IDST 101: Introduction to Liberal Studies
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General Course Information
Fall, 2010 (3 Credit Hours) No Prerequisites
Vincent Hall—143 MWF 11:00-11:50AM
Instructor: Henry Borne, Ph.D.
Office: Vincent: 183/Phone: 574-239-8413
Office Hours: MWF: 10:00-10:50am/Noon-1:40pm,
TTR: 11:00am-Noon and 2:30- 3:50pm
(or by appointment)
E-Mail: hborne@hcc-nd.edu
Course Description
This first year course is designed to introduce students to the Holy Cross College community and to
opportunities and challenges of a liberal arts education at an institution of higher learning. This is not a
discipline specific course, though your instructor is a sociologist. This is a course meant to encourage and
clarify your status as a college student and to engage you in the practice of enlightened reasoning. The
S that is expected to characterize our experience together will temper
cooperative and supportive atmosphere
the exigent nature of our endeavor.
Purpose of Course
How will you be different after having taken this course? This course will provide you with a meaningful
opportunity to become clearer about your own values and how these fit into our society and the world as a
whole. You will develop important knowledge relevant to a broad liberal arts education. Further, you will
develop specific skills in reading—proficiency, critical analysis, and application and in communication skills—
oral, written, and technical. We will also learn about how to think critically and creatively, as well as how to
become more engaged within our communities. This will all be accomplished through a healthy blending of
reading, reflection, writing, discussion, audio-visual illustrations, Internet and library research, and in-class
and outside-class activities. Below is a more detailed look of what we will be doing, why we will be doing these
things, and what you should emerge from this course with that will make you different than you are now.
Consistent with the holistic learning experience at Holy Cross, this course is designed to engage us all as
members in a community of life-long learners sharing in opportunities that will enhance our competence to
see and our courage to act. Attention will be given to the five core competencies highlighting a Holy Cross
education: critical and creative thinking, communication, (oral and written), personal, moral, social, and
cultural development, technology and information management, and quantitative reasoning. Attached is a
copy of these core competencies and learning outcomes.
In this particular course, focus will be on developing our critical thinking, understanding and use of
technology and information management, communication--both written and oral, and our quantitative
reasoning skills. The following two page identifies the core competencies and learning objective of a Holy
Cross Holistic education ad well as specific course goals and learning outcomes focused on in this course and
the means through which it is planned you will achieve them. Please review these periodically during the
semester to evaluate for yourself the extent to which this course is fulfilling your expectations in regard to
these competencies, outcomes, and objectives.
Required Readings
IDST 101: Introduction to Liberal Studies
One very important source that we will be referencing throughout the semester is the Blessed Basil M.
Moreau’s manuscript Christian Education, published online in pdf format by The Holy Cross Institute
at St. Edward’s University (http://www.holycrossinstitute.org/documents/christian_education.pdf).
Some Important Administrative Matters!

Attendance Policy
Class attendance is required. I will be taking attendance and your presence is expected. Your thoughtful
presence is valuable to each of us in the class. You are however allowed three unexcused absences. Each
additional unexcused absence will result in a five percent reduction in attendance/presence portion your
class participation score for the course. You are responsible for all materials covered in class whether you
are there or not. Please check with fellow students about the class activities for any day you miss. Also, check
Moodle for any handouts or exercises. Stop by the office to see me with any further questions you may have
about class time you have missed.

Student Conduct
Please refer to the Student Handbook for details about College policies regarding student conduct. However,
in a nutshell, “Holy Cross College presumes a high moral character and an attitude of self-respect in its
students regarding such matters as discipline, integrity, and personal behavior.”

Academic Honesty
As stated in the Student Handbook, “As a Catholic community, faculty, staff, and students have a moral and
ethical responsibility to uphold the principle of unquestioned honesty, and refrain from any activity or
behavior that would suggest academic dishonesty and lack of personal integrity. Students shall be honest in
their academic work and shall support the honesty of others. They shall, moreover, guard against the
appearance of dishonesty.” Please refer to pages 9-10 of the Student Handbook at http://www.hccnd.edu/downloads/0809handbook.pdf for further specification.
As a member of this class you must agree to adhere to the following integrity guidelines:
I pledge to conduct myself responsibly, honestly, and civilly in all my activities as a member of
this class. I will be trustworthy to my classmates and my professor and will embrace
opportunities and challenges with maturity and a sense of purpose. I will complete all assigned
work by myself (unless otherwise instructed by the professor). I will follow all instructions given
to me by my professor when taking quizzes, tests, and exams, or when participating in group
exercises.

Disability Accommodations
I encourage any student who has a documented disability or who believes certain accommodations could
provide a more meaningful learning environment or a more accurate assessment of one’s learning to
speak with me as soon as possible. Standards will not be changed, however, flexibility in learning and
assessing strategies is available.
Students with Disabilities
Holy Cross College has the responsibility to meet the needs of students with disabilities as
mandated by the Rehabilitation Act (1973) and the Americans with Disabilities Act of 1990.
Please see the Guidebook for Students with Disabilities and identify yourself to the Director of
Student Support Services if you believe you are eligible for and need any special
accommodations or modifications for any of the requirements of this course. Please see me at
your earliest convenience so we may discuss your particular needs in relationship to this course.
IDST 101: Introduction to Liberal Studies

Student Athletes
Student athletes must provide the instructor with the proper documentation signed by their coach or the
Athletic Director at the beginning of the semester. Students participating in athletic events requiring them
to be absent from class must inform the instructor, in writing, before the class is missed. Students are
responsible for any material missed. Any assignments missed must be made up within one week of the date
they were due. Go Saints!

Use of Electronic Devices in Class
Cell phones must be turned off during class. If you need to keep your phone on for some reason, please see
me. You are welcome to use a laptop for note taking, but recreational use of your computer (or cell) in class
will result in lost class participation points.

Moodle
This course will be utilizing many of the features available on Moodle throughout the semester. Please
regularly (daily) check this course on Moodle for different announcements, handouts for class, group
project information, links to websites, etc.
Measuring Our Learning: Quantifying the Difference this Course Makes for You
Part of what I do involves assessment. There is no way getting around this responsibility. You come to this
course with a certain amount of learned insight. We need to determine how the experience of taking this
course has impacted that insight. How has this course changed your thinking? How has it affected what you
know? What can you do now that you would not be able to do had you not taken this course? To what
extent have you invested yourself in the opportunity this course has offered? There is a lot involved here,
and following is how some of all of this will be quantified. There will be guideline forms (rubrics) for class
participation and the particular written and class presentation activities. Generally, the following are
guidelines for in-class and outside-of-class activities and assignments:
Evaluation
There are nine components to my evaluation of your performance in this course. You too should be very
conscious how your learning is progressing in relationship to thee components. The components include:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Daily Reading Summaries
Journal Article Critique
Tests (3)
Quizzes (12)
Chapter Reports
Mind, Body, and Spirit Assignments
Reflection Papers
Class Attendance and Discussion
Final Project/Research Paper
5%
5%
30%
10%
5%
5%
10%
18%
12%
100%
50pts.
50pts.
300pts
100pts.
50pts.
50pts.
100pts.
180pts.
120pts.
1000pts.
Brief Descriptions of Evaluation Components
Daily Class Summary Outlines
Each day the class meets, students will turn in a brief summary of the major points found in that day’s
reading assignments. These notes should be 1 page in length and conclude with at least one question
IDST 101: Introduction to Liberal Studies
about the reading material. Five-ten bullet pointed key ideas/issues/concepts/findings is fine for the
summary.
Journal Article Critique
To foster a scholarly approach to topics of interest, you will be writing a journal article research
critique using a guidelines form found in this packet. Each student will find a journal article using
either our online library resources or the SMC or ND periodical centers.
Tests
There will be three tests giving during the semester covering reading assignments and class lecture and
discussion notes for specific segments of the semester. There will be a study guide provided for each
test. Test will include multiple-choice, true-false, and discussion questions.
Quizzes
Quizzes will be given randomly throughout the semester and will cover reading assignments for
specific days they are taken. Quizzes will involve 4-5 multiple-choice and 1-2 short discussion questions
Chapter Reports
For many of our class meetings we will have two class members introduce and summarize a particular
chapter from one of our books. A set of guidelines will be provided to structure these reports. Each
student will do two reflection reports. You will sign up for these on a separate sheet during the first
week of class.
Mind, Body, and Spirit Assignments
These assignments will involve outside-of-class experiences that will provide students with
opportunities to take advantage of the many academic and vocational resources here at HCC and at
SMC and ND. Some of these assignments will be tied into presentations that will be given by
representatives from the Center for Global Perspectives, the Center for Discernment and Preparation,
Campus Ministry, the Pfeil Center, the Student Government Association, and the library. These
presentations have not been written into the syllabus as they will be scheduled at the convenience of the
representatives who will be visiting our class.
Reflection Papers
You will write two reflection papers during the semester. Each will focus on the comparison of
perspectives offered in two different books we are to read during the semester. Guidelines for these
papers are included in the course documents folder and will be discuss in class.
Class Attendance and Discussion
Exceptional (A): Implies excellence in thinking and performance within the domain of sociology. The
student has clearly read the assignments (in part evidenced by performance on quizzes), actively engages
with the classroom environment, and makes thoughtful contributions to our discussions on a regular basis
throughout the semester. The student is punctual and attends each class meeting during the semester (I
understand that 1-3 absences may be used for personal reasons). The student completes assignments as
scheduled and submits material in a complete and professional form. The student demonstrates mastery of
the course material by being able to apply sociological principles to the social issues we read about and
discuss during the semester. The student can clearly summarize important issues, research findings, and
analytical positions concerning social issues confronting our society, and shows that s/he has thought
through what has been learned and has an insight into what s/he does not know or understand.
IDST 101: Introduction to Liberal Studies
Very Good (B): Implies sound thinking and performance within he domain of sociology. The student
exhibits evidence of having done the reading and occasionally makes contributions to class discussions.
The student is absent 4-6 times during the semester but completes all assignments on time and submits
work that reflects a good understanding of the material being covered.
Acceptable (C): Implies adequate thinking and performance within the domain of sociology. The student
misses more than 4 classes and rarely contributes to class discussion. The student demonstrates some basic
understanding of the material but does not seem to have a clear grasp of how to apply the sociological
perspective to the issues and problems we cover during the semester. Assignments are completed, but may
occasionally be incomplete and/or late.
Again, regular attendance is critical for success in this course. This means, in part, that if you miss more
than five class meetings your final grade will be negatively impacted. Even if you do not think attendance
is being taken, it is!
Final Project: (Mini-Capstone Presentation) Students will research one topic in somewhat more depth in
order to produce an in-class presentation and a polished research paper (7-8 pages). The project will be
due in stages, beginning with a written proposal, a discussion of sources, and a draft that will be
substantially revised before it is handed in for final evaluation. Presentations will take place during the
last two weeks of class. The final paper will be due in my office no later than 5pm on Friday, December
3rd. Please be sure to include all of the stages of the project in a folder
The paper will include a review of your e-folio, discussion of mind, body, and spirit experiences, a
reflection of course readings and discussions, a reflection on your learning experiences here at Holy Cross
to this point in your college career, and a theme that you will select that will serve as the thread tying your
paper all together. This theme can be a rationale for the selection of a major, an issue such as social
inequality, global perspective, the application of a sociological theory or the sociological perspective,
historical perspective, or some other theme to be worked out with your instructor. See
http://signup.efolioworld.com to begin the process of constructing and developing you e-folio.

Submitted Written Materials
In-Class Written Materials will be evaluated on the basis of precision, specification, accuracy,
comprehensiveness, relevance, reference to empirical information where appropriate, critical thinking,
and application of the liberal arts.
Outside-of-Class Materials will be evaluated using the above, plus evidence that you have taken a
professional approach in completing the materials.
What does this mean?
Precision—How clearly do you define terms? Do you make a coherent statement or argument?
Specification—How well do you make reference to readings, lectures, online activities, and discussions?
Accuracy—Do you have a clear understanding of the context in which you use concepts and data in
making your points?
Analysis--Do you clearly connect topic sentences, clearly develop and support your arguments, show
evidence that to have considered different/alternative views on the issue? Comprehensiveness—How
thoroughly you complete the exercise or activity?
Research/Empirical Information—Do you present a meaningful demographic portrait of the issues you
raise and concepts you use?
Critical Thinking—To what extent do you demonstrate reflection on the material you submit?
Liberal Arts Perspective—Do you show evidence of asking fundamental questions involved in applying the
an enlightened liberal arts perspective (i.e., a sociological imagination)?
Professionalism—an appropriate amount of time was spent completing the activity or exercise, that
thoughtfulness and imagination is evident, and that the materials are submitted in a neat, organized,
and timely manner.
Integrity—Do you adhere to the Academic Honesty Code of the College?
IDST 101: Introduction to Liberal Studies
Syllabus: IDST 101-04/05*
WEEK ONE
MO 8/23
Topic for Discussion
Introductions
E-folios
A Liberal Arts Perspective
Readings for Today
Review Books
Core Competencies/Learning Outcomes
Critical and Creative Thinking
2, 4
WE 8/25
Topic for Discussion
The Sociological Perspective
Taking Lecture Notes/Reading and Note Taking
Readings for Today
Tipping Point: Introduction**(see last page of syllabus)
Critical and Creative Thinking
3, 4, 5
FR 8/27
Topics for Discussion
The Pillars of a Holy Cross College Education
Creative Thinking
Readings for Today
Tipping Point: Chapter 1
Critical and Creative Thinking
6, 7
WEEK TWO
MO 8/30
Topics for Discussion
The Pillars of a Holy Cross College
Numeracy
Readings for Today
Tipping Point: Chapter 2
More Damn Lies and Statistics: Introduction
WE 9/1
Topics for Discussion
Majors at Holy Cross College
A Liberal Arts Education
Creative Thinking
Readings for Today
Tipping Point: Chapter 3
Fr. Moreau on A Liberal Arts Education: Part 1
FR 9/3
Topics for Discussion
Majors at Holy Cross College
Critical Thinking
E-folios
Deviance
Readings for Today
Tipping Point: Chapter 4
Fr. Moreau on A Liberal Arts Education: Part 3
Core Competencies/Learning Outcomes
Quantitative Reasoning
1, 6
Critical and Creative Thinking
3, 4, 5
Critical and Creative Thinking
3, 4, 5
IDST 101: Introduction to Liberal Studies
WEEK THREE
MO 9/6
Journal Critique
Library Research
Core Competencies/Learning Outcomes
Technology and Information Management
1, 3, 4, 5
WE 9/8
Topics for Discussion
Our College Community
Critical Thinking
Deviance
Readings for Today
Tipping Point: Chapter 5
More Damn Lies and Statistics: Chapter 1
Critical and Creative Thinking
1, 3, 5
FR 9/10
Topics for Discussion
Our College Community
Fallacies of Thinking
Readings for Today
Tipping Point: Chapter 6
Critical and Creative Thinking
1, 3, 4, 5
WEEK FOUR
MO 9/13
Topics for Discussion
Engaging in Library Research
Readings for Today
More Damn Lies and Statistics: Chapter 2
Core Competencies/Learning Outcomes
Technology and Information Management
3, 5
WE 9/15
Topics for Discussion
Engaging in Library Research
E-folios
Readings for Today
Tipping Point: Chapter 7
Fr. Moreau on A Liberal Arts Education: Addendum Part 1
FR 9/17
Topics for Discussion
Writing a Research Paper: Guidelines
Readings for Today
Tipping Point: Chapter 8
Technology and Information Management
5
Written and Oral Communication
WC 2, 3
WEEK FIVE
MO 9/20
TEST 1
WE 9/23
Topics for Discussion
Looking Beneath the Surface…
Readings for Today
Freakonomics: Introduction
FR 9/25
Topics for Discussion
Looking for and Finding Patterns
E-folios
E-folio Report Due
Readings for Today
Freakonomics: Chapter 1
Fr. Moreau on A Liberal Arts Education: Addendum Part II
Core Competencies/Learning Outcomes
Critical and Creative Thinking
3, 4, 5
Critical and Creative Thinking
3, 4, 5
IDST 101: Introduction to Liberal Studies
WEEK SIX
MO 9/28
Topics for Discussion
E-folios
Readings for Today
Freakonomics: Chapter 2
Core Competencies/Learning Outcomes
Technology and Information Management
1, 2, 5
WE 9/30
Topics for Discussion
Research Designs
Reflection 1 Due
Readings for Today
More Damn Lies and Statistics: Chapter 3
FR 10/2
Topics for Discussion
Journal Critique
Readings for Today
Freakonomics: Chapter 3
Written and Oral Communication
WC 2, 3
Written and Oral Communication
WC 2, 3
WEEK SEVEN
MO 10/5
Topics for Discussion
Quantitative Reasoning
Readings for Today
Freakonomics: Chapter 4
Core Competencies/Learning Outcomes
Quantitative Reasoning
1, 4
WE 10/7
Topics for Discussion
Quantitative Reasoning
Journal Critique Due
Readings for Today
More Damn Lies and Statistics: Chapter 4
FR 10/9
Topics for Discussion
Qualitative Reasoning
Readings for Today
Freakonomics: Chapters 5 and 6
Quantitative Reasoning
Written and Oral Communication
QR 2, 3; WC 3
Written and Oral Communication
OC 1, 4
WEEK EIGHT
MO 10/12
Topics for Discussion
Social Institutions
Readings for Today
Freakonomics: Chapter 6
Core Competencies/Learning Outcomes
Written and Oral Communication
OC 1, 4
WE 10/13
TEST 2
FR 10/15
Topics for Discussion
E-folios and Research Paper
Readings for Today
More Damn Lies and Statistics: Chapter 5
Written and Oral Communication
WC 2, 3
Fall Break Week
(Saturday, October 16-Sunday, October 24)
IDST 101: Introduction to Liberal Studies
WEEK NINE
MO 10/25
Topics for Discussion
The Enlightenment and a Liberal Arts Education
Readings for Today
The Invention of Air: Prologue
Core Competencies/Learning Outcomes
Critical and Creative Thinking
3, 4, 5
WE 10/27
Topics for Discussion
Thinking Holistically
Readings for Today
The Invention of Air: Chapter 1
Critical and Creative Thinking
3, 4, 5
FR 10/29
Topic For Discussion
The Importance of Historical Perspective
Readings for Today
The Invention of Air: Chapter 2
Personal, Moral, Social, and Cultural
Development
8, 9
WEEK TEN
MO 11/1
Topics for Discussion
Open, Holistic Thinking
Readings for Today
The Invention of Air: Chapter 4
Core Competencies/Learning Outcomes
Critical and Creative Thinking
3, 4, 5
WE 11/3
Topics for Discussion
The Way We Never Were
Readings for Today
The Invention of Air: Chapter 5
Personal, Moral, Social, and Cultural
Development
8, 9
FR 11/5
Topics for Discussion
Looking Beneath the Surface of Our Everyday Lives
Readings for Today
More Damn Lies and Statistics: Chapter 6
Critical and Creative Thinking
3, 4, 5
WEEK ELEVEN
MO 11/8
Topics for Discussion
The Relevance of Numeracy for Everyday Life
Readings for Today
More Damn Lies and Statistics: Chapter 7
WE 11/10
Topic for Discussion
E-Folios and Research Paper
Readings for Today
Research for Paper
FR 11/12
Topic for Discussion
Individuality in Social Context
Readings for Today
Outliers: Introduction
Core Competencies/Learning Outcomes
Quantitative Reasoning
1, 4
Technology and Information Management
1, 2, 5
Critical and Creative Thinking
3, 4, 5
IDST 101: Introduction to Liberal Studies
WEEK TWELVE
MO 11/15
Topics for Discussion
E-folios and Research Paper
Readings for Today
Outliers: Chapter 1
WE 11/17
Topics for Discussion
Comparative Analysis
Readings for Today
Outliers: Chapter 2
FR 11/19
Topics for Discussion
Cultural Relativism and Ethnocentrism
Readings for Today
Outliers: Chapter 3
Core Competencies/Learning Outcomes
Technology and Information Management
1, 2, 5
Reflection 2 Due
Personal, Moral, Social, and Cultural
Development
Written and Oral Communication
PMSCD 8, 9; WC 2, 3
Personal, Moral, Social, and Cultural
Development
8, 9
WEEK THIRTEEN
MO 11/22
Topics for Discussion
Presentation
Readings for Today
Outliers: Chapter 4
Core Competencies/Learning Outcomes
Written and Oral Communication
Technology and Information Management
OC 2, 3, 4; TIM 1, 2
WEEK FOURTEEN
MO 11/29
Topics for Discussion
Review
Readings for Today
Outliers: Chapter 6
Core Competencies/Learning Outcomes
Personal, Moral, Social, and Cultural
Development
8, 9
WE 12/1
TEST 3
FR 12/3
Topics for Discussion
Presentations
Readings for Today
Outliers: Chapter 7
Written and Oral Communication
Technology and Information Management
OC 2, 3, 4; TIM 1, 2
WEEK FIFTEEN
MO 12/6
Topics for Discussion
Presentations
Readings for Today
Outliers: Chapter 8
WE 12/8
Topics for Discussion
Presentations
Readings for Today
Outliers: Chapter 9 and Epilogue
FR 12/10
Topics for Discussion
Presentations
Core Competencies/Learning Outcomes
Written and Oral Communication
Technology and Information Management
OC 2, 3, 4; TIM 1, 2
Written and Oral Communication
Technology and Information Management
OC 2, 3, 4; TIM 1, 2
Written and Oral Communication
OC 2, 3, 4; TIM 1, 2
IDST 101: Introduction to Liberal Studies
**each day at the beginning of class a one-page report is due containing three important points made in
the reading for that day as well as one question you have from the reading.
*The instructor reserves the right to make adjustments to the syllabus (with notification and
discussion), as needed, and as circumstances warrant.
IDST 101: Introduction to Liberal Studies
http://www.cambridgestudycenter.com/links.html
On the Purpose of a Liberal Arts Education Robert Harris
The Liberal Arts Education Diana Glyer and David Weeks
Critical and Creative Thinking
Written and Oral Communication
P,M,S, and C Development
Technology and Information Management
Quantitative Reasoning
14
11
5
5
4