Spring 2015
Dawson D-114
2/10/15 - 4/7/2015
Tuesdays
Janet A. Kirby, PhD
Beata Hall Room B210
jkirby@ben.edu
217-836-8539
PRE-ASSIGNMENT: Reading - Keirsey, Please Understand Me II: Chapters 1 and
2 Complete the Free Online Kiersey Temperament
http://www.keirsey.com/sorter/personal_page.aspx
Please see D2L for specific written assignments.
IDS 301 Emerging Issues in Collaboration at Work
I.
COURSE DESCRIPTION
IDS 301 Emerging Issues in Collaboration at Work is a three-credit
interdisciplinary course that integrates and synthesizes multiple perspectives
on complex issues and moves students toward a holistic application and
appreciation of concerns. This course is designed to explore the possibilities of
bridging disciplines, widening perspectives, discovering connections and
integrating knowledge. The course is devised as part of the new Benedictine
general education "inquiry" curriculum and addresses important general
questions that engage the themes of Human Dignity or the Common Good.
This course meets a general education requirement and may be taken in lieu
of HUMN 250. This section of IDP 301 also meets Writing Intensive (WI)
Learning Communities (LC1) requirements.
II.
TEXTBOOK AND MATERIALS
Required Text and Resources:
Title: Please Understand Me II: Temperament, Character, Intelligence
Author: David Keirsey
Publisher: Prometheus Nemesis Book Co
Edition/Year: 1st/1998
ISBN-13: 978-1-885705-02-0
Title: Boundaries for Leaders: Results, Relationships, and Being Ridiculously in
Charge
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Author: Henry Cloud
Publisher: HarperBusiness
Edition/Year: 2013
ISBN-13: 978-0062206336
This course uses the online-Keirsey Temperament Sorter assessment tool.
Each student must complete the Free Online Kiersey Assessment Tool
http://www.keirsey.com/sorter/personal_page.aspx
Only the Free report is required for the class. Feel free to purchase
the more in depth reports.
III.
MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate
students from diverse ethnic, racial and religious backgrounds. As an academic
community committed to liberal arts and professional education distinguished and guided
by our Roman Catholic tradition and Benedictine heritage, we prepare our students for a
lifetime as active, informed and responsible citizens and leaders in the world community.
IV.
GOALS, OBJECTIVES, AND STUDENT LEARNING OUTCOMES
A. Goals and Objectives.
Course Objectives
Course Objective
Describe the different personality temperaments and behaviors that typify
personal preferences among others in communication and working.
Distinguish and predict, through observation and personal analysis, the
communication and work preferences of others.
Survey and collect contemporary data on social issues and the impact of
temperament preferences on the issues' thought leaders.
Present thoughts and ideas in writing and speech with excellence.
Incorporate theory, observations and work preferences into a personal
strategy for collaboration with others, respectful of their uniqueness, value
and their worth.
Bloom Level
4. Analysis
5. Synthesis
6. Evaluation
2. Comprehension
6. Evaluation
Interdisciplinary Competencies
Interdisciplinary work integrates and synthesizes multiple perspectives on complex
issues and moves students toward a holistic application and appreciation of concerns.
As a result of successfully completing IDP 201 and IDP 301 students will practice the
following interdisciplinary competencies:
a. Recognize that assumptions, methods and inquiry distinguish disciplines;
b. Gain strategies for distinguishing problems or issues that warrant an
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interdisciplinary approach,
c. Juxtapose synthesize and integrate disciplinary insights through the discovery
of common ground,
d. Begin to apply and appreciate holistic thinking
B. Mode of Inquiry Goals
IDP 301 As a result of successfully completing IDP 301 students will advance
Essential Learning Goal 5 and 6 and practice at least one of the following
competencies
Advance at least one sub-goal under both Learning Goal 5 and 6
LG 5 Social Responsibility
Maps to
LG 5 Social Responsibility Engage ethical
problems thoughtfully and actively, and
contribute to the work of peace and
social justice
Week 1 Text Questions: Finding Keirsey
LG 5 Social Responsibility Understand
conflict resolution processes
Week 1 Written Assignment - My Keirsey
Type as a Strategy for Influence
LG 5 Social Responsibility Practice
stewardship of self and the environment,
and understand the principles of wellness
and sustainability
Week 4 Discussion and Team Assignment
- Whom Do YOU Trust?
LG 5 Social Responsibility Develop the
traits of good citizenship and gain
knowledge and skills necessary for civic
engagement
Journal articles in Weeks 1-2
LG 6 Personal Growth
Maps To
LG 6 Personal Growth Develop
intellectual curiosity and a desire for
lifelong learning
Journal articles in Weeks 3-5
F LG 6 Personal Growth Strive for a life
Week 3 Written Assignment - Pay
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lived in balance
Attention!
LG 6 Cultivate leadership skills
Week 5 Written Assignment - Integrative
Summary- Leading from Your Heart and
Your Mind: A Pathway for Personal
Influence with Others.
LG 6 Personal Growth Nurture the
capacity for creative and artistic
expression
Week 5 Written Assignment Integrative
Summary- Leading from Your Heart and
Your Mind: A Pathway for Personal
Influence with Others.
Advance Learning Goal 7C Integrate learning from different disciplines to
illuminate intersecting topics of investigation
Engage one of the following themes, (i.e. make it a central focus of the course-- one
that is the subject of at least one writing assignment and at least one required text:
Human Dignity or the Common Good
Advance Learning Goal 7C
Maps to
Human Dignity Advance Learning
Goal 7C
This course trains you to be aware of
your own style and temperament
preferences in learning, working,
socializing and communicating with
others. It provides space for you to
explore, identify and articulate a personal
approach and strategy to leadership and
working and the effect of these choices
on others.
Common Good Advance Learning
Goal 7C
V.
TEACHING METHODS/DELIVERY SYSTEM
The classroom is a writing and discourse community. This course is a combination of
lecture, in-class discussion, online course management system discussions, in-class
writing labs, online writing labs (using SMARTHINKING), revision workshop groups both
in-class and online course management system, individual conferences, and formal
evaluations. Regular, brief quizzes may be administered to ensure that readings have
been completed; these quizzes may take place on paper or in discussion Q&A. This
class is very interactive. In order to complete the course successfully, students must
come to class and must be prepared to discuss the reading assignments and to do the
in-class work.
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VI.
COURSE REQUIREMENTS
Attendance Policy
This course is highly accelerated, and students will need to take a great deal of responsibility for
their own learning outcomes. Attendance is required in each class meeting for the full period of
time. Any absence must be due to extraordinary circumstances and will require documentation
for it to be considered excused. Documentation must be provided immediately in order to
determine what, if any, accommodations are reasonable or possible. Class attendance will
directly impact your final grade, and each undocumented absence will be considered unexcused
and will result in a 20% reduction in the final grade for the course.
Due to the accelerated nature of the course, should you experience a medical condition which
prevents you from attending any class(es), appropriate medical documentation must be provided
immediately so it may be determined what, if any, accommodations are reasonable or possible.
Reading Assignments
Please see Topical Course Outline (Section VIII).
Written Assignments and Projects
Week
One:
Two:
Topics
Keirsey, Chapters
1-2; Keirsey
Temperament
Indicator.
Boundaries,
Chapters 1-3
Hour one
Hour Two
Overview of Keirsey
Hour Three
Hour Four
Types: Charting points of
collaboration and conflict.
Discussion of Types
Weekly Journal Discussion
Text Questions for Discussion
Consulting Team Presentations
Three: Boundaries,
Chapters 4-7
Weekly Journal Discussion
Text Questions for Discussion
Consulting Team Presentations
Four:
Weekly Journal Discussion
Text Questions for Discussion
Consulting Team Presentations
Five:
Boundaries,
Chapters 8-10
Weekly Journal
Discussion
Integrative Summary Presentations
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University at Springfield pursues these missions in an environment guided by our
Roman Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore
expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication,
forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are
violations of these expectations and constitute unacceptable behavior in the University
community.
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Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are
expected to exhibit academic honesty at all times. Violations against academic honesty are
always serious and may result in sanctions that could have profound long-term effects. The final
responsibility for understanding the Academic Honesty Policy of the institution, as well as the
specific policies for individual courses normally found in syllabi, rests with students. If any doubt
exists about what constitutes academic dishonesty, students have the responsibility to talk to the
faculty member. Students should expect the members of their class to be academically honest.
If students believe one or more members of the class have been deceitful to gain academic
advantage in the class, students should feel comfortable to approach the faculty member of the
course without prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of Academic
Affairs. Along with a verbal warning, the following are consequences a student may face for
academic dishonesty:
 a failing grade or “zero” for the assignment;
 dismissal from and a failing grade for the course; or
 dismissal from the Institution.
VII.
MEANS OF EVALUATION
Grading Criteria
Grades will be based on a total of 930 points.
●
Discussion and (200 points)
●
Written Assignments (420 points)
●
Team Assignments (230 Points)
●
Journal (80 Points)
A = 90% - 100% 837 - 930 Points
B = 80% - 89%
744 - 837
C = 70% - 79%
651 - 743
D = 60% - 69%
558 - 650
F = < 60%
< 558
If a student believes that an error has been made in reporting a grade, an appeal must be
made in writing to the instructor and must be initiated within 60 calendar days after the
end of the term for which the grade in question was reported. The appeal should contain
specific information about why it is believed the grade reported is inaccurate. See the
Student Handbook for additional details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a “C”
or better, and a student must submit a completed “Request for an Incomplete” form to the
Registrar’s Office. The form must be completed by both student and instructor, but it is the
student’s responsibility (not the instructor’s) to initiate this process and obtain the necessary
signatures.
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Student Withdrawal Procedure
It is the student’s responsibility to officially withdraw from a course by completing the appropriate
form, with appropriate signatures, and returning the completed form to the Advising Office. Please
refer to the Student Handbook for important financial information related to withdrawals.
VIII.
TOPICAL COURSE OUTLINE
All Assignments are outlined in detail in D2L.
Discussion and Team Assignments
Points
Week 1 Discussion - Born to Be Wild
50
Week 2 Discussion - Who Am I?
50
Week 3 Discussion - Feelings. Nothing More than
Feelings.
50
Week 4 Discussion - Values Lead
50
Total
Written Assignments
200
Points
Week 1 Written Assignment - Finding Keirsey
30
Week 1 Keirsey Paper - My Keirsey Type as a
Strategy for Influence.
100
Week 2 Written Assignment - The Buck Stops,
Where?
30
Week 3 Written Assignment - Pay Attention!
30
Week 4 Written Assignment - Setting Your Own
Boundaries
30
Week 5 Integrative Summary - Leading from Your
200
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Heart and Your Mind: A Pathway for Personal Influence
with Others.
Total
Team Assignments
Week 1 Team Assignment - Virtual Team Formation
and Kiersey Temperment Types Discussion
420
Points
5
Week 2 Team Assignment - People: Can't work
with 'em, Can't work without 'em (Part 2, Part 1 was
done in the team discussion area)
75
Week 3 Team Assignment: What Are You Thinking!
75
Week 4 Team Assignment - Whom Do YOU Trust?
75
Total
Written Assignment-Journal Articles
230
Points
Week 2 Journal Article
20
Week 3 Journal Article
20
Week 4 Journal Article
20
Week 5 Journal Article
20
Total
80
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IX.
AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable
accommodations to participate in educational programs, activities, and services.
Students with disabilities requiring accommodations to participate in campus-sponsored
programs, activities, and services, or to meet course requirements, should contact the
Resource Center as early as possible: springaccess@ben.edu or (217) 717-9253
X.
ASSESSMENT
Goals, objectives, and learning outcomes that will be assessed in the class are stated in
this syllabus. Instructor will use background knowledge probes, one-minute papers,
reflective essays and/or other Classroom Assessment Techniques as deemed necessary
in order to provide continuous improvement of instruction.
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