CLS 101: University Seminar (Section 26)

December 10 W

Mandatory final small group meetings with Dr. Maher.  Location and sign-up information will be posted soon.

December 4 Th

Finish Final Oral Presentations.

Last day of class:  discuss course learning outcomes, and fill out course evaluation forms.

December 2 Tu

FINAL ORAL PRESENTATIONS begin in class.

FINAL PAPER SUBMISSIONS are due by 5PM in the D2L dropbox.

November 27 Th

NO CLASS THIS DAY

MSU holiday:  Thanksgiving Day.  No classes, offices closed.

Thanksgiving holiday
The Thanksgiving Day holiday in the United States comes from the harvest festival tradition of 16th century agrarian Europe.

The traditional "first Thanksgiving" was held in 17th century America by the Pilgrims (1621).

George Washington instituted a national day of Thanksgiving in 1789, but the event did not gain widespread official acceptance until Abraham Lincoln issued a proclamation on October 3, 1863, setting aside the last Thursday of November as a day of thanksgiving.  Incidentally, this proclamation was issued just a few weeks before Lincoln gave his famous address at Gettysburg (November 19, 1863). 

Every president after Lincoln continued the Thanksgiving Day tradition, and Congress adopted the fourth Thursday of November as a national holiday in 1941.

The fourth Thursday can be as early as Nov. 22 (like 2007), and as late as Nov. 28 (like 2013). Look ahead formula: to determine the date of Thanksgiving next year: subtract one from the day of the month this year; then if next year is a leap year, subtract 1 more. If that result is less than 22, add 7.  Example:  in 2014 the date is 27, so in 2015 (not a leap year) Thanksgiving will be on the 26th.

November 25 Tu

Finish discussion of "Better," then review topics for the final papers and presentations, including informal peer review of draft manuscripts for anyone who has one ready.

November 20 Th

(Meet in the regular classroom)

We will discuss your art/photo response essays, then start our consideration of chapters from the book "Better."

November 18 Tu

GO DIRECTLY TO THE MUSEUM OF THE ROCKIES.  DO NOT GO TO THE REGULAR CLASSROOM FIRST. Meet in the Museum's main lobby area by 1:45PM. Ben will take attendance. Then to go to the exhibit America the Beautiful: The Monumental Landscapes of Clyde Butcher. The exhibit has several dozen large-format photographs of natural areas.

Assignment:

Take a look at all of the photos, then choose one that you find particularly intriguing for whatever reason. Take some notes regarding the photo, try to describe it in words, comment on the framing, use of light and shade, etc.  Then write a response (D2L Discussion 'Theta') explaining the photograph you chose and summarizing your thoughts about the picture and why you found it interesting. Due in the D2L discussion area by class time on Thursday, Nov. 20.

November 13 Th

Finish oral presentations for mid-term papers.

Discuss art, especially art in public spaces.  Take walking tour of several public art items on campus:  Walt Whitman sculputure, library wall sculptures, Veterans Park, EPS Building, SUB Leigh Lounge, etc.

Assignments:

1. Read at least one chapter from Gawande book "Better," and be prepared to present your thoughts on the chapter next Thursday (11/20).

2. Final paper project and oral presentation handed out in class.  Note that the final paper is due to D2L on Tuesday, December 2.  Note also that the last week of class (right after Thanksgiving) we will have final oral presentations in class. Those presentations will be like the mid-term presentations: why did you choose the topic, what new ideas came to you, and what possible opposing views did you consider?

November 11 Tu

NO CLASS THIS DAY

MSU holiday:  Veterans Day.  No classes, offices closed.

November 6 Th

MID-TERM PAPER DUE to the D2L "Dropbox" by 5PM MST.

In class we will have each student give an oral presentation. From the mid-term assignment sheet:

You will make a short presentation about your mid-term paper in answer to the question:

• Why did you choose this topic? and/or

• What new ideas came to you while writing the paper? and/or

• Explain opposing views you considered in writing your paper.

You should address your remarks specifically to the members of our seminar. You may comment on issues that have been raised in seminar discussions. You may use note cards or an outline, but do not write out your presentation and do not read a written text. Your presentation should be a continuation of your conversation in the seminar. Seminar members may ask you questions about the ideas you present.

The presentation should be two to four minutes long with an additional minute for questions from the audience.

Criteria for Evaluating the Mid-Term Presentations:

• Suggests a thoughtful answer to the question(s) under discussion

• Shows speaker commitment (interest, engagement, care)

• Uses a clear, straight-forward style to communicate (speaks in a clear, audible voice, looks at the audience, keeps the audience's interest, and meets the time requirement)

Assignments:

1. Read the Popova and the Ramachandran articles.

2. NOTE that there is no class on Tuesday, November 11 (MSU Veterans Day holiday)

November 4 Tu

NO CLASS THIS DAY
MSU holiday:  Election Day.  No classes, offices closed.

October 30 Th

DRAFT OF MID-TERM PAPER DUE at the start of class.

Bring TWO HARDCOPIES of your draft paper with you to class.  Two classmates will read your draft and provide oral and written comments.  Your participation in the draft peer review will be part of your mid-term paper grade.

Assignments:

1. Use comments on draft paper to refine the final version, which is due by 5PM on Thursday, November 6.

2. NOTE that there is no class on Tuesday, November 4 (MSU election day holiday)

October 28 Tu

Discuss Abbey and Bass readings.

Talk about mid-term paper assignment:  topics and draft preparation.

Assignments:

1. Work on draft of mid-term paper (due in class on Thursday 10/30/14)

October 23 Th

Continue discussion of technology and social media impact.

What should/could an educated person do, given our technological enviroment and distractions?

Assignments:

1. Continue reading Abbey and Bass.

2. Work on mid-term paper:  pick topic and start to develop ideas;  draft is due in class on Thursday, October 30!

October 21 Tu

Discuss "The Tethered Self" and Pang, reading responses, and related videos.

Mid-term paper assigned!  Draft is due in class on Thursday, Oct. 30.  Final paper is due in D2L dropbox on Thursday, Nov. 6.

Assignments:

1. Continue reading Pang, Ch. 2, 3, 5, 6

2. Start reading Abbey and Bass chapters.

October 16 Th

Discuss what is meant in 2014 when people refer to "the American dream."

Discuss Sacks' view of hallucinations and what it means for our community.

Assignments:

1. Continue reading Turkle and Pang

2. Reading Response:  Eta
   For our seventh CLS 101US-026 reading response, I will ask you to write a response to the Turkle article "The tethered self," and the Pang book (introduction and chapters 1-6) .
   
   The authors both lament the way in which mobile devices and communication technology change the social dynamics and interpersonal relationships of our lives. You are all members of a generation in which these devices and conveniences are ubiquitous!  Choose a topic and claim from the readings that you strongly AGREE or strongly DISAGREE with, and write a response of your own choosing .  Support your claims with evidence.  The response is to be 350-500 words.  Be careful to focus on your key claims and views:  UNDERLINE YOUR CLAIM so it is super obvious.
   
   All reading responses are due by 4:00PM on Monday, October 20.  Remember, no late work is accepted.

   Between 4PM on Monday and class time on Tuesday, October 21, please read as many of your classmates' responses as possible.  Be ready to discuss the topics during class on Tuesday.

October 14 Tu

Discuss "People Like Us" video and reading responses.

Assignments:

1. Finish Sacks 13-15

2. Start reading Turkle and Pang (introduction and chapter 1)

October 9 Th

Video:  People Like Us:  Social Class in America

Assignments:

1. Continue reading Sacks book

2. Reading Response:  Zeta
   For our sixth CLS 101US-026 reading response, I will ask you to write a response to the video we will view in class on 10/9.
   
   Choose a topic and claim from the video that interests you, and write a response of your own choosing, based on the content of the video presentation.  Please use SPECIFIC examples and themes from the video and the readings.  Remember to support your claims with evidence.  The response is to be 350-500 words.  Be careful to focus on your key claims and views:  UNDERLINE YOUR CLAIM so it is super obvious.
   
   All reading responses are due by 4:00PM on Monday, October 13.  Remember, no late work is accepted.

   Between 4PM on Monday and class time on Tuesday, October 14, please read as many of your classmates' responses as possible.  Be ready to discuss the topics during class on Tuesday.

October 7 Tu

Discuss "Two American Families" video and reading responses.

Assignments:

1. Read "The College Dropout Boom" (online pdf file)

2. Start reading Sacks "Hallucinations," ch. 1,2,6,8,11,12

October 2 Th

Video:  Two American Families

Assignments:

1. Finish reading Zimbardo: The Lucifer Effect, ch. 12, 13, 16. 

2. Reading Response:  Epsilon
   For our fifth CLS 101US-026 reading response, I will ask you to write a response to the video we will view in class on 10/2.
   
   Choose a topic and claim that interests you, and write a reading response of your own choosing, based on the content of the video presentation.  Please use SPECIFIC examples and themes from the video and the readings.  Remember to support your claims with evidence.  The response is to be 350-500 words.  Be careful to focus on your key claims and views:  UNDERLINE YOUR CLAIM so it is super obvious.
   
   All reading responses are due by 4:00PM on Monday, October 6.  Remember, no late work is accepted.

   Between 4PM on Monday and class time on Tuesday, October 7, please read as many of your classmates' responses as possible.  Be ready to discuss the topics during class on Tuesday.

September 30 Tu

Discuss Zimbardo reading and reading responses.

Pizza day!  I will bring some pizza to share.

September 25 Th

Oral presentations (cont.)

Assignments:

1. Next week (9/30 and 10/2), read Zimbardo: The Lucifer Effect, ch. 1, 10, 11, 12, 13, 16.  Also read Malala ch. 15.

2. Reading Response:  Delta
   For our fourth CLS 101US-026 reading response, consider the Zimbardo readings for ch. 1, 10, and 11.
   
   Choose a topic and claim that interests you, and write a reading response of your own choosing, reacting to some aspect of Zimbardo's material.  Please use SPECIFIC examples and themes from the readings.  Remember to support your claims with evidence.  The response is to be 350-500 words.  Be careful to focus on your key claims and views:  UNDERLINE YOUR CLAIM so it is super obvious.
   
   All reading responses are due by 4:00PM on Monday, September 29.  Remember, no late work is accepted.

   Between 4PM on Monday and class time on Tuesday, September 30, please read as many of your classmates' responses as possible.  Be ready to discuss the topics during class on Tuesday.

September 23 Tu

Oral presentations:  each student presents and also evaluates four other students (start Tuesday and finish on Thursday).

September 18 Th

Prepare for oral presentations:  discuss choosing a topic, making a claim, speaking persuasively, and supporting the claim with facts and examples from the course readings.

Assignments:

1. Next week (9/23 and 9/25), each student will give a short oral presentation during the class seminar time.  The topic of the presentation will be based on the readings from Yousafzai, Plato, King, Grant, Tohe, and Basso, and the content of the presentation will address an arguable claim.

   The approach for the oral presentation is for you to choose a claim that you disagree with from one of the course readings, and then pose your oral presentation as a message delivered to the author or character expressing that claim in order to persuade them otherwise, using supporting information from the readings.  In other words, imagine your oral statement is delivered TO the author or the character, and you challenge, question, expand upon, offer advice about, or offer further illustration of one of their arguments or strategies--using information from one or more of the other readings.

   For example, let's say you chose a statement from Socrates, like his justification in the Crito section for not escaping when offered the opportunity. Socrates imagines the argument against escape being stated as: "Besides, if you had wished, you might at your trial have offered to go into exile. At that time you could have done with the state's consent what you are trying to do now without it.  But then you gloried in being willing to die. You said that you preferred death to exile. And now you do not honor those words:  you do not respect us, the laws, for you are trying to destroy us; and you are acting just as a miserable slave would act, trying to run away, and breaking the contracts and aggreement which you made to live as our citizen." (Plato, page 62-63). For your oral presentation you might consider expressing an alternative to Socrates, such as persuading him using a strategy of Martin Luther King, Jr., or perhaps the ethical dialog approach of Grant, to implore Socrates that he should take a different path to social disobedience than to be executed.

   The oral presentations should be approximately five minutes.  You should not read the presentation, but you are allowed to have a note card with a reminder outline.  Your key preparation will be to practice the presentation (out loud!) a sufficient number of times so that you can deliver the remarks confidently, reliably, and effectively.

   Information about Oral Presentations in CLS 101

    

September 16 Tu

Review reading responses, and discuss the role of place, time, and culture in an expanded definition of knowlege and wisdom.

Assignments:

1. Complete reading all of your classmates' reading responses:  comment on any that you find particularly interesting--or confusing.

2. Basso: Finish reading chapter 4.

September 11 Th

Discuss how different cultures define knowledge and wisdom.

Assignments:

1. Readings: Basso: Wisdom Sits in Places, chapter 1 & begin chapter 4; Yousafzi: ch. 15.

2. Reading Response:  Gamma
   For our third CLS 101US-026 reading response, we will consider the Tohe, Basso, and Finch readings.
   
   Please use SPECIFIC examples and themes from the readings.  Remember to support your claims with evidence.  The response is to be 350-500 words:  not too short but also not too long.  Be careful to focus on your key claims and views.

   While we have previously been framing the concepts of 'wisdom' and 'justice' as being things that arise from an individual's struggle (e.g., Socrates, Malala, MLK), the readings this week include strong references to specific geographic places and to the cultural traditions and conceptions that go with these different physical and spiritual "locations."

   What responsibilities do all citizens have for thinking critically about their own societies?  What responsibility do we have to act for the good of our own society?

   * * *

   All reading responses are due by 4:00PM on Monday, September 15.  Remember, no late work is accepted.

   Between 4PM on Monday and class time on Tuesday, September 16, please read as many of your classmates' responses as possible.  Be ready to discuss the topics during class on Tuesday.
   

    

September 9 Tu

Discuss Martin Luther King "Letter from Birmingham Jail", and reflect on U.S. civil rights era.

Assignments:

1. Complete reading all of your classmates' reading responses:  comment on any that you find particularly interesting--or confusing.

2. Read Tohe:  No Parole Today; and Yousafzi: ch. 10, 11;  also read Finch "The Wilderness Experience" from online content area.

September 4 Th

Discuss Grant's article and learn about making good claims.

Assignments:

1. Read Martin Luther King "Letter from Birmingham Jail" (in Content area of D2L)

2. Reading Response:  Beta
   For our second CLS 101US-026 reading response, we will consider the "Letter from Birmingham Jail" essay by Dr. Martin Luther King.
   
   Please consider and address the following question, using SPECIFIC examples and themes from the readings.  Remember to support your claims with evidence.  The response is to be 350-500 words:  not too short but also not too long.  Be careful to focus on your key claims and views.

   Dr. Martin Luther King, Jr., wrote his letter in response to eight white southern religious leaders who had expressed concern about King's leadership of demonstrations and civil disobedience against segregation laws.  King argues that people have a moral responsibility to disobey unjust laws.
   

   King frames his argument for civil disobedience in terms of Judeo-Christian ideals of morality, while Socrates used a humanistic basis for "justice," and Malala's disobedience comes in the face of Muslim beliefs.  How would you compare and constrast Martin Luther King's argument for civil disobedience with the actions of Socrates and Malala? 
   

   * * *

   All reading responses are due by 4:00PM on Monday, September 8.  Remember, no late work is accepted.

   Between 4PM on Monday and class time on Tuesday, September 9, please read as many of your classmates' responses as possible.  Be ready to discuss the topics during class on Tuesday.
   

    

September 2 Tu

Discuss reading responses that were due on Monday.  Consider Euthyphro and Malala readings.

Assignments:

1. Complete reading Plato "Euthyphro" and "Crito."

2. Complete reading all of your classmates' reading responses:  comment on any that you find particularly interesting--or confusing.

3. Read Grant "The Ethics of Talk" (in Content area of D2L)

August 28 Th

Continue introductions.

Discuss the scene in Athens at the trial of Socrates (399 B.C.).

What do you think of Socrates' approach to his defense?  Is he the "wisest man," as told by the oracle?  What does he mean by wisdom?  Is wisdom the same as knowledge?  Why do you think that we are still reading Plato 2404 years later?

Pronunciation hints:

• Socrates:  SOCK rut tees

• Anytus:  An EYE tuss

• Meletus:  Mel LEE tuss

• Crito:  CRY toe

• Critias:  CRY tee us

Assignment:  read the rest of the Apology (pp. 36-49).  Also read Plato "Euthyphro" and Malala chapters 4 and 5.

August 26 Tu

First class meeting:  Course overview; discussion of expectations; introductions.

Assignments:

1. Read the course syllabus and "how to succeed" document.

2. Acquire all of the assigned course books.

3. Read the first section of Plato's account of Socrates' Apology (pp. 21-36) and be ready to discuss on Thursday.