INQ 120 Living an Examined Life: Learning for Liberation
Spring 2012
Instructor: Dr. Lisa Stoneman
Contact: Stoneman@roanoke.edu
Office Hours: M/W 1:00-2:00, T/Th 9:00-10:00, or by appointment
Office: 238A Bast Center
Textbooks:
Freedom Writers & Gruwell, E. (1999). The Freedom Writer’s Diary: How a Teacher and 150 Teens
Used Writing to Change Themselves and the World Around Them. New York: Broadway
Books.
Hacker, D. & Sommers, N. (2012). A Writer’s Reference. Roanoke College edition. Boston, MA:
Bedford/St. Martin’s.
Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are
undermining education. New York: Basic Books.
Christensen, Linda & Karp, Stan, Eds. (2003). Rethinking School Reform: Views from the classroom.
Milwaukee, WI: Rethinking Schools, Ltd.
Articles (provided on Course web page):
Kober, N. ( 1996). Do we still need public schools? Washington, DC; Center on National Education
Policy.
Kober, N. (2006). A Public Education Primer: Basic (and sometimes surprising) facts about the US
education system. Washington, DC: Center on Education Policy.
Noddings, N. (1999). Renewing Democracy in schools. The Phi Delta Kappan, Vol. 80, No. 8, pp. 579583. Retreived 12/8/2010 at http://www.jsotr.org/stable/20439515.
Noddings, N. (2008). Schooling for democracy. The Phi Delta Kappan, Vol. 90, No. 1, pp. 34-37
Retreived 1/21/2010 at http://www.jstor.org/stable/20493545.
Wenglinsky, H. (2007). Are private schools better academically than public schools? Washington, DC:
Center on Education Policy.
Videos on reserve in Fintel Library:
Eyes on the Prize
Stand and Deliver
The Freedom Writer’s Diary
Waiting for Superman
Online Resources:
ELEMENTARY & SECONDARY EDUCATION (ESEA) Reauthorization: A Blueprint for Reform.
http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf
Catalog Description: Investigates questions of values, individual and communal, from the
standpoint of a particular field of learning. The course will teach reasoning skills through reading,
writing, and oral communication by linking key works with broader traditions of critical reflections
on the good life. Students will be encouraged to explore ways in which they can use these broader
traditions for their own reflections on what it means to live well.
Rev. 1/29/12
Learning Outcomes for INQ 120
Students will be able to
 Give an effective oral presentation.
 Write a paper with a clear thesis, cogent argumentation, effective organization, and a minimum of
sentence-level errors.
 Students will be able to formulate and evaluate arguments about ethical positions.
 Analyze and evaluate how major educational movements, theorists and philosophers have impacted
current education practice in the US.
 Reflect critically on the U.S. education system and its effect on student empowerment /
marginalization and attainment of the good life.
Tardiness: Punctuality allows us to maximize out time together and to avoid repetition that is tedious. I will
make every effort to begin and end on time and expect that you will be in class and fully engaged.
Attendance Policy: Attendance is important and will be documented daily. You have 2 absences to be used
during the semester without penalty. Upon your 3rd absence, a written warning will be sent to you, your
advisor, and the registrar alerting you to your impending dismissal from the course; upon your 4th absence,
written notification will be sent to the registrar and you will be dropped from the course. Excused absences
will be granted only with written documentation from an official recognized by the college: clerk of court,
college registrar, doctor, etc. Travel plans will not be considered an excusable reason for missing
class.
Late work / Make-up work: Make-up work is not accepted on homework/daily work assignments.
Printing problems are not considered a valid excuse for not having an assignment. Major
papers/assignments will be penalized one letter grade per calendar day. No work will be accepted after the
last class meeting.
Exams/tests may be made up only in the event of the death of an immediate family member verifiable
by a dean or with a written medical excuse verifiable by Student Health or by a dean.
Academic Integrity: As members of a learning community, we enjoy important intellectual freedoms and are
answerable to equally important academic responsibilities. Doing our own work and properly acknowledging
the work of others are bedrock values in a community of scholars. When you arrived at Roanoke College you
pledged to uphold these values and to abide by the practices and policies described in the brochure
“Academic Integrity at Roanoke College.” It is your responsibility to read this brochure carefully and to
understand it well.
In a course such as this one, which involves independent scholarship and writing, it is especially important to
cite and discuss your sources as a part of our intellectual exchange. And, as a matter of honesty, it is
imperative that you understand what plagiarism is and avoid even unintended violations. Review carefully
the section on plagiarism in the academic integrity brochure. If you have any questions, speak with me or
bring up your questions in class.
Electronic Devices: Cell phones and pagers must be set to vibrate and put away prior to the beginning of
class. Laptops may be used, but you may not log on to the Internet or to an email server unless specifically
told to do so. The use of unauthorized electronic devices, including, but not limited to iPods and Smart
phones, during a quiz or an exam will be considered a breach of academic integrity.
Special Services Statement: If you are on record with the College’s Special Services as having special
academic or physical needs requiring accommodations, please meet with me during my regular office hours
or schedule an appointment as soon as possible. We need to discuss your accommodations before they can be
implemented. Also, please note that arrangements for extended time on exams and testing in a semi-private
setting must be made at least one week before every exam. If you believe you are eligible for accommodations
but have not yet formally contacted Special Services, please call 375-2248 or drop by the Center for Learning
& Teaching in Fintel Library.
Rev. 1/29/12
The Office of Disability Support Services, located in the Goode-Pasfield Center for Learning and Teaching in
Fintel Library, provides reasonable accommodations to students with identified disabilities. Although
Roanoke College does not have special programs for students with disabilities, reasonable accommodations
are provided based on the diagnosed disability and the recommendations of the professional evaluator. In
order to be considered for special services, students must identify themselves to the Office of disability
Support Services. Students are required to provide specific current documentation of their disabilities.
Reasonable accommodations may include but are not limited to the following: extended time for tests and
examinations, testing in a semi-private testing area, proctoring of examinations, use of interpreters, assistive
technology, audio recording of lectures, and/or student note-takers. For additional information please
contact Bill Tenbrunsel, Associate Dean, at 540-375-2247 or email tenbruns@roanoke.edu.
The Writing Center @ Roanoke College is located in the Goode-Pasfield Center for Learning and Teaching
in Fintel Library. Students writing in any field of study and at all levels of competence are invited to talk about
their work with trained peer writing tutors in informal, one-on-one sessions. Writers may visit the Writing
Center at any point in their process, from brainstorming to drafting to editing. The Writing Center is open
Sunday through Thursday from 4 to 9 pm starting Sunday, September 12th. Simply stop in or schedule an
appointment ahead of time by going to www.roanoke.edu/writingcenter. Questions? Email us at
writingcenter@roanoke.edu or call 375-4949. The Writing Center also sponsors writing workshops and
creative writing play shops.
Subject Tutoring, located in the Goode-Pasfield Center for Learning and Teaching in Fintel Library, is
available in various academic subjects such as Business & Economics, Foreign Languages, Lab Sciences, Math,
CPSC, Statistics, and Social Sciences. All subject tutors are recommended by faculty members and receive
training before working with students. Our hours vary by subject, so be sure to visit our homepage for a
complete list of tutorial hours: www.roanoke.edu/tutoring. Questions? Call us at 375-4949.
Rev. 1/29/12
Writing / Discussion Activity Explanations
All assignments
Use 1” margins all around and 12 pt. font.
Heading: Your name, date, class time, text/paper title and author (when pertinent)
Formal paper expectations
 Thesis-driven
 Writing culminating from a process of idea generation and multiple drafting.
 Information is gathered for the purpose of building an argument (research).
o Simple fact recitation is not considered a viable argument.
 An organized thought process; relevant argument construction; adherence to that argument.
 Correct usage of grammar and mechanics
 Correct citation format (choice of APA, MLA)
Daily writings: Most often summaries of readings and exploratory writing (typed, singlespaced)
Writing intended to allow you to think through your subject/topic
Focuses on the thought process rather than the product.
Evidence of engagement in the subject and deep critical thinking
Intended to be used in idea generation for formal papers
Kept, by date, in writing notebook, for student’s use.
 Turned into online class site for grading.
Small group work - generation of questions / problems in class
From these questions may arise theses for your papers
Note-taking on these sessions is important so that you may make use of the ideas generated.
Allows you to build on the ideas of others and to expand your own thinking.
Reading quizzes
Quizzes will be given as needed to promote reading of the class materials.
These quizzes will be unannounced.
o Quizzes will be weighted as daily work/homework grades
Grammar / Mechanics Expectations
Mechanics problems will be addressed as they arise. Some time may be spent in class on these
issues, but extensive, individual problems will be referred to the Writing Center for individual
tutoring.
**Correct grammar/mechanics is an expectation in ALL assigned work.**
Rev. 1/29/12
Grading:
History timeline research - Paper #1 = 15%
 Paper will focus on the following questions (along with additional questions posed by each
student): How important to today’s educational system was the historical moment you
researched? In what specific ways did this historical moment affect the US educational
system? How are democratic ethics represented by your moment in US educational history?
 Investigation of a significant historical moment in United States’ educational history
(within the last 200 years) – choices will be made from a list of possible topics provided
by instructor.
 Project components: research worksheet, notes, annotated bibliography (5-7 sources).
Individual oral presentation of the history research = 15%
 Presentation components: identify relevance of topic; reflect on how this historic moment
impacts attainment of the good life in the US; explain how this historic moment is connected
to current educational practice and your own educational path. Grading rubric will be used.
(5 min. minimum)
Group Research - Paper #2 (related to individual component of group project) = 20%
 Paper will focus on the following questions: those posed by the groups’ research projects;
the relation of those questions to the US conception of the value of a good education to
every individual.
 Investigation of a current educational ethics issue (topics to be decided by class; groups
to be decided by instructor)
 Project guidelines: Each group will consist of 3 members; each member will be
accountable individually to the group; groups will work together both in and outside of
class; group will pose research questions relevant to their topic and analyze and assess
the information found; groups will synthesize the individual research work done to
provide answers to their questions; groups will apply their findings to the concept of
the good life in regard to democratic education practices.
Group oral presentation of the research = 20%
 Presentation components: identify relevance of topic; reflect on how topic impacts
attainment of the good life in the US; use the topic as context within which to reflect on the
right to a “good” education in the US; use current events journals to illustrate your points;
evaluations. Grading rubric will be used. (20 min. minimum).
Daily work: = 30%
 Daily writing assignments / Reading quizzes / Events journal
Totals: Daily work = 30%
Formal Writing = 35%
Oral Presentation = 35%
Grading will be by Roanoke College Catalog Policy. The following scale will be used:
A 92-100
C 72-77
Rev. 1/29/12
A- 90-91
C- 70-71
B+ 88-89
D+ 68-69
B 82-87
D 62-67
B- 80-81
D- 60-61
C+ 78-79
F Below 60
Date
Tue
Jan 17
Course Outline
Readings & Assignments due
You will need a 3-ring binder for current events
journal, class writings, and notes from class lecture.
DUE: Printed (or electronically
accessible) copy of the syllabus
Thurs
Jan 19
READ: 1) Hacker. “Researching,” pp.331-368
Write: On Inquire – answer questions re: reading
Tue Jan
24
Due: “current event” in your journal with a written
explanation.
Read: Noddings, N. (2008). Schooling for
Democracy, pp. 34-37.
Noddings, N. (1999). Renewing Democracy in
schools. pp. 579-583.
Kober, N. (2006). A Public Education Primer: Basic
(and sometimes surprising) facts about the US
education system.
Write: Answer the questions on Inquire.
READ: Kober, N. ( 1996). Do we still need public
schools?
Wenglinsky (2007) Are Private Schools Better
Academically Than Public Schools?
Write: Questions from reading on Inquire
Thur
Jan 26
Class activity
Syllabus scavenger hunt
Explanations
Intros – grab bag
Everything I know about the education system
in 5 minutes or less
Historical timeline overview
Assignment of research topic #1
Begin “Current Education Events Journal” –
bring to every class – must have a new
article/essay every week – daily grade may be
taken at any time. Each article must
accompanied by a brief summary.
In groups (3): List 3 things you learned from the
reading…Change groups check you list with the
next group…and the next group…is there
overlap? Report back to the class on new
information gleaned.
How does my daily writing help shape my first
paper?
Discuss questions from Inquire
In class: Connect readings and current events
to education issues.
In groups: generate list of pros and cons for
each
Connect topic to “the good life”
Before
Tue
Jan 31
Tue
Jan 31
WATCH: Eyes on the Prize
Movie gathering time on your own
Meet in library with Research librarian
Write: on Inquire - Eyes on the Prize Questions
Library research day – attendance will be
taken! Meet in the computer lab upstairs.
Thur
Feb 2
Read: Oral presentation section of Hacker, pp. 3-86
Write: on Inquire – Hacker questions
Pay special attention to pp. 83-86 for rubric
construction in class
READ: Freedom Writers. (1999).Freedom Writers
Diary (1st half) – pp.1-146
DUE: 1) Questions on Inquire
2) Rough draft of paper #1
NO CLASS MEETING – PROFESSOR at CONFERENCE
Read: Freedom Writers (1999). The Freedom
Writer’s Diary (2nd half) – pp. 147-311
Write: Answer questions from Inquire.
Discussion of Eyes on the Prize; relevance to
this course and discussion of “the good life”
Small groups – construct rubric for scoring oral
presentations
Review paper #1 in class – must have typed
copy available! Use rubric to peer review paper
Tue
Feb 7
Thur
Feb 9
Rev. 1/29/12
Citation review
NO CLASS MEETING
Tue
Feb 14
DUE: 5 minute research presentation
Presentation handout – make a copy for every class
member
10 people present
Remainder of class to be spent in discussion of
presentations
Each presenter must have a handout.
9 people present
Remainder of class to be spent in discussion of
presentations
Movie gathering time on your own
Thur
Feb 16
Due: 5 minute research presentation
Presentation handout
Before
Tue
Feb 21
Tue
Feb 21
WATCH: Stand and Deliver
Thur
Feb 23
Read: Ravitch, Ch. 1-5, pp. 1-92
Write: Brief summary, 1 page; answer questions
from Inquire.
Exit slips: what is NCLB?
Tue
Feb. 28
Read: Ravitch, Ch. 6-8, pp. 93-168
Write: Brief summary, 1 page; Answer questions
from Inquire
Current events journal small group discussion:
relate at least one of your entries to our
discussion on Ravitch
Thur
Mar 1
Read: Ravitch, Ch. 9-11, pp. 169-242.
Write: Brief summary, 1 page; Answer questions
from Inquire, 3 pages
In conclusion…what’s the BIG idea you gained
from this book? Be ready to connect it to
Waiting for Superman
Before
Tue
Mar 13
WATCH: Waiting for Superman
Movie gathering time on your own
DUE: on Inquire – Questions from movie
Due: Paper 1 Final to Inquire
March 5-9
Have a nice Spring Break!
Tue
Mar 13
READ: Elementary and Secondary Education (ESEA)
Reauthorization: A Blueprint for Reform
(http://www2.ed.gov/policy/elsec/leg/blueprint/in
dex.html
DUE: Questions on Inquire from reading and
from Waiting for Superman
Thur
Mar 15
READ: Christensen and Karp, Rethinking School
Reform, pp. 3-102
DUE: Questions
READ: Christensen and Karp, Rethinking School
Reform, pp. 103-198
Tue
Mar 20
Thur
Mar 22
READ: Christensen and Karp, Rethinking School
Reform, pp. 199-324
DUE: Questions
Rev. 1/29/12
3-person groups will choose an educational
issue to research. Groups will construct
research questions and assign individual topics.
Your final paper and presentation should
include a reflection on how you see this issue
affecting the future of education and how you
might impact that future.
Individuals will report to the class on their
particular reading assignments
Individuals will report to the class on their
particular reading assignments.
Individuals will report to the class on their
particular reading assignments.
Tue
Mar 27
Write: On Inquire - Define “fairness and justice” in
an educational context - 1 page.
Small groups: share definitions / revise
Bring a copy with you to class
Thur
Mar29
Tue
Ap 3
Thur
Ap 5
Tue
Ap 10
Thur
Ap 12
Tue
Ap 17
Thur
Ap 19
EXAM
DAY
Due: Completed current events journal (total of 8
entries with summaries, minimum)
Due: Project timeline and task list for group
research
Small groups: Groups meet to update the
research timeline – instructor meets with all
groups.
Workshop / Group meetings
Due: Paper #2 rough draft (email to group
members)
Small groups: Consider rough drafts and
discuss any remaining questions regarding
paper #2
Workshop / Group meetings
Due: all materials related to your group project
must be with you in class for review – daily grade
will be taken.
DUE: Paper #2 final (to Turnitin by class time)
Small group: Meet to work on presentations
DUE: All final copies of project materials –
including completed checklist.
DUE: Group Presentations
Grades will be posted to the Inquire gradebook
Rev. 1/29/12
Group project evaluation guidelines review
All groups presenting
Block 10 Block 11 -