critical Thinking Learning Objectives
Use discussions, debates, essays, digital stories, ePortfoloios, concept maps, exercises, assessments, journals/diaries, argument analysis to assess the following student learning outcomes:
Identify modes of discourse in discursive texts or main themes in fiction.
Evaluate each mode of discourse using the appropriate standards.
Explain patterns of argument of thematic ideas.
Information Literacy Learning Objectives
Utilize library services and online databases and tools to assess the following student learning outcomes:
Access information from appropriate sources.
Formulate research strategies.
Analyze and evaluate information.
Cite information sources using the fundamental elements: author, title, publisher date of publication, name of the journal, volume and issue number.
Written Communication Learning Objectives
Use essays, ePortfolois, papers, and shorter written responses to assess the following student learning outcomes:
Choose and narrow a subject.
Identify a purpose, and formulate an appropriate thesis statement.
Organize ideas effectively, and develop them within a logical paragraph structure.
Support points clearly with specific and adequate evidence.
Demonstrate command of accepted English sentence structure and grammar.
Revise and edit according to standard English practice, including attention to punctuation and appropriate vocabulary.
Acknowledge all sources by documenting research according to a recognized manual.
Oral Communication Learning Objectives
Use example presentations and multiple speaking opportunities (formal/informal) to assess the following student learning outcomes:
Appreciate the nature of the listening audience, and anticipate its needs and requirements.
Express information orally (without reading from a written text) in natural, energetic and vocally varied phrases.
Incorporate the responses of listeners into the oral communication process.
Hear, interpret, and evaluate information and accurately respond to instructions.
Speak in phrases that conform to the conventions of accurate English pronunciation, articulation (diction), grammar, and syntax.
Employ appropriate non verbal face and body movements, posture, pace, etc.
Select and narrow a subject, plus clarify a purpose/objective.
Structure information into purposeful, recognizable units (opening, body, closing) and support ideas using appropriate data and referenced documentation.
Quantitative Reasoning Learning Objectives:
Use quizzes, examples, projects and samples from various sources to assess the following student learning outcomes:
Apply quantification as problem-solving strategy to real world situations.
Perform arithmetic computations necessary to solve common mathematical problems.
Critically evaluate information presented in tabular and graphic form.
Demonstrate computer literacy through the use of software applications.
Recognize the reasonableness of numeric answers.
Employ quantification and quantitative techniques both in generalization from data, or observed fact, and in deriving predictions from generalizations.
Understand sampling and recognize its role in statistical claims.
The Democracy of Education
Cultural Historian Albert Murray writes, “Tradition” is not only “that which continues; it is also the medium by which and through which continuation occurs.” If we think about our educational system as a tradition, what do we learn about our nation and the way we educate? In what ways and to what extent does our tradition of education reflect or conflict with our nation’s democratic values? To what extent is education an egalitarian endeavor and can/should we make it more so? In an effort to place current debates in education in the context of our national identity, this course will explore some of the key topics in k-16 education including: student, teacher and school assessments; high-stakes testing; the rising cost of higher education; and MOOCs. Students will investigate these topics through independent and/or group research, articles, blogs and reports from select organizations and will participate vigorously in class discussions.Course Requirements
Attendance is worth 50% of your grade for this course. You will not pass this course if your attendance is unsatisfactory. Students will be expected to attend all classes and actively participate in discussions in class and online. Students should come to class having already read and/or listened to the material to be discussed for that day.
Quizzes: Three will be three (3). Quizzes should be typed, double spaced, and submitted at the beginning of class on the due date.
Library Visit: will help students understand the critical role of the librarian and view the librarian as a vital asset in the quest for information and resources. During this session and several subsequent class meetings, students will be required to demonstrate quantitative reasoning skills by seeking out, compiling (charts, graphs, tables, etc), assessing, and presenting information relevant to topics addressed in class and/or in Group Projects.
Group Presentations: students will work in groups to present themes discussed in class in a comprehensive manner. Presentations are an opportunity to reveal proficiency in oral communication, critical thinking and analysis and should reflect a mature understanding of the topics explored in class in a multi-media innovative production that makes use of technology (digital storytelling, power point, film clip, musical performance, etc.). Additional details will be distributed with the assignment rubric.
Grades will be determined as follows:
Classroom participation, Online discussions, attendance: 50%
Quizzes: 25%
Group Projects: 25%
Weekly Schedule
Week 1 Introduction, Group Assignments, Class blog,
Week 2 A Discussion of Democracy: Online Readings and Responses
Week 3 Democracy, continued...
Week 4 Education History: How it All Began
Week 5 Education History, continued...
QUIZ 1
Week 6 Review -- Q1
Group Assignments
Education: Inclusive, Exclusive, Growing Pains
Week 7 Assessments, High-Stakes Testing, Rising Tuition Costs, MOOCs
Library Visit
Week 8 Assessments, High-Stakes Testing, Rising Tuition Costs, MOOCs,
Week 9 Library Visit -- working session
QUIZ 2
Week 10 Group mini presentations, working session
Week 11 Library Visit -- working session
Week 12 Current Events in Education
Week 13 International Education
QUIZ 3
Week 14 International Education, continued…
Week 15 Group Presentations and feedback
Week 16 Unfinished Business
