Personal Development in the Liberal Arts
Bridgewater College
PDP 150 section 15 (honors)
Fall 2008
Mondays, Wednesdays and Fridays, 11-11:50am
Flory 204
Professor Jamie Frueh
Office Hours:
MWF 9:30am-11am and 3-4pm, TTh 11-2pm and by appointment
Flory 210
Office – 828 5764; Home – 433 1171
jfrueh@bridgewater.edu
This course is an introduction to the liberal arts and to the academic community of Bridgewater College. You begin
your personal development portfolios, which document the processes of intellectual discovery, emotional and
physical wellness, ethical and spiritual growth, and citizenship. We will pay special attention to practicing the
process of reflection and evaluating personal and social choices. The course is about you engaging ideas.
This is a required course for all first year students, but professors are given significant freedom to teach it as they see
fit. In addition, being an honors section gives us a bit more freedom to challenge each other and our ideas. I intend to
challenge you and I hope that you will challenge both each other and me. This is a seminar – a directed discussion
among all the participants in the class. The class will succeed only to the degree that each of us formulates ideas and
opinions and shares them in an atmosphere of exploration and respect. Please come to class ready to discuss the topic
of the day, to listen to other people’s interpretations and to consider them thoughtfully.
Objectives of the Course
1.
To introduce you to the philosophy and practice of a liberal arts education. You will explore the
purposes, goals and values of a liberal arts education. An education in the liberal tradition means, on a basic
level, giving you broad skills and knowledge in literature, philosophy, history, and the arts, as opposed to the
more specialized and technical education you would receive in professional and vocational training
programs. It is supposed to empower you to live deliberate lives, to deliberate as thoughtful, conscious
citizens of a democracy.
2.
To develop your skills in critical reflection. You will be asked to reflect on material assigned throughout
the term, both in writing and in classroom discussion. Critical reflection involves the practice of liberal
learning: being open to new ideas, evaluating ideas in the light of experience and awareness of our values
and ideas, and exploring the implications of the conclusions you come to for yourself and your society.
3.
To help you write a personal development reflective essay, the central component of the personal
development portfolio. The essay provides the opportunity to meaningfully reflect on your growth as a
“whole person”, that is in each of the four dimensions of personal development.
Texts : In addition to handouts and articles available on the web, you should purchase the following books:
Robert Diyanni, Fifty Great Essays: THIRD EDITION (Penguin Academics, 2008) ISBN 0-205-53353-1
Jonathan Haidt, The Happiness Hypothesis (Basic Books, 2006) ISBN 0-465-02802-0
Harper Lee, To Kill a Mockingbird (there are many editions, but first published in 1960)
Robert Shoenberg, Why Do I Have to Take this Course? (AAC&U, 2005) ISBN 0-9763576-5-8
Ron Suskind, A Hope in the Unseen (Broadway Books, 1998) ISBN 0-7679-0126-6
Optional: James A. Baker et al., The Iraq Study Group Report (Vintage Books, 2006) ISBN: 0-307-38656-2
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Grading Criteria:
Classroom activities and participation – 200 points
attendance
Attendance is required. Absences will only be excused with a note from a doctor, school official or parent. Points
will be deducted for each unexcused absence past the third. Absence from more than seven classes for any reason
will result in an automatic failure for the course.
participation – 50 points
All participants are responsible for the success of our discussions. You should come to class everyday prepared to
share thoughts on the readings and the topic for the day. Each day that you contribute in a substantive way to class
discussion, you will receive five points, up to a maximum of 50 points for the semester. The points do not reflect
how much you say or the quality of your contributions, but a certain minimum level of investment in your own ideas
and in your fellow participants. You are encouraged to use your reflections as a way to flesh out ideas that you
would like to share. Let me know if I can assist you in your participation by calling on you on a regular basis.
discussion leadership – 50 points
You and another student will be responsible for helping me lead one of the seminar discussions. Before class, you
will meet with each other and with me to discuss your approach to the topic and to encouraging discussion.
oral examinations – 100 points
Around Thanksgiving, you will sit for oral examinations on the readings and ideas you have encountered during the
semester. You will study for and take the orals in groups of three or four. Your team will be graded on your ability
to speak insightfully about the readings and to integrate various aspects of the course into your answers to the
questions posed by the professor.
class trip
On Monday, October 27, we will take a day trip to Washington, DC. Transportation costs will be approximately
$25 and you will need to pay for your own lunch. If this presents problems, see Dr. Frueh.
Classroom exercises and written assignments – 400 points
reflections on the readings – 200 points (25 points each)
During the semester, you will submit to me a total of eight (8) reflections of about 200-250 words inspired by
something from the readings or by one of four selected convocations (see page 6.). Reflections should not
summarize the readings, but demonstrate thoughtful, critical engagement with their arguments and draw connections
to your own experiences, knowledge and intuition. They must be emailed to me (jfrueh@bridgewater.edu) by 9am
the day we discuss the material in class. I will not accept late reflections. Reflections will be graded on your ability
to critically engage the text in a thoughtful way, not on the substance of your ideas.
building a personal reflective essay – 200 points (50 points each)
Throughout the semester, you will write five essays of at least 900 words. Each essay will focus on an aspect of
the PDP program. The first essay will not be graded. Each of the last four essays will be graded out of 50 points.
Final reflective essay - 300 points
The completed Personal Reflective Essay will be graded out of 300 points. We will talk more about the requirements and
expectations in class, but the essay should integrate your reflections on the four dimensions with each other, with your
service learning and with your life generally. You will also write on the nature and value of a liberal arts education.
Service learning – 100 points
You will receive 20 points (2% of the final grade) for each hour of service learning (up to five) that you can
document through the official forms by the end of the semester. We will discuss the procedures for documenting your
efforts and there will be opportunities for you to do some service learning with your PDP group.
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Recommended Convocations – You may reflect on one of the convos with an asterisk for a grade.
Friday, 9/12, 8pm
Tuesday, 9/16, 9:30am
Tuesday, 9/23, 9:30am
Sunday, 9/28, 6pm
Tuesday, 9/30 and Friday10/3
Tuesday 10/7, 9:30am
Thursday, 10/17, 8pm
Wednesday, 11/5, 7:30pm
Tuesday, 11/11, 9:30am
Bobby Petrocelli, Ten Seconds: The Power of One Decision
Ultimate Road Trip – The College Experience*
WebAdvisor Basics and Interterm Travel Courses
Sunday Cinema Series: Darfur Now*
Field Hockey convo and game
PDP Convocation
Claudia Emerson, poetry*
Elaine Penn, Campus Diversity Issues*
Why Hire a Liberal Arts Graduate?*
Grading Scale
You will be graded out of 1000 points according to the following scale:
A
A minus
B plus
B
B minus
C plus
930 to 1000 points
900 to 929 points
870 to 899 points
830 to 869 points
800 to 829 points
770 to 799 points
C
C minus
D plus
D
D minus
F
730 to 769 points
700 to 729 points
670 to 699 points
630 to 669 points
600 to 629 points
599 and below
Academic Integrity
Students are expected to be aware of and abide by the Bridgewater College Honor Code, specifically as it relates to
the act of plagiarism, which the student handbook defines as “the use of another person’s ideas or thoughts, which are
not common knowledge, without acknowledging the source.” The policy specifically prohibits copying paragraphs or
even central ideas and claiming them as your own, in addition to the more obvious violations such as buying papers
off the web or turning in someone else’s work as your own. Violations will be dealt with swiftly and severely and
could result in failure of the course or expulsion from the college. If you are in doubt, cite the source.
The Four Dimensions of Personal Development
A key piece of the Bridgewater experience involves challenging yourself to become a free human being by reflecting
on your personal development. There are four distinct areas in which the College hopes to foster development.
Intellectual Growth and Discovery. In addition to meeting the minimum academic standards specified in the
catalog, Bridgewater students develop the skills and perspectives to be passionate lifelong learners who can
integrate their varied academic experiences in a meaningful way.
Emotional Maturation and Physical Health. Bridgewater students understand the importance of emotional and
physical well-being, and possess the skills to pursue wellness during their college years and throughout the rest
of their lives.
Ethical and Spiritual Growth. The curricular and co-curricular experiences at Bridgewater require students to
examine and act upon fundamental ethical choices, and to define, refine, and pursue their personal spiritual paths.
Citizenship and Community Responsibility. At Bridgewater, students become more aware, involved, and
effective citizens of the communities-campus, local, national, global-to which they belong. Responsible
citizenship at Bridgewater implies the ability and willingness to provide leadership and other forms of service to
the community.
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Course Schedule:
Week 1: September 3-5
W:
Introductions and service learning processing
F:
Introduction to PDP
For Friday, read: emailed article by Abbott, “The Zen of Education,” a handout on PDP,
and spend some time surfing the BC website about the PDP program.
Theme 1: Reflection and Acculturation
Week 2: September 8-12
M:
Initial reflective essay due
W:
Reflection
For Wednesday, read: emailed article by Joel Achenbach “Three Cheers for Nervous
Hand-Wringing,” and essays by Thoreau and Woolf in Fifty Great Essays.
F:
Reflective writing
For Friday, read: a handout and the introduction to Fifty Great Essays, pages 1-30.
Week 3: September 15-19
M:
Acculturation: time management
For Monday, read: emailed articles and web links.
W:
Acculturation: reading like a college student
For Wednesday, read: handout and emailed web links.
F:
The Liberal Arts
For Friday, read: Schoenberg, Why do I Have to Take this Course?
Theme 2: Intellectual Development
Week 4: September 22-26
M:
The Liberal Arts
For Monday, read: emailed article by Josefson “Learning is Not Fun” and essays by
Bacon, Feynman and Franklin in Fifty Great Essays.
W:
A Hope in the Unseen
For Friday, read: Suskind, A Hope in the Unseen, chapters 1-4, pages 1-100.
F:
A Hope in the Unseen
For Monday, read: Suskind, A Hope in the Unseen, chapters 5-7, pages 101-188.
Week 5: September 29 – October 3
M:
A Hope in the Unseen
For Monday, read: Suskind, A Hope in the Unseen, chapters 8-10, pages 189-261.
W:
A Hope in the Unseen
For Wednesday, read: Suskind, A Hope in the Unseen, chapters 11-14, pages 262-361.
F:
Essay on intellectual development due
Theme 3: Ethics and Spirituality
Week 6: October 6-10
M:
To Kill a Mockingbird
For Monday, read Lee, chapters 1-11.
W:
To Kill a Mockingbird
For Wednesday, read: Lee, chapters 12-21.
F:
To Kill a Mockingbird
For Friday, read: Lee, chapters 22-31.
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Week 7: October 15
M:
Fall Break
W:
Spirituality
For Wednesday, read: Hazlitt, Hughes and Swift in Fifty Great Essays.
Theme 4: Health and Wellness
Week 8: October 20-24
M:
Essay on ethics and spirituality due
W:
Health and Wellness
For Wednesday, read: Cole, Goodman, Ozick and Sanders in Fifty Great Essays.
F:
Relationships
For Friday, read: Cooper, Didion, Dillard and Lamb in Fifty Great Essays.
Week 9: October 27- 31
M:
Day trip to Washington, DC.
W:
The Happiness Hypothesis
For Wednesday, read: Haidt, introduction and chapters 1-3, pages ix-58.
F:
The Happiness Hypothesis
For Friday, read: Haidt, chapters 4-5, pages 59-106.
Week 10: November 3-7
M:
The Happiness Hypothesis
For Monday, read: Haidt, chapters 6-8 pages 107-179
W:
The Happiness Hypothesis
For Wednesday, read: Haidt, chapters 8-11 pages 181-243.
F:
Introduction to citizenship
Essay on Health and Wellness due
Week 11: November 10-14
M:
The Iraq War
For Monday, read: The Iraq Study Group Report, section I, pages 3-40.
W:
The Iraq War
For Wednesday, read: The Iraq Study Group Report, section II, pages 41-96.
F:
Power
For Friday, read: essays by Gordon, Machiavelli, and Orwell, in Fifty Great Essays.
Theme 5: Citizenship
Week 12: November 17-21
M:
Resistance
For Monday, read: essay by King, Stanton and Wollstonecraft in Fifty Great Essays.
W:
Resistance
For Wednesday, read: essays by Brownmiller, Sontag, Staples and Truth in Fifty Great Essays.
F:
The Art of Integration: oral exams and the final essay
Essay on Citizenship Due
Week 13: November 24
M:
Oral Examinations
W:
Thanksgiving Break
F:
Thanksgiving Break
Week 14: December 1-5
M:
Oral Examinations
W:
Personal Reflective Essay due
F:
Wrap-up: Discussion of essays and the course
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How to Write a Reflection
Step 1: READ THE ASSIGNMENTS! In the course of reading you will pick up knowledge. You won't be able to
help it. But the point of the reading assignments is to understand things. This should be EXCITING. If you think
about the reading as so many pages to trudge through, you are much less likely to CREATE IDEAS. Engage the
author in a kind of conversation.
Step 2: Take some notes while you read - nothing extensive just what seems most important to the author's point.
Write down what you think is interesting. Your notes should just be things around which thoughts can coalesce either
while you're reading or afterwards. These notes will be quite valuable when it comes time to study for the exam. If
you have the notes, you won’t have to re-read everything – you’ll just be able to look over your notes
Step 3: Sit back and THINK about the readings for 10 minutes before you try to write anything. You are not done
reading when you finish the last page. You must leave yourself some time to process what you have just read.
Scribble some notes. Put things in your own words. Brainstorm. Try to summarize the main points of the readings
and figure out how they relate to one another. Also, think of interesting connections to your childhood or to your day
or to some rerun of Seinfeld. Thinking is not always a linear process. Work at engaging each author. If the process
of reading is like a conversation, the reflection is your opportunity to relate that conversation to a third party.
The point is there is no right answer. I will grade you on whether or not you seem to have thought about the readings.
You are more than welcome to talk about your ideas with each other AFTER you have written your reflections, but I
want each of you to engage you readings on your own.
Step 4: Write up your ideas in a few paragraphs. Pick something – anything – from the readings that made you think
and write about it. Start by writing down one of the author’s ideas, then discuss what you want to say about it. Do not
rehash what the author said. I have read the book too. I want to know what you thought was cool and why. What
connections did you make to other things we have discussed in class or with your ideas or experiences? I want you to
realize that reading is mental work. The reflection is the evidence that you have worked.
Step 5: Email the reflection to me at least two hours before the beginning of class. Cut and paste your reflection into
a new message and send it jfrueh@bridgewater.edu. You must turn it in before we discuss the pages that sparked
your thoughts. I do not accept late reflections. Each reflection is worth up to 2.5% of your grade.
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