INQUIRY 111, Section S01
Fall 2011
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Dr. Timothy Cuff
MCC 359, x6152
CUFFT@ westminster.edu
Introduction to a Liberal Arts Education
Course Description
Inquiry 111 serves as an introduction to Westminster College, an introduction to the philosophy and practices of
the liberal arts, and an introduction to the life of the mind. It will provide you with the opportunity to develop
skills in the areas of critical thinking, oral and written communication, library research, and information
technology. In addition to gaining insight into the process of learning and the purposes of education, you will
consider various “ways of knowing” and how these ways are structured by our cultures. Students will also
begin to explore the potential conflicts which can result from the development and dissemination of new
understandings of the world. During the final part of the course you will apply the methods of liberal arts to an
investigation of a particular research topic. This class will involve minimal lecturing. Most class periods will
involve the discussion and analysis of assigned texts. Student learning will be, as always, primarily a
function of student effort and preparation.
Outcomes and Objectives
Upon completion of this course, students should be able to:
1. Articulate and practice the values and methods of liberal arts education.
To accomplish outcome #1, the course provides students with the opportunity to:
a) Study liberal arts practices and theories.
b) Recognize the greater expectations associated with college-level work and develop
appropriate critical thinking and information literacy skills.
c) Consider moral and ethical responsibilities they have to various communities as a result of their
education.
2. Engage, experience, and explain different ways of knowing.
To accomplish outcome #2, the course provides students with the opportunity to:
a) Examine and compare each of the Intellectual Perspectives as ways of knowing.
b) Recognize and respect different world views.
c) Challenge their own assumptions to promote inquiry and intellectual growth.
3. Pursue interdisciplinary study and discussion of important issues.
To accomplish outcome #3, the course provides students with the opportunity to:
a) Investigate and discuss significant or controversial issues from multiple cultural and
intellectual perspectives.
b) Engage diverse views of common readings and issues.
c) Participate in an active learning community sharing a first-year experience.
Skill Development
A major goal of the First-Year Program is to help build skills that will be useful to you in your education, your
vocation, and throughout your life. In each of your First-Year Program courses you will be learning and
practicing four major sets of skills.
Critical Thinking. The faculty will pay special attention to the development of thinking skills in all
three courses. By the end of your first year you will have received instruction in and practice with a
variety of critical thinking skills.
INQUIRY 111, Section S01, Fall 2011
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Speech. Speech instruction will help you understand the theory and practice of attractive and effective
verbal and nonverbal behaviors, and learn how those behaviors influence the understanding of self and
the world. Public speaking will be emphasized.
Writing. The phrase "learn to write, write to learn" aptly identifies the purposes of writing in the FirstYear Program. You will complete many writing assignments during your first year, in part to practice
and demonstrate your ability to communicate concisely and thoughtfully, in part to explore ideas you
discover through your inquiries. You will receive guided practice in avoiding cliched thought,
developing paragraphs, considering audience, supporting opinions, evaluating sources, and using
accurate punctuation.
Information Literacy
The goal of information literacy is to develop students' abilities:
1. to construct an appropriate research strategy
2. to identify key resources in both print and electronic format
3. to evaluate and select appropriate resources
4. to acquire basic information acquisition and sharing skills using email, word processing,
presentation software, graphics packages, web browsers, the campus network
Texts
Each student in this section will be expected to purchase and read the following:
1) The custom published text entitled Inquiry 111 (Fall 2011). Littleton, MA: Tapestry Press, Ltd., 2011.
2) Brecht, Berthold. Galileo. New York, N.Y.: Grove Press, 1966.
3) Harris, Muriel. Prentice-Hall Reference Guide. 8th Edition. Upper Saddle River, NJ, 2011.
4) Westminster College Library Handbook, 2011-12 (online version, McGill Library Homepage.)
5) Johnson, Steven. The Ghost Map: The Story of London’s Most Terrifying Epidemic—and How It
Changed Science, Cities, and the Modern World. New York: Riverhead Books, 2006.
Additional texts and readings may be assigned throughout the term.
Attendance Policy
Attend Class! Lectures and discussion will be an expansion on and supplement to required readings. Class
discussion and student questions are valuable sources of information and interpretation. Students missing more
than three classes (excused or unexcused) will see a grade reduction, although missing class to this extent will
likely impact your ability to engage the course material and perform well in class. See the college catalog for
college policy on this matter.
Academic Integrity
“Central to the purpose and pursuit of any academic community is academic integrity. All members of the
Westminster community, including students, faculty, staff, and administrators, are expected to maintain the
highest standards of honesty and integrity, in keeping with the philosophy and mission of the College.”
[Westminster College Undergraduate Catalog, 2011-2012, p. 71-75.] In other words, as you learned in
kindergarten, do your own work, keep your eyes on your own paper, and treat others as you’d like to be treated.
As per the portion of the College’s academic integrity policy cited above, (and described in full in the College
catalog), violations of the expectation of academic integrity will be dealt with seriously. Any work deemed to
be plagiarized will, at minimum, result in a grade of a zero for the assignment and potentially failure in the
course. Similar consequences will flow from other violations of the expectation of complete academic integrity.
INQUIRY 111, Section S01, Fall 2011
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Additionally, students should be aware that across the College and in this class, Internet based software
operated by Turn-it-in.Com will be in use this term and for the foreseeable future. This software has been made
available both to enable students to verify that their writing is plagiarism free and by faculty to check student
work for originality. While Dr. Cuff will not necessarily use Turn-it-in.com for all assignments, be aware that
any and all assignments are eligible for such review.
Assignments and Grading
College is not high school. Most of your college class work will be done outside of class, not in class.
Anticipate an average of 2-3 hours' worth of work outside of class for every hour spent in class for this (and
any) college course. You should expect 6-9 hours of outside work per week for this class. [Note: Therefore,
students registered for 16 credit hours should expect 32-48 hours worth of work outside of class each
week. In other words, college is a full-time job.]
The major common assignments (required of all Inquiry 111 students) are listed below.
1)
2)
3)
4)
5)
6)
7)
A series of common readings in the Inquiry 111 text.
Attendance at three co-curricular events and subsequent write-up
Ten pages (minimum) of written assignments beyond co-curricular write-ups
One graded oral report
Information literacy sessions and assignments
A graded activity/exam during the final examination period
A research assignment/project
For the determination of grades in this particular section of Inquiry 111assignments will be weighted as
follows:
15% Class participation (including class attendance, small in-class presentations based on assigned
readings, in-class pop quizzes, participation during in-class activities, faculty member office
visits, small individual and group out-of-class assignments)
17.5% Writing Assignments (minimum of three, three-page essays on assigned topics)
15% Midterm Examination (Essay exam)
20% Final Examination (Essay exam)
20% Final Project (annotated bibliography, Mock Convention participation, poetry, in-class
presentations)
7.5% Co-Curricular Event Write-Ups (see description below and write-up form on the "R: drive")
5% Library research assignment(s).
Detailed descriptions and requirements for each of the above will be made available to students well in
advance of the due dates noted in the daily schedule. These descriptions will also be available on the
"R: drive." Explanations of how these assignments will be evaluated, in most instances, will also be
available on the “R: drive.”
Assignments are due at the beginning of class on the day noted. Do not miss class trying to finish an
assignment. It will already be too late. Assignments handed in more than 5 minutes after the
beginning of class will be considered late.
Make-up Examinations—Make-up exams will only be given in the event of 1) doctor excuse verified
illness or 2) authorized and verified college-related activities. A make-up examination for the final
examination will be given only due to illness verified by a doctor's excuse.
INQUIRY 111, Section S01, Fall 2011
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Incomplete Grades--Incomplete grades will be awarded only when students contact Dr. Cuff in advance
of assigned due dates and explain the reasons for their failure to complete the assigned work on time.
Failure to do so will result in a lowered grade for the assignment. Unless all course requirements are
fulfilled (or other arrangements are made) by the end of the term you will receive an "F" for the course.
Reading--The assigned reading for a particular date should be completed prior to attending that day's
class. Your ability to comprehend lectures and benefit from discussions will be enhanced by having
completed the assigned reading. Reading at the college level often means multiple readings of the
material. Allow yourself sufficient time to read, consider, and re-read the material. Additionally, a
reading guide and questions for most reading assignments will be available on the “R: drive.” Students
are responsible for being able to address (i.e. provide an answer/comment based on a thoughtful reading
of the material) each of the questions in the guide for each and every reading. Each student will be
given one "pass" (an opportunity to decline to comment on a particular day's readings) per term.
Inability to address another day’s material will be the basis for reduction in the participation grade.
Reading guides may be collected by the instructor.
Extra Credit-- No "extra credit" will be given.
Co-Curricular Activities
Inquiry students are required to attend at least three campus events designated as “co-curricular experiences"
and react/respond to these experiences. (Movies assigned as part of the class material can not be counted
toward this requirement.) This requirement provides an opportunity to take advantage of special events on
campus that relate to the themes of Inquiry 111. These events are or will be scheduled in the afternoon,
evenings, or on the weekends. A co-curricular event write-up format description is available on the "R: drive."
Write-ups of particular events must be turned in no later than seven calendar days after the event. See
daily schedule for latest date upon which each write-up may be turned in.
Students in Inquiry 111-S01 are authorized, by this syllabus, to attend sessions of the Jake Erhardt International
Film Series. Attendance/write-up will fulfill one of the co-curricular event requirements.
Needs for Special Accommodation
Students with special needs of a physical or academic nature should speak with Dr. Cuff so that
accommodations, consistent with college policy, can be instituted.
Office Hours -- I will be available for student consultation (or friendly visits) on Mondays, Wednesdays, and
Fridays from 9:15-10:30 a.m. on the second floor of McGill Library in the main reading room (south end);
Tuesdays from 10:30 a.m. - 12 noon, Hoyt Science Ctr, Room 360; and other times by appointment. Please feel
free to contact me by email with questions or concerns at other times. Periodically, I will send assignment
clarifications, notices, and/or items of interest to each member of the class by email. Be sure to check your
Westminster College email during the week for such items.
INQUIRY 111, Section S01, Fall 2011
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INQUIRY 111—WEEKLY SYLLABUS
Fall 2011
Part 1: College, the Liberal Arts, and the Nature and Purposes of Education
August 31
September 2
What are those “Liberal Arts?”
Introduction to the First Year Program
“What Are the Liberal Arts: You Tell
Me”
IR: AAC&U, “What is Liberal
Education” and “Statement
on Liberal Learning”
Gioia, “Words”
September 5—Labor Day
September 7
September 9
Liberal Education:
What is it?
Liberal Education:
What is it?
Who pays for it and why?
What Kind of World Do You want to
make for yourself
IR: pp. v-xvi (preface and
introduction)
Shapiro, “Liberal Education”
Zernike, “Relevant”
IR:
Plato, “Allegory”
“Blind Men and the Elephant”
IR:
Fisher, “Effective Learning,”
Academic Integrity Policy
Handout: “The Endowment
Demystified”
September 12
September 14
September 16
“College is Not High School”
A Liberal Education: Could it happen to
us? What if it does?
Essay #1 Due
A Liberal Education: What it isn’t.
IR:
Dickens, “Hard Times”
Freire, “Pedagogy,” pp. 52-54
IR: Josefson, “Learning is Not Fun”
Calandra, “Angels on a Pin”
A Liberal Education: Could it happen to
us? What if it does?
Peirce, “Four Approaches” (R:drive)
September 19
September 21
September 23
A Liberal Education:
Could it happen to us? What if it does?
A Liberal Education:
Could it happen to us? What if it does?
How do we know?? Understanding
through language
Peirce, “Four Approaches” (R:drive)
Re-read:
IR:
IR:
Peirce, “Four Approaches”
Maslow, “Defense and Growth”
The Westminster Plan
Gioia, “Words” (re-read)
Lee, “Persimmons”
September 26
September 28
September 30
Information Literacy Session 1
Information Literacy Session 2
Information Literacy Session 3
Meet at McGill Library
Meet at McGill Library
Meet at McGill Library
*****************************
Co-Curricular Activity
Write-up #1 Due
INQUIRY 111, Section S01, Fall 2011
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Part 2: Ways of Knowing
October 3
October 5
October 7
How do we know?? Understanding
through science
How do we know?? Understanding
through science
How does knowledge develop
IR: Park, “Voodoo Science”
IR: Scudder, “Learning to See”
Handout: Scientific Method
Brecht: Galileo, Scenes 1 - 7
In-class video: Steven Hawking’s
Universe
Receive Final Project
Description
October 14
October 10
October 12
How does knowledge develop
Catch-Up Day
Brecht: Galileo, Scenes 8 - 14
In-class video: Steven Hawking’s
Universe
Reading TBA
October 17
October 19
October 21
How does knowledge develop/How do we
know??
Mid Term Examination
How do we know?? Understanding
through fiction
How do we know?? Understanding
through music
IR: Copland, from “What to
Listen for in Music”
Handout: “Outside Lies Magic”
IR: Perkins, “Letting Go”
Meet, Witherspoon Lakeview, 8:05 am
Bring three questions
October 24
Fall Break
No Classes
October 25
Tuesday
How do we know??
Understanding through art
IR: “Strategies for Looking”
October 26
October 28
What keeps us from knowing
or What we see depends upon
where we sit
What keeps us from knowing
or What we see depends upon
where we sit
IR: Bohannan,
“Shakespeare”
Miner, “Nacirema”
IR: Csik, “Veils of the Maya”
October 31
November 2
Co-Curricular Activity
Write-up #2 Due
November 4
What keeps us from knowing or What we
see depends upon where we sit
What keeps us from knowing or What we
see depends upon where we sit
What keeps us from knowing or What we
see depends upon where we sit
IR: Csik, “Veils of the Maya”
IR: Csik, “Veils of the Maya”
Rachels, “Cultural Relativism”
IR: Rachels, “Cultural Relativism”
Essay #2 Due
INQUIRY 111, Section S01, Fall 2011
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November 7
November 9
November 10
November 11
What keeps us from knowing
or What we see depends upon
where we sit
Do we know things the same
way all through our lives
Mock
Convention
Field House
Do we know things the same
way all through our lives
IR: Menkiti, “Person and
Community”
Kraybill, “Riddle”
IR: Parks, “Journey Toward a
Mature Faith”
(R:drive)
IR: Parks, “Journey Toward a
Mature Faith”
(R:drive)
Mock Convention
Orr Auditorium
Lunch (make up for November
18)
Part 3: The Consequences and Responsibilities of Knowing: An Application of the
Liberal Arts
November 14
November 16
November 18
The Consequences and responsibilities of
knowing or Having truth does not
guarantee having friends in high places
The Consequences and responsibilities of
knowing or Having truth does not
guarantee having friends in high places
Social Science History Assoc.
Annual Mtg---
IR:
MLK, “Letter from the
Birmingham Jail”
Yunus, “Banker to the Poor”
IR:
Kaplan, “Gospel of
Consumption”
Reich, “Don’t Blame WalMart”
Chicago, IL
November 21
November 23
November 25
Practice Presentations
Thanksgiving Break-No Classes
Thanksgiving Break-No Classes
Co-Curricular Activity
Write-up #3 Due by 4 pm
November 28
November 30
December 2
The Development of New Knowledge:
Evidence, Opinion, and Hubris
The Development of New Knowledge:
Evidence, Opinion, and Hubris
The Development of New Knowledge:
Evidence, Opinion, and Hubris
The Ghost Map
Preface, Aug 28, Sept 2 and 3
The Ghost Map
Sept 4, 5, and 6
The Ghost Map
Sept 8, Conclusion, Epilogue
December 5
December 7
Essay #3 Due
December 9
Final Presentations
December 12- Monday
Final Presentations
Final Presentations
7:45 – 9:15 am
11:30 am – 12:45 pm
------------------------------------November 22
Practice Presentations
7:45 – 9:15 a.m.
Listen: “81 Words,” find on R:drive
Receive Final Exam Questions
Final Examination,
3:00 - 5:30 pm
Last printed 5/30/2016 3:14:00 PM