Draft Syllabus
Salameno School of Humanities and Global Studies
Heroes & Role Model in Life: Caesar, Einstein, Anna Freud, Steve Jobs, Eleanor Roosevelt & You
First-Year Seminar
INTD 101-22 CRN 40253
Fall 2015
T/F 10:15-12:05 a.m.
Classroom: A218
Peer Facilitators:
Kevin Ng & Tori Canavan
Paul H. Elovitz, PhD, Assoc. Prof.
of History, Psychohistory, and
Interdisciplinary Studies
E-mail: pelovitz@ramapo.edu
Tel. 201-684-7415 / Office B 201
Office hours: T/F 1-2 pm
and by Appointment
Common First Year Seminar Course Description
Designed for first-time, full-time, first-year students, First-Year Seminar (FYS) provides a comprehensive
introduction to college-level learning. Seminar courses are developed around an academic theme or topic that is
based on one of Ramapo College’s academic pillars. First-year students will have the opportunity to select a
seminar that best suits their interests while learning about Ramapo’s academic foundation. The First-Year
Seminar course helps students in their transition from high school to college life both in and out of the
classroom. The common learning outcomes of FYS are: critical and creative thinking, college-level writing,
oral communication, information literacy, and technological competency. FYS classes are small to emphasize
open discussion and experiential learning within the context of the theme of the seminar course. Peer
facilitators play an essential role in each FYS class ensuring that first-year students have guidance from a more
experienced student. FYS is also the home of the Ramapo Summer Reading Program; all first-year students
read the same book and discuss and write about it in their seminars. FYS encourages new students to
participate in a community of learners, to strengthen their critical thinking skills, and to communicate
effectively, both orally and in writing.
Heroes and Role Model in Life
It is great to have role models of success and heroes we want to emulate. College students are confronted with
the issue of what to do with their lives. A few know exactly what they plan to do after graduation, but most do
not. Those without clear cut plans for the future have a sense of what subjects they like and are good at (or not)
and what careers such interests might open to them. However, for many, college is a time to find themselves
and their interests as they develop their identity apart from their families. For some it is what Erik Erikson
called “a psychosocial moratorium,” when they appear to be floundering but are really building the basis for
their productive life that will follow.
The difficulties of finding meaningful role models and heroes in our era of celebrity culture will be explored.
Andrew Carnegie, Julius Caesar, Charles Darwin, Albert Einstein, Anna and Sigmund Freud, Bill Gates, Derek
Jeter, Steve Jobs, Barack Obama, Ronald Reagan, Eleanor Roosevelt, Sheryl Sandberg, and Mary Wollstoncraft
are some of the individuals we will consider exploring as models of success based on their careers, motivations,
and personalities. We will look at how to relate the lives of Ramapo students to these outstanding people—
especially looking at these individuals when they were the same age as college students. The emphasis will be
on the obstacles that these role models faced and overcame and how they relate to the obstacles facing 2015
first-year students in their lives.
A second component of this seminar will be to discuss issues raised in the Phil Klay, Redeployment (2014), the
summer Ramapo reading. The short stories in it enable students to understand what happened to the soldiers
returning from combat. Some of the themes involved are brutality, faith, fear, guilt, helplessness, and survival
amidst chaos. Another element of the course is the impact of electronics on our lives.
Recommended for thoughtful students, especially those who previously took AP courses. Students who plan to
major in any subject are welcome.
General Course Goals
Measurable Student Learning Outcomes
Students will:
demonstrate the ability to think critically & creatively
demonstrate proficiency in written communication
demonstrate proficiency in oral communication
demonstrate information literacy and technological
competency
demonstrate the ability to participate in every class
understand more about the impact of motivation and
personality on success
Research Paper
X
X
Class discussion,
journals, essays
X
X
X
X
X
X
X
Peer Facilitators
As an added resource for first-year students, each section of First-Year Seminar (FYS) has one or more peer
facilitators. These upper-level students will attend FYS classes and assist the instructor with the academic
topics covered in this seminar. They will serve as discussion leaders on issues that pertain to your personal and
social development, and they will facilitate weekly discussions on the class readings. Your peer facilitators will
be your mentors and will be available to you to provide guidance on navigating the different personal and social
hurdles that you may encounter in your first year at Ramapo.
First-Year Academic Advising
Each First-Year Seminar course is assigned a professional Academic Advisor from the Center for Student
Success who serves as your Academic Advisor during your first year. This advisor will attend your First-Year
Seminar class for a group advisement session to review general academic advising policies and procedures.
They will also be available to answer any general questions regarding college policies/practices. Students are
encouraged to schedule individual appointments with their Student Success Advisor for assistance with course
selection and the development of a personal academic plan. If you have any questions regarding Academic
Advisement please call CAAFYE at (201) 684-7441 or via email at: success@ramapo.edu.
General Education Program Course and Categories Fulfilled
This course fulfills the First-Year Seminar category of the general education curriculum at Ramapo College.
Common to all First-Year Seminar (FYS) courses, you will develop critical thinking skills that are basic to
college level study, regardless of your area of interest. You will be reading, writing, and participating in
thoughtful group discussions with the aim of developing the skills of a scholar. You will learn to support your
arguments using a foundation of knowledge and facts rather than simply using personal opinions and
experiences.
This FYS seminar fulfills the categories of interdisciplinary and experiential learning: It is interdisciplinary
studies because this course, taught by a professor with graduate or postgraduate training in history, political
science, and psychology, uses the methods and finding of contemporary history, political science,
psychohistory, and psychology to achieve its goals. Secondarily, it is experiential learning since students are
Eriksonian participant observers in the 230+-year experiment of American democracy.
Writing Intensive (WI) Course
Writing will be integrated into the life of this course. You will receive comments, direction, and support as you
work on strengthening your writing skills. Your writing will be evaluated and returned in a timely fashion,
allowing you to incorporate my comments into your future work. For help outside the classroom, please work
with a writing tutor in the Center for Reading and Writing (CRW) on the second floor of the library in A wing
or see me during my scheduled office hours.
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Required Texts, Readings, Electronic Sources, and Other Materials
Abbreviation
Phil Klay, Redeployment (NY: The Penguin Press/Penguin Group, 1914), ISBN: 978-1594204999, Print. K
Diana Hacker and Nancy Sommers, Rules for Writers, 7th ed. (Boston: Bedford/St. Martin’s, 2012), Print,
ISBN-13: 978-0-312-64795-7.
TBA
Required articles, interviews, and websites on Luminis, Moodle, or in a link
TBA
Attendance Requirement and Grading Policy
Attendance and participation in class discussions are mandatory and a vital part of your grade. Ask relevant
questions about the materials during class while also giving your fellow students an opportunity to do so. Your
class participation grade will be based upon attendance, preparation of the materials, the quality and quantity of
class discussion, and cooperativeness. Every absence beyond three (3 will result in 20 points being dropped
from the 1,000 points you can earn in this course. Any two (2) tardies or leaving the class early are counted as
an absence. To avoid being listed as absent, students who come in late should tell the instructor at the end of
the class to change their attendance notation from absent to late. Students who are repeatedly absent or late
frequently will be dropped from the course. As per college policy, students must notify faculty within the first
two weeks of the semester if they anticipate missing any classes due to religious observance.
Grading is A, A-, B+, B, B-, C+, C, C-, D+, D, F, H+, H (honors). To arrive at the final grade, I usually count
the total number of final possible points and take 93-100% for an A, 92-90% for an A-, 88-89 for a B+, 83-87%
for a B, etc. This point system puts a premium on earning full credit for every aspect of the course. Outlines
and bibliographies are graded separately as S (satisfactory), R (revise), O (omitted), or U (unsatisfactory). All
R, O, and U grades must be resubmitted in the next class with the appropriate corrections so that they can be regraded. The division of points in the course usually counts as follows (though adjustments sometimes must be
made for a variety of reasons):
Assignment
Midterm examination
Short paper on Klay
Role models/ heroes in your life paper
Research paper
Oral reports on various topics: research paper, etc.
Outline and bibliography
Class participation
Journals and class notes
Quizzes, etc.—as needed
Points
100
20
100
300
80
60
140
100
100
1,000
Added and Subtracted Points
Diligent class media facilitator
Up to 30 bonus points
Diligent class timekeeper
Up to 30 bonus points
Late work
Minus 10 points per day, 20 per day for paper
Not resubmitting the annotated outline and
Minus 20 points
bibliography with your paper
Absenteeism and lateness
See above
Weekly Class Schedule (Indicated by the first class day of the week / * = assignments to be added)
(Most reading assignments are by chapter) [Specific reading assignments will be filled in by the fall]
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Date
TBA
Sept.
4
8
11
15
18
22
25
29
Oct.
2
6
9
13
16
20
23
27
30
Nov.
3
6
10
13
17
20
24
27
Dec.
Topic
Convocation with Phil Klay required of all students
Meet and greet your professor and classmates
Plan and write your two (2+/600+ word) page critical and descriptive
analysis of Redeployment
Introduction to Ramapo’s FYS
Rereading and discussing Redeployment
Our peer facilitators will take pictures of each student, with their name
Submit your two+ page paper on Redeployment
Print out your syllabus and ask questions about the course
Who are the people you most admire?
How your generation’s role models differ from that of your parents and
grandparents?
Your Professor’s role models
How the times we live in influence what we can accomplish
Library workshop to assist your research
We meet in our classroom, then go to the library and return to class
Topic selection deadline: Due date for the outline and bibliography
Return of your outline and bibliography
TBA
Role Model Journals Due
Writing Center presentation on its services
Reading Day: No class, work on your research papers
How to prepare for the midterm exam
Oral report on research paper topics if time is available
Bring your notebooks to class for the professor to examine
Planning your registration for the spring
Assignment Due
K
K
K
*
*
Outline and
Bibliography Due
*
* Role Model Journal
Due
*
*
Notebook examination
Exercise
*
Review for the midterm/ Student questions for discussion
Oral reports on research paper topics if time is available
Oral reports on research paper topics if time is available
Oral reports on research paper topics if time is available
Review for the midterm
Midterm Examination
Oral reports on research paper topics
*
Oral reports on research paper topics
Oral reports on research paper topics
Research Paper (300 points) Deadline, with the annotated outline &
bibliography (60 points) containing the Professor’s comments on it.
Oral reports on research paper topics
Are you achieving your first semester goals?
Return and analysis of the Research Papers
Oral reports on research paper topics
Oral reports on research paper topics
Reading Day
Thanksgiving Recess
Oral reports on research paper topics
*
*
*
*
*
*
Research Paper Due
*
*
* Role Model Journal
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1
4
8
11
15
Role Model Journal Due
End of the semester celebration planning
Oral report on research paper topics
Oral reports
Major Quiz
End of the semester celebration
Note that there is no final examination in this course—Happy holidays!
Reading Day
Due
*
*
*
Role Model Journal
Each student should keep a three or more time a week journal of people they admire and why. Use the first
person singular. The due dates for the Role Model Journal are October 2nd and December 1st.
Research Paper
Students must do a research paper on a subject relevant to the course and approved by me. This term paper
must be eight (8+) pages (typed, double-spaced, and averaging 300+ words per page, 2,400+ words total). The
eight pages do not include the title page, footnotes/endnotes, bibliography, and any appendices. The topic must
be selected by September 25 and the paper is due on or before November 13. On September 25, hand in a title
page, a detailed and informational outline, and a bibliography. The bibliography must be divided into primary
and secondary sources, starting with primary sources. The original outline will be returned and must be
resubmitted with the completed paper. No two students should work on the exact same topic. Endnotes on a
separate page must be provided and should include page numbers. Page numbers of books and articles must be
included except where they are not available, as is sometimes the case with sources taken from the Internet.
Typically, there are 20-40+ endnotes/footnotes/citations in a paper of this length in a class of this level. A
partial listing of possible term paper topics will be provided to you. Remember to include the following
information on the title page of the paper: your telephone #, e-mail address, and a word count (excluding the
end notes, bibliography, and any outline submitted).
The detailed bibliography is also due on September 25th on a separate page. For this, (1) List primary and
secondary sources separately, starting with primary sources. Primary sources are a vital part of your paper and
should be read first. (2) Articles and books should be in separate categories. (3) Be sure to italicize titles of
books, newspapers, and magazines. Also, put quotation marks around the titles of articles.
Note that I will write on and return the outline and bibliography on the following class. Clip the original
outline/bibliography (not a copy, because I want to see that you followed my directions for improvements) to
the end of your paper when you submit it on November 13th. If an Outline/Bibliography Improvement Form is
given to you, make every correction required and hand it in the next class or when designated.
General Directions: Always provide a cover sheet with the word count at the very top in a ten font and the
title centered followed by the student and course information just below it (not centered).
•
The title page must be single spaced. To achieve single spacing in Microsoft Word go to “Home” 
“Paragraph”  “Spacing” which would be 0pt before 0pt after and single for the line spacing. Note that the
after spacing is important since the default is “10pt” for most systems these days.
•
Research papers must have endnotes. Endnotes should be listed on a separate page with a title endnote
centered at the top. To achieve endnotes in Microsoft Word click at the end of the period of the sentence
you want the endnote after and go to “References”  “Footnotes”  “Insert Endnote.” Endnotes should be
listed on a separate page with a title endnote centered at the top.
•
Bibliographies must be provided for research papers and they should be divided between primary sources
and secondary sources. A primary source is by a direct participant. Typically, primary sources are from
autobiographies, memoirs, interviews, government studies, and government documents. They are firsthand
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accounts of people who were present. Secondary sources are studies by people who were not present such
as biographers, journalists, scholars. Within secondary sources there will be some primary source materials
but that does not make them primary sources in the same way that a wall in a house is a wall rather than a
house. It is simply a part of it.
•
Notes should be specific, such as, Voltaire, “Candide,” p. 1581 in Maynard Mack, et al., eds., The Norton
Anthology of World Masterpieces, Fifth Continental Edition (NY: W .W. Norton and Company, 1974). The
second citation would read: Voltaire, “Candide,” pp. 1588-90.
•
Add page numbers by going to “Insert”  “Header & Footer”  “Page Number”  “Top of Page” (to the
left)  Right click the new page number and click “Format Page Numbers”  Under “Page Numbering”
make it start at zero then click “OK.” While clicked in the header area go to “Design” and check the box in
the “Options” section that says “Different first page.”
Content: In writing papers or leading discussions it is quite important to get out not only the facts that are
embedded in the “who,” “what,” “where,” “when,” and “how,” but to also move to the “why.” Students need to
identify important concepts and themes in what they are writing or leading a discussion about. Also, the
personalities of the people involved should show through so that they don’t appear just to be a bunch of stick
figures but are real humans. Papers must have a clear introduction that says where the paper’s going with
specific references to individuals and/or topics involved and a clear-cut conclusion saying where the paper has
been. Paragraphs should represent separate thoughts and should not be very long.
Some Possible Research Paper Topics
(Only one topic per student and all must have a significant psychological component: where possible provide
case studies)
• Interview parents, aunts, uncles, and grandparents on how their role models and heroes are the same or
different from the present generation. Then compare and contrast role model of the different
generations.
• A biographical study of an important person who is not a contemporary celebrity.
• If humans can think of something, we can do it: Case studies in creativity and success.
Bibliographic Style Guide and the Importance of Good Writing
For this class Turabian/Chicago Manuel of Style is the proper bibliographical style guide. It may be found on
the library home page and in the Hacker guide. College level writing is essential in this course. Failure to write
at the appropriate level will result in a reduction of your grade. Avoid carelessness and carefully edit your
work.
Electronic Forms of Communication
In accordance with College policy, I will use your Ramapo College email address (@ramapo.edu) to
communicate with you about all course-related matters.
Students with Disabilities
If you need course adaptation or accommodations because of a disability that has been documented with the
Office of Specialized Services (OSS), please make an appointment with me. The Office of Specialized Services
can be contacted at extension 7514 or email at oss@ramapo.edu.
Policy on Academic Integrity
Students are expected to read and understand Ramapo College’s academic integrity policy, which can be found
in the Ramapo College Catalog. Members of the Ramapo College community are expected to be honest and
forthright in their academic endeavors. Students who violate this policy will be required to meet with the
faculty member and/or will be referred to the Office of the Provost. An abbreviated version of this policy is
described below. Since violations of academic integrity erode community confidence and undermine the
pursuit of truth and knowledge at the College, academic dishonesty is banned.
Procedures
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The Office of the Provost/Vice President for Academic Affairs has the responsibility for the oversight and
enforcement of the academic integrity policy and for making the policy an institutional priority. The Office of
the Provost/Vice President for Academic Affairs is also responsible for publishing the policy and for educating
both faculty and students about the policy.
Faculty members play a crucial role in the academic integrity policy. They are responsible for educating their
students about the importance of academic integrity and for communicating to students their expectations with
respect to academic integrity in course work. Students have the responsibility to understand the College
academic integrity policy and to comply with the policy in all their academic work.
Criteria
There are four broad forms of academic dishonesty:
1. Cheating
Cheating is an act of deception by which a student misrepresents his or her mastery of material on a test or other
academic exercise. Examples of cheating include, but are not limited to:
• copying from another student’s work.
• allowing another student to copy his/her work.
• using unauthorized materials such as a textbook, notebook or electronic devices during an examination.
• using specifically prepared materials such as notes written on clothing or other unauthorized notes, formula
lists, etc., during an examination.
• collaborating with another person during an examination by giving or receiving information without
authority.
• taking a test for another person or asking/allowing another to take the student’s own test.
2. Plagiarism
Plagiarism occurs when a person represents someone else’s words, ideas, phrases, sentences, or data as one’s
own work. When a student submits work that includes such material, the source of that information must be
acknowledged through complete, accurate, and specific footnote references; additionally, verbatim statements
must be acknowledged through quotation marks.
To avoid a charge of plagiarism, a student should be sure to include an acknowledgment of indebtedness…
• whenever he or she quotes another person’s words directly.
• whenever he or she uses another person’s ideas, opinions, or theories, even if they have been completely
paraphrased in one’s own words.
• whenever he or she allows another individual to contribute to the work in some significant fashion (for
instance, through editing or sharing ideas).
• whenever he or she uses facts, statistics, or other illustrative material taken from a source, unless the
information is common knowledge.
Examples of standard citation formats can be found on the Potter Library website under Citation Manuals and
Style Guides.
3. Academic Misconduct
Academic misconduct includes the alteration of grades, involvement in the acquisition or distribution of
unadministered tests, and the unauthorized submission of student work in more than one class. Examples of
academic misconduct include, but are not limited to:
• changing, altering, falsifying, or being the accessory to the changing, altering, or falsifying of a grade report
or form or other academic record, or entering any computer system, College office or building for that
purpose.
• stealing, buying, selling, giving way, or otherwise obtaining all or part of any unadministered test or entering
any computer system, College office or building, for the purpose of obtaining an unadministered test.
• submitting written work (in whole or in significant part) to fulfill the requirements of more than one course
without the explicit permission of both instructors.
• disregarding policies governing the use of human subjects or animals in research.
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• sabotaging another student’s work through actions designed to prevent the student from successfully
completing an assignment.
• knowingly facilitating a violation of the Academic Integrity Policy by another person.
4. Fabrication
Fabrication refers to the deliberate use of invented information or the falsification of research or other findings
with the intent to deceive. Examples of fabrication include, but are not limited to:
• citation of information not taken from the source indicated.
• listing of sources in a “works cited” that were not used in that project.
• altering, stealing, and/or falsifying research data used in research reports, theses, or dissertations.
• submission as one’s own of any academic work prepared in whole or in part by others, including the use of
another’s identity.
• falsifying information or signatures on registration, withdrawal, or other academic forms and records.
More on academic integrity can be found here:
http://www.ramapo.edu/catalog_11_12/academic-policies.html?col10=open#CollapsiblePanel10
Prevention and detection of academic dishonesty
Turnitin.com, an online anti-plagiarism tool, will be utilized on all papers, requiring that papers be submitted
electronically as well as in print form on the same day. By using this prior to submitting your paper, you can
guard against plagiarism. Turnitin.com is also a useful device for improving your writing. You must use
Turnitin.com for your final research paper. The class identification number is TBA and the password is
honesty (case sensitive).
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