(Higher) Education

Drake University
FYS 040— CRN 6503
Fall 2013
Kevin Saunders, Ph.D.
Peer Mentor/Academic Consultant (PMAC)
Layton Mikkalson, Health Sciences
Class Meetings:
Tuesday and Thursday 3:30-4:45
Howard 111
Office and Hours:
Friday 1:00 PM Old Main 319A
*Other appointments available upon request
Office: (515) 271-1984
Cell: (515) 419-1302
Home: (515) 255-5922
Note: Items within the syllabus are subject to change.
General Description
For many of us, preparing for college raises questions that cause our stomachs to churn
and our minds to cloud: "What will my major be?", "Who am I going to be?", "How will
I make a difference on campus?", "How will I know what to engage in?" among many
others. We will examine how University students have answered those questions over the
years, reflect on choices we make in our own educational experiences, and envision how
our needs might shape our decisions. Through small group dialogue, experiential
learning, writing assignments, and reflective reading we will identify and analyze the
questions of how we will produce lives that have meaning, achieve professional goals,
and engage in responsible global citizenship.
Intended Outcomes
Critical Thinking
The First Year Seminar will focus on the development of student’s critical thinking skills.
This is part of the Drake Curriculum’s intentional effort to guide students to acquire the
skills for rational analysis and argumentation that is purposeful, rigorous, self-reflective,
and based on a careful consideration of evidence. Students will learn to:
clearly define a question or problem.
gather information that is relevant to that problem.
rigorously identify assumptions and preconceptions, including their own, that
influence analysis of that problem.
organize and prioritize the information to develop a rational argument that states a
clear claim or thesis, provides reasons for holding that claim, provides relevant
evidence to support each reason, and considers alternative explanations in
reaching a conclusion.
communicate that reasoned argument effectively in speech, writing, or other
medium as appropriated.
realize that results are tentative and open to revision.
Written Communication
Drake students will learn to read with discrimination and understanding and to write
persuasively. Drake students will learn to shape their writing according to subject,
purpose, medium, context and intended audience.
Information Literacy
Drake students will learn to acquire, analyze, interpret, and integrate information,
employing appropriate technology to assist with these processes, and to understand the
social and ethical implications of information use and misuse. Drake students will use
appropriate sources, including library and internet resources, to process and evaluate
information. Students will gain an understanding of the social and ethical issues
encountered in a networked world, an ability to assess the quality of information, and
learn appropriate ways to reference information sources. Students will be able to:
1. Navigate and integrate scholarly resources into their research and reflection.
2. Articulate the social and ethical implications of information use and misuse.
3. Evaluate information resources and identify quality resources relevant to the
problem or issue investigated.
4. Select and employ the appropriate method and data for disciplinary research,
problem-based learning, experiential-based research, and/or reflective/integrative
5. Articulate the basic implications of information use and misuse related to issues
of academic honesty and plagiarism and pursue their educational goals with a
high level of academic integrity.
Learning Philosophy and Expectations
We will work together to enhance our ability to write, think, understand, and analyze.
You will be actively involved in the class by sharing your questions and insights about
higher education.
My role is to facilitate the learning process by offering key questions and a framework
for seeking answers, helping you understand the material and its applications, and
encouraging you to engage in deeper thinking. I will seek feedback from you at various
times about what is helping and interfering with your learning and your input will be used
to modify the course. I expect you to attend each class, arriving on time, ready to
contribute, and willing to assist your fellow learners. I look forward to learning together.
Students with disabilities requesting accommodations for this class should contact the
Office of Student Disability Services, Old Main, Room 105: 271-3100 (voice); 271-1855
(fax); 271-1835 or to leave a message after hours call 271-2825 (TTY)
Telecommunications for the Deaf).
Course Requirements
Written assignments
A variety of projects and activities will be due throughout the semester. There will be
several papers (including a research paper), reflective writing, student facilitated
discussions, and group presentations based on issues raised in the course and related to
assigned readings. Students will be required to seek assistance from the Writing
Workshop for at least one paper. For more information about the Writing Workshop, visit
the following web page: http://artsci.drake.edu/english/node/4.
Group presentations
Working together with your group, you will create a visual representation of the
transitions common to entering college students. You will rely on information from
individual interviews with friends to explore different types of transitions and will then
identify themes across the members of your group. You will guide the class through a
discussion of your poster. Groups will review and revise these representations at specific
times throughout the semester.
Writing assignments
Group presentation
Research paper
Final Exam
A = 90-100
B = 80-89
C = 70-79
D = 60-69
Academic Integrity
Cheating, plagiarism, or dishonesty in academic work will not be tolerated and could
result in a failing grade for the course or recommendation for expulsion from the
University. Doing your own work is critically important and academic honesty reflects a
level of professionalism that is important to you now and in your future endeavors. For
more information about academic dishonesty, refer to Group presentation
Course Outline
Imagining (Higher) Education (FYS 040 – CRN 6503)
August 27 (Tu)
Introduction to the course, setting expectations and goals,
community building – telling your story, Involvement Fair details,
Popsicle Exercise
August 29 (Th)
Why Am I Here?
1. Drake University Mission and Explication
2. Drake University Statement of Principles
3. College Learning for the New Global Century
(pp. 1-24)
September 3 (Tu)
Who Am I?
Intergroup Dialogue and Group Expectations
1. http://www.youtube.com/watch?v=JalHGGtp3tQ
2. Intergroup Dialogue http://cowlesproxy.drake.edu/login?url=http://search.ebscohost.com/login.as
September 4 (W)
Involvement Fair 4-7 Olmsted
September 5 (Th)
Writing Assignment #1 Due
College 101 and Creating Theory
1. An Overview of Higher Education in the United States
September 10 (Tu)
Changes and Development in College
1. Instead of a reading assignment, you will interview friends
(either at Drake or another school) to learn more about their
experiences as they transitioned to college and expectations for
future development. You will get more details, but the focus is
on personal changes or growth. Bring notes from these
interviews to class.
September 12 (Th)
Writing Assignment Review
Mapping the Journey
1. Baxter-Magolda, Marcia (2009) Authoring Your Life:
Developing an Internal Voice to Navigate Life’s Challenges. –
Introduction, pp. 1-18 (Copy provided)
September 17 (Tu)
Privilege and Power
1. Chapter 2: How Class and Culture Matter for becoming
involved (Stuber)
What Relationships Do I Want to Construct With Others
September 19 (Th)
Changes and Development in College Revisited
1. Instead of a reading assignment, you will interview a friend to
learn more about how identity influences their college
experiences. Bring notes from these interviews to class.
September 24 (Tu)
Ethnicity and Race
1. For Whites (Like Me): White Paradox
2. McIntosh, P. (1988). White privilege: Unpacking the invisible
knapsack. Wellesley: Wellesley College Center for Research
on Women. http://cowlesproxy.drake.edu/login?url=http://search.ebscohost.com/login.as
September 26 (Th)
Writing Assignment #2 Due,
Ethnicity and Race Continued
1. Tatum, Beverly D. (2007). Can We Talk About Race? “What kind
of friendship is that?” (Copy provided)
October 1 (Tu)
Advising Rally – Olmsted
October 3 (Th)
Gender and Education
1. Reading TBA
October 8 (Tu)
Writing Workshop
Bob Johansen 7:00 Sheslow Auditorium
Schedule appointment with Writing Workshop this Week for
Assignment #3
How Do I Know?
October 10 (Th.)
Library Session
October 15 (Tu.)
October 17 (Th)
Self-Authorship and post Fall Break follow-up
October 22 (Tu)
Changes and Development in College Revisited
1. Instead of a reading assignment, you will reflect on your
development during this semester. Bring the completed
reflection to class.
October 24 (Th)
Developing meaningful relationships
1. Baxter-Magolda, Marcia (2009) Authoring Your Life:
Developing an Internal Voice to Navigate Life’s Challenges. –
Partnerships: How to provide good company for others’
journeys toward self-authorship, pp. 249-280 (Copy provided)
October 29 (Tu)
What Do We “Know About Student Experiences?”
1. Selected Results from 2012 National Survey of Student
October 31 (Th)
What Do We “Know About Student Experiences?”
1. CIRP – The American Freshman 40 Year Trends
November 5 (Tu.)
Writing Assignment #3 Due
November 7 (Th)
Pulling the Pieces Together
1. Kurfiss, Joanne. (1988). Intellectual, Psychosocial, and Moral
Development in College: Four Major Theories
November 12 (Tu)
Academically Adrift
1. Roksa, J., & Arum, R. (2012). Life after College: The
Challenging Transitions of the Academically Adrift Cohort.
Change, 44(4), 8-14
November 14 (Th)
CIRP – The American Freshman 40 Year Trends
1. http://www.heri.ucla.edu/PDFs/pubs/TFS/Trends/Monographs/
November 19 (Tu)
Academically Adrift
2. Roksa, J., & Arum, R. (2012). Life after College: The
Challenging Transitions of the Academically Adrift Cohort.
Change, 44(4), 8-14
November 21 (Th)
Big Questions
1. Chapter 6: What is to Be Done? College: What it Was, Is, and
Should Be (Delbanco)
November 26 (Tu)
Group Work and Writing workshop (in class)
November 28 (Th)
December 3 (Tu)
Group Summaries
December 5 (Th)
Research Paper Due
Final Exam Preview
December 12 (Thurs.) Final Exam 9:30-11:20
Association of American Colleges and Universities, W. C. (2007). College Learning for
the New Global Century: A Report from the National Leadership Council for
Liberal Education & America's Promise. Association of American Colleges And
Baxter Magolda, M. B. (2009). Authoring Your Life : Developing an Internal Voice to
Navigate Life's Challenges. Sterling, VA: Stylus.
Delbanco, A. (2012). College: What it was, is, and should be. Princeton, NJ: Princeton
University Press.
Kirk, G., Okazawa-Rey, M., & Farr, M. T. (2004). Women's lives: multicultural
perspectives. New York: McGraw Hill.
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent
School, 49(2), 31.
Pryor, J. H., Hurtado, S., Saenz, V. B., Santos, J. L., Korn, W. S. (2007). The American
Freshman: Forty Year Trends. Los Angeles: Higher Education Research Institute,
Stuber, Jenny M. (2011). Inside the College Gates : How Class and Culture Matter in
Higher Education. New York: Lexington Books.
Tatum, B. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other
conversations about race. New York : BasicBooks.