Fall 2015 Course Syllabus
INTD 101-19
4 Credits
RAMAPO COLLEGE OF NEW JERSEY
First-Year Seminar
The Skin I’m In
Course Information
Monday and Wednesday 7:00 PM - 8:50 PM
Instructor Information
Laurie M. Murrell, M.Ed.
Office Location & Phone No.:
Office Hours: By Appointment
E-mail: lmurrell@ramapo.edu
Mailbox Location:
School Office Location:
School Office Phone No.:
Common FYS 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.
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Fall 2015 Course Syllabus
INTD 101-19
4 Credits
Course Description
What makes us different? Perspective, self-image preconceived notions, fear, doubt, pain,
past experiences. Life is about the connections we make along the way; connections to
knowledge, awareness, perspective, our environment and those around us. Without
connections we would be lost, set adrift in a sea of isolation. Who are we and how do we
relate to those around us? What are our perceptions of the world and our personal value
set? This course is an exploration of self and our place in the world by way of media. We
will focus on Elie Wiesel’s Night and Sharon G. Flake’s The Skin I’m In as we journey
through self-awareness via preconceived notions relating to prejudice and discrimination.
We will view Remember the Titans, Glory Road, Radio, The Boy in the Striped Pajamas,
Bully, and 42 as we explore reactions to those that differ from us. We will investigate the
themes of mobocracy, “tolerance,” acceptance and diversity.
Course Goals
The thematic elements of this course will focus on diversity, tolerance and
acceptance of differences. An in depth study will revolve around what makes us
different and the same. By way of the topic this course will involve an extensive
reading and writing component. To that end, this course will not include a final
examination. Rather students will derive practice and receive feedback on writing
tasks at a college level. Proper citation will be reviewed and applied to the final
paper. The readings will provide students a differing perspective and a venue for
self-exploration and reflection. Note taking skills will also be examined as a vehicle
for college success. Critical viewing of movies and utilization of Moodle will provide
students an opportunity to enhance their learning outcome in differing modalities.
Measurable Student Learning Outcomes
Students will:
Research
Paper
Final
Presentatio
n
Journal
Class
discussion,
postings,
essays, CEC
demonstrate the ability to think
critically and creatively
x
x
x
demonstrate proficiency in written
communication
x
x
x
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Fall 2015 Course Syllabus
INTD 101-19
demonstrate proficiency in oral
communication
demonstrate information literacy
x
4 Credits
x
x
x
x
Peer Facilitators
As an added resource for first-year students, each section of First-Year Seminar (FYS) will have a
peer facilitator. 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 facilitator will be your mentor 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
(201) 684-7441 or via email at: success@ramapo.edu
Texts, Readings, Materials
A loose-leaf binder and paper – brought to every class
Asgedom, Mawi. Of Angels and Beetles: A Boy's Remarkable Journey from a Refugee
Camp to Harvard. Little, Brown Books for Young Readers; First Edition 2002.
ISBN: 978-0316826
Flake, Sharon G. The Skin I’m In.New York: Hyperion,1998. ISBN-13: 978-1-4231-0385-1.
Hacker, Diana, and Nancy Sommers. Rules for Writers (7th ed.). Boston: Bedford/St.
Martin's. ISBN-13: 978-0-312-64795-7.
Klay, P. (2015). Redeployment. New York: Penguin Books. ISBN: 978-0143126829.
Wiesel, Elie. Night. Hill and Wang: A division of Farrar, Straus and Giroux.
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Fall 2015 Course Syllabus
INTD 101-19
4 Credits
ISBN: 978-0374-50001-6.
Course Requirements
Attendance - 10% of grade
Regular class attendance is imperative to your success in the course, particularly where
journals and movies are concerned. Attendance will be taken each class. You may miss
one class without an excuse, subsequent absences will require justification and a
conference. Students who miss four or more classes will fail automatically. Repeated
lateness or leaving class early will also hurt this aspect of your grade. College policy states
that students must notify faculty within the first three weeks of the semester if they
anticipate missing any classes due to religious observance.
Classroom Participation - 10% of grade
Students are expected to actively participate in discussions on reading assignments, in
class readings and writing, viewing of in class movies and all subsequent discussion.
Therefore it is further understood that attendance is critical to academic success.
Writing Assignments - Papers not turned in on time, will go down one letter grade
for each class late.
Summer Reading - 5% each
You will complete two papers on the summer reading (2 pages each) – one in class
and one after the Convocation done on your own (typed double spaced, Times New
Roman 12). The second will utilize proper citation of the summer reading book.
Papers not turned in on time, will go down one letter grade for each week late.
Reflective Journal - 10% of grade
You are expected to keep a reflective response journal which you must bring to
each class. Readings will be shared at the beginning of most classes. Reflections
on these readings are to be recorded in your journal which will be collected
mid-term and week 13 of the class.
Course Enrichment Component – 20% of grade
Reflective paper on Course Enrichment Component (CEC). You will be expected to
attend the Geraldine R. Dodge Poetry Festival (Date TBA) in an unmonitored visit as
it fits your personal schedule during this week. You are to write a five page paper
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Fall 2015 Course Syllabus
INTD 101-19
4 Credits
on what and whom you saw and your reflections. Emphasis should be on voices of
strength, overcoming obstacles, adversity and intolerance and reaching personal
goals. Reflect on what you heard and the impact another person’s voice had upon you.
Final Paper – 40% of grade
You will have a final paper which will be completed in segments. You are
responsible for an outline/proposal (two pages 5% of grade) and submittal of
research sources (at least four). Possible topics will include, but not be limited to,
current news events involving discrimination, profiling, intolerance, etc.
Your final paper will be eight pages in length, typed in Times New Roman, double
spaced with a work cited page containing at least four citations. 25% of grade.
A ten minute presentation of your paper and findings to the class will be 10% of
grade.
Papers not turned in on time, will go down one letter grade for each class late.
General Education Program Course
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 section enhances intercultural understanding by examining similarities and differences of
various ethnicities, genders and socioeconomic groups. Towards this end, we will examine
ourselves and those around us as we begin our respective careers via our shared college
experiences. Additionally, the common threads of reading and writing for understanding and clarity
are finely woven into the tapestry of this section allowing practice and feedback as participants
transition from high school students to more scholarly learners. Utilizing an interdisciplinary
approach students benefit from not only the topic but also from an authentic experience that
incorporates college level reading and writing techniques.
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 see me during my office hours and/or work with a writing tutor in the Center
for Reading and Writing (CRW), Room: L-211, x7557, crw@ramapo.edu.
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Fall 2015 Course Syllabus
INTD 101-19
4 Credits
Weekly Class Schedule
Date
Class topic, reading assignment
Exam/assignment/
paper due date
st
September 1
Opening Convocation, Phil Klay, author of
Redeployment
Week 1
Review and discussion of
completed summer reading
Assignment: 1-2 pages
Redeployment and
Convocation reflection.
How did my perspective of the work change
or become reinforced upon hearing the
author speak? What have you derived from
hearing the author’s message?
In class writing assignment on
Redeployment and sharks
9/2
Assignment Read: The Skin I’m In
by Sharon G. Flake
Week 2
Discussion of The Skin I’m In
9/7 & 9/9
Sneetches – What are children being taught?
Redeployment
reflective paper
Due September 9
READ The Skin I’m
In
Due September 7
Begin thinking of a
Research Topic
Write a Children’s Story or poem to defuse
intolerance (journal activity) to share with the
class
Week 3
Begin Class Read of Night
9/14 & 9/16
Journal assignment
Provide 60-minutes [30 minutes extra] for Peer Facilitators to review adjustment issues with
first-year students, particularly as they relate to alcohol education and bystander intervention.
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Fall 2015 Course Syllabus
Week 4
Continue Night
9/21 & 9/23
Journal task -
INTD 101-19
4 Credits
9/21 - CLA - Testing Center
Week 5
9/28 & 9/30
View and discuss Boy in the Striped Pajamas
Assignment:
Moodle task and response to
two substantial classmates postings –
Compare and contrast Night (nonfiction) to
Boy in the Striped Pajamas (fiction)
Commitment to
Research Topic
A staff member from the Center for Student Success will visit your class to give a 1-1/2 hour
presentation that will help your students select courses for the spring semester.
Provide 60-minutes [30 minutes extra] for Peer Facilitators to review academic performance
tasks: time management, note-taking skills and test-taking strategies.
Week 6
Library Session // Library Workshop
Commitment to Topic for Final Paper
10/5 & 10/7
Outline due for
Research Paper
Assignment: Begin working on the outline
for your paper. Include research on literature
supporting your topic
10/7 Library presentation and beginning of
paper research
Week 7
10/12 & 1-/14
Remember the Titans
Assignment: Research Brown v. Board of
Education
Moodle task and response to two substantial
classmates postings – Compare and contrast
Brown v BOE (nonfiction) to Remember the
Titans (fiction)
Outlines returned begin paper
Provide 60-minutes [30 minutes extra] for Peer Facilitators to review academic advisement and
course registration.
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Fall 2015 Course Syllabus
Week 8
10/19 & 10/21
INTD 101-19
Creative Group Writings – students will
work in small groups to collaborate on a
creative writing on the topic of bullying
– writings will be shared with the class
4 Credits
Journal Due (turn
in stapled
loose-leaf packet)
Due before
October 26 class
Begin reading (in class) Of Angels and
Beetles: A Boy's Remarkable Journey from a
Refugee Camp to Harvard – complete on your
own
Week 9
10/26 & 10/28
Discussion of Of Angels and Beetles: A Boy's
Remarkable Journey from a Refugee Camp to
Harvard
Drafts of Final Paper
Due for
Comment/Feedback
Movie Bully
Discussion keeping in mind current events
Week 10
11/2 & 11/4
View Radio
Assignment: Moodle task and response to
two substantial classmates postings –
Research and Discuss discrimination to
those that are handicapped and/or require
differentiated education
Week 11
In Class task -
11/9 & 11/11
Conferences on draft of papers
11/16 & 11/18
View and discuss Glory Road
Within the context of gender and racial bias
and discrimination
Week 13
View 42
Week 12
11/23 & 11/25
Papers returned begin final paper and
presentation
Continue final paper
and presentation
Continue final paper
and presentation
Thanksgiving recess (Wednesday, November
th
th
25 to Saturday, November 29 )
Week 14
Papers returned
11/30 & 12/2
Week 15
Prepare for
presentation
Presentation of Papers
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Fall 2015 Course Syllabus
INTD 101-19
4 Credits
12/7 & 12/9
Week 16
Movie TBA
12/14 & 12/16
Important Dates
First Day of Classes: September 2
nd
Last day for Schedule Adjustments (on the Web): September 9
th
Last day to withdraw from courses with “W” grade: November 13
th
th
th
Thanksgiving Recess: Nov 25 – 29
Reading Day (no classes): December 15
th
Final Exam Week: December 16 – 22
Common Finals: December 19
th
nd
th
Last day to request “I” grades: December 22
nd
Final Exam Snow Make-Up Day: December 23
rd
Grading Policy
Grade
Grade Points
per Credit
Credit Toward
Program Requirements
A
4.0
Yes
A-
3.7
Yes
B+
3.3
Yes
B
3.0
Yes
B-
2.7
Yes
C+
2.3
Yes
C
2.0
Yes
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Fall 2015 Course Syllabus
INTD 101-19
4 Credits
C-
1.7
Yes
D
1.0
Yes
F
0.0
No
Incomplete
No credit awarded - An incomplete grade may be given in exceptional circumstances
when approved by the instructor and when requested by a student who has satisfactorily
completed two-thirds of the course requirements. The grade must be resolved by the date
established in the academic calendar. If the work is not completed, the grade changes to
an “F.”
Attendance Policy
Regular class attendance is imperative to your success in the course, particularly where
journals and movies are concerned. Attendance will be taken each class. You may miss
one class without an excuse, subsequent absences will require justification and a
conference. Students who miss three or more classes will fail automatically. Repeated
lateness or leaving class early will also hurt this aspect of your grade.
College policy states that students must notify faculty within the first three weeks of
the semester if they anticipate missing any classes due to religious observance.
Electronic Forms of Communication
In accordance with College policy, I will use your Ramapo College email address (lmurrell
@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, please make an appointment with me.
Please note: Students must be registered with the Office of Specialized Services (OSS) to receive
accommodations. As you develop or revise your course syllabus, consider ways to make your
course material accessible to students with disabilities. For additional information, contact the Office
of Specialized Services (OSS) at x7514 or email at oss@ramapo.edu.
Academic Integrity Policy
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Fall 2015 Course Syllabus
INTD 101-19
4 Credits
All members of the community are expected to be honest and forthright in their academic
endeavors. Since violations of academic integrity erode community confidence and undermine the
pursuit of truth and knowledge at the College, academic dishonesty must be avoided.
Procedure
Responsibilities
The Office of the Provost has responsibility for the oversight and enforcement of the Academic
Integrity Policy and for making the policy an institutional priority. The Office of the Provost 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. They are also urged
to report alleged violations of the policy to the Vice Provost.
Students have the responsibility to understand the Academic Integrity Policy and to comply with
the policy in their academic work.
Criteria
There are four (4) 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:
o
copying from another student’s work;
o
allowing another student to copy his/her work;
o
using unauthorized materials such as a textbook, notebook, or electronic devices
during an examination;
o
using specifically prepared materials, such as notes written on clothing or other
unauthorized notes, formula lists, etc., during an examination;
o
collaborating with another person during an examination by giving or receiving
information without authorization from the instructor;
o
taking a test for another person or asking or 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 or endnote references; additionally, verbatim statements must be
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Fall 2015 Course Syllabus
INTD 101-19
4 Credits
acknowledged through quotation marks. To avoid a charge of plagiarism, a student should
be sure to include an acknowledgment of indebtedness:
o
whenever he or she quotes another person’s words directly;
o
whenever he or she uses another person’s ideas, opinions, or theories, even if they
have been completely paraphrased in one’s own words;
o
whenever he or she allows another individual to contribute to the work in some
significant fashion (for instance, through editing or sharing of ideas);
o
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 George T. Potter Library
Website: Library Website: 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:
o
changing, altering, falsifying, or being the accessory to the changing, altering, or
falsifying of a grade report or form, transcript, or other academic record, or entering
any computer system or College office or building for that purpose;
o
stealing, buying, selling, giving way, or otherwise obtaining all or part of any
unadministered test or paper or entering any computer system or College office or
building for the purpose of obtaining an unadministered test;
o
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;
o
disregarding policies governing the use of human subjects or animals in research;
o
sabotaging another student’s work through actions designed to prevent the student
from successfully completing an assignment;
o
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:
o
citing information not taken from the source indicated;
o
citing of sources in a “works cited” that were not used in that project;
o
altering, stealing, and/or falsifying research data used in research reports, theses,
or dissertations;
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Fall 2015 Course Syllabus
INTD 101-19
4 Credits
o
submitting as one’s own any academic work prepared in whole or in part by others,
including the use of another’s identity;
o
falsifying information or signatures on registration, withdrawal, or other academic
forms and records.
Reporting Violations
In order to ensure due process, any member of the community who is aware of a violation of the
Academic Integrity Policy is expected to report the incident to the Vice Provost. A faculty member
may choose to resolve the incident him/herself or send the case to the Vice Provost for review (see
below). In either case, the faculty member reports the incident to the Vice Provost on the reporting
form, which serves not only to report the incident but also to record the finding and the sanction in
situations in which the faculty member chooses to resolve the case. A faculty member is
encouraged to report an alleged violation of academic integrity within 30 days of the discovery of
the alleged violation but must do so no later than the last day to submit grades for the term in which
the alleged violation occurred. A faculty member may report an incident after that date, but only if
he/she has new evidence.
More details on Ramapo College’s academic integrity policy can be found here:
http://www.ramapo.edu/catalog-2015-2016/academic-policies/
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