learning outcomes to be tested - UNM Los Alamos

Area V – Humanities and Fine Arts



History 101: HED report, rubric, syllabus



History 161: HED report, rubric, syllabus



CLST 107: HED report, rubric, syllabus



COMP 224: HED report, rubric, syllabus



COMP 222: HED report; syllabus



ENGL 150: HED report; rubric



ENGL 293: HED report; rubric



ARTH 201: HED report, syllabus



ARTH 202: HED report, syllabus

HED Assessment Report Area V 2011-2012

University of New Mexico – Los Alamos

Core Competencies Assessment 2011-2012: Area V Courses – FALL 2011

University of New Mexico-Los Alamos – History 101

Humanities and Fine Arts Competencies: Hist 1053

State Competencies

(Learning Outcomes

Being Measured)

1.

Students will analyze and critically interpret significant and primary texts and/or works of art (this includes fine art, literature, music, theatre, and film.)

Students will demonstrate that they can describe and interpret the key events and general patterns of western civilization from ancient times to

1648 with particular attention to the cultures of ancient

Assessment Procedures

(Process/Instrument named or described – rubric attached)

Hist 1053 Fall 2011

Western Civilization

See attached Classroom

Learning Outcomes

Assessment Report of

Student Learning

Outcomes (SLOs)

Competency One is addressed by Basic

Content Mastery

Process: Three takehome exams

Assessment Results

Average of all outcomes incorporating

Competency 1:

Full Mastery: 77%

Partial Mastery 23%

How Results Will Be

Used To Make

Improvements

Continue to fine-tune exams to reflect course content and goals, especially Learning

Outcomes Three and

Four

Continue to emphasize getting aid from Tutor

Center and handing in all required work

(Optional)

Recommendations/Goals/

Priorities

Egypt, Greece, Rome, the Middle Ages, and the Italian

Renaissance

2.

Students will compare art forms, modes of thought and expression, and processes across a range of historical periods and/or structures (such as political, geographic, economic, social, cultural, religious, and intellectual).

Students will demonstrate they can compare and explain the broad political, economic, social and cultural themes and concepts that define the cultures and events covered in the course.

3.

Students will recognize and articulate the diversity of human experience across


Learning Outcomes


Student Learning outcomes (SLOs)

Competency 2 is addressed by application of knowledge and critical thinking to analyze historical periods.

Process: Three objective take-home exams


Learning Outcomes




Competency 2:




Competency 3:

Same as Competency 1


a range of historical periods and/or cultural perspectives.

Students will recognize and articulate the diversity of human experience as presented in the cultures covered in the course and be able to trace their influence(s) on contemporary western civilization. For example, the importance of ancient Greece to western philosophy, drama, art, science and style of warfare.

4.

Students will draw on historical and/or cultural perspectives to evaluate any or all of the following: contemporary problems/issues, contemporary modes of expression, and contemporary thought.

Competency 3 is addressed by application o f knowledge and critical thinking to objectively compare and contrast cultures studied in the course and their relation to the same fields in contemporary society.



Learning Outcomes



Competency 4 is addressed by application of knowledge and critical thinking to objectively, logically and accurately compare and contrast cultures studied in the course and relate how




Competency 4:




Students will recognize and articulate the diversity of human experience as presented in the cultures covered in the course and be able to trace their influence(s) on contemporary western civilization as well as their interaction with one another. For example, the importance of ancient Greece to western philosophy, drama, art, science and style of warfare from the Romans to contemporary society. they interacted with one another and how they have affected contemporary society.


Outcomes Assessment Matrix for History 101: Western Civilization fall 2011

Class: Hist 101 Instructor: Melanie Shirk Number of students who handed in course work: 13

LEARNING OUTCOME ONE: Follows written instructions for take-home exams

• FULL MASTERY: Student exceeds minimum page requirements; student has no grammatical or spelling errors; student uses lecture notes, text, and relevant class videos; student uses and lists outside sources (books, internet, etc.).

• PARTIAL MASTERY: Student meets minimum page requirements; student has few grammatical or spelling errors; student uses lecture notes, text, and relevant class videos.

• NO MASTERY: Student does not meet minimum page requirement; student has numerous grammatical and spelling errors; student made little or no use of lecture notes, text, or relevant class videos.

LEARNING OUTCOME TWO: Exams answers are presented logically and accurately with relevant facts

• FULL MASTERY: Essays answers were well organized and logical; exams facts were completely accurate; exams answers were supported by relevant facts.

• PARTIAL MASTERY: Essays were slightly disorganized; essays had a few factual errors; not all facts in essays were relevant to the topics being analyzed.

• NO MASTERY: Essays very unorganized and the train of thought hard to follow; essays had many factual errors; facts were dumped at random into the essays.

LEARNING OUTCOME THREE: Demonstrates understanding of historical data across the range of historical periods covered in the course and can compare and assess important political, geographical, economic, social cultural, religious and intellectual trends and draw on historical and/or cultural perspectives to objectively evaluate historical data and draw comparisons to contemporary problems and/or issues.

•FULL MASTERY : Student demonstrates understanding of historical data across the range of historical periods covered in the course and can compare and assess important political, geographical, economic, social, cultural, religious and intellectual

trends and draw on historical and/or cultural perspectives to objectively evaluate historical data and draw comparisons to contemporary problems and/or issues.

• PARTIAL MASTERY: Student demonstrates partial understanding of historical data across the range of historical periods covered in the course and can partially compare and assess most of the important political, geographical, economic, social, cultural, religious and intellectual trends and can partially draw on historical and/or cultural perspectives to objectively evaluate historical data and draw comparisons to contemporary problems and/or issues.

• NO MASTERY: Student demonstrates no understanding of historical data across the range of historical periods covered in the course and cannot compare and assess the important political, geographical, economic, social, cultural, religious and intellectual trends or draw on historical and/or cultural perspectives to objectively evaluate historical data and draw comparisons to contemporary problems and/or issues.

LEARNING OUTCOME FOUR: Recognizes and articulates the diversity of human experience across the range of historical periods

covered in the course and presents opposing viewpoints in a fair and objective manner

• FULL MASTERY Student recognizes and articulates the diversity of human experience across the range of historical periods covered in the course and presents opposing viewpoints in a fair and objective manner.

• PARTIAL MASTERY Student partially recognizes and articulates the diversity of human experience across the range of historical periods covered in the course and presents most opposing viewpoints in a fair and objective manner.

• NO MASTERY Student could not recognize and articulate the diversity of human experience across the range of historical periods covered in the course and did not present opposing viewpoints in a fair and objective manner

LEARNING OUTCOMES TO BE TESTED

LEARNING OUTCOME ONE: Followed Written Instructions for Take-Home Exams: Number of Pages, Correct Grammar and Spelling, Use of Course Materials

LEARNING OUTCOME TWO: Exams Answers Presented

Logically and Accurately with Relevant Facts

LEARNING OUTCOME THREE: Demonstrated understanding of historical data across the range of historical periods covered in the course and compared and assessed important political, geographical, economic, social, cultural, religious and intellectual trends and drew on historical and/or cultural perspectives to objectively evaluate historical data and draw comparisons to contemporary problems and/or issues .

LEARNING OUTCOME FOUR: : Recognized and articulated the diversity of human experience across the range of historical periods covered in the course and presented opposing viewpoints in a fair and objective manner

Full

Mastery

#

10

10

10

10

Partial

Mastery

3

3

3

3

#

No

Mastery

#

Mastery

77

77

77

Full

%

77

Partial

Mastery

23

%

23

23

23

No

Mastery

%

COMMENTS:My classes require three take-home exams, each with a minimum length of six typewritten pages. The third exam is not cumulative; each exam covers the material given since the previous exam. Students receive a full sheet of

Guideline to Take-Home Exams on the first day of class, along with Exam One. Students are given five weeks to complete each exam.

Full

Or

Partial

%

100

100

100

100

The exams are designed to test not only the ability of students to express themselves well in writing but to test their skills in choosing which facts best answer a question. Each exam is composed of seven to eight questions, from which a student is required to choose two. Each answer is presented from the point-of-view of a person from one of the time periods studied; for instance a Roman centurion, a medieval peasant, a British factory worker, a Holocaust survivor. Names and attitude have to be consistent with the time period of the answer.

SUMMARY AND OBSERVATIONS

There were four additional students in the class but since they handed in NO work, it was not possible to evaluate their performance.

ACTION PLAN FOR NEXT SEMESTER

What changes will you make, if any, to your teaching methods, your emphasis of topics, etc. the next time you teach this course? What will you continue to do, stop doing, change, or introduce?

I will continue to fine-tune exam questions so that they will reflect Learning Outcomes Three and Four.

I will continue to emphasize the importance of English writing skills AND THE NEED TO HAND IN CLASS

ASSIGNMENTS !

Dr. Melanie Shirk

Office Hours: Room 411, TTh ONLY

7:30-8:00am, 9:15-10:00am, 11:15-11:30am

Home Phone: 505-662-6367

Hist 101: Western Civilization

TTh 10am-11:15am, Room 612

Campus email : mshirk@unm.edu

Hist 101: Survey of Western Civilization from antiquity to 1648.

Assessment: UNM-Los Alamos conducts ongoing assessments of student learning so it can continue to improve its curriculum to give you the best education possible. The mechanism for this assessment will be selected by your instructor and may include exams, projects or other assignments. The assessment will focus on the learning outcomes listed in this syllabus. The data from this assessment will be collected anonymously. It will be reported to the department, the

Office of Instruction and posted on the web. The information collected will be used to make improvements to curriculum and teaching. This assessment is not a reflection of your grade and is not a grading exercise; it is simply an evaluation of how well students are mastering certain skills.

Course Objectives : Survey of major events and people in Western Civilization from antiquity to

1648.

Learning Outcomes: Exam answers presented logically and accurately with relevant facts.

Exams answers well organized, logical, accurate and supported by relevant facts. Exams demonstrate understanding of historical data across the range of historical periods covered in the course. Students compare and assess important political, economic, social, and cultural trends.

Major topics covered in the course are contained in fifty-page Course Outlines purchased at the

UNM-LA bookstore.

Evaluation Criteria: Grades are based on three take-home exams. No extra-credit projects or rewrites allowed.

Attendance Policy: Attendance does not count toward your grade. Students who fail to attend regularly and take notes will be at a disadvantage in answering exam questions. Students who are ill are to stay home !

Make-Up Policy: Exams can be handed in one week late, but will receive a ten (10) point penalty.

Grades are assigned as follows: 100-98= A+, 97-93= A, 92-90= A-, 89-87= B+, 86-83= B, 82-

80= B-, 79-77= C+,

6-73=C, 72-70= C-, 69-67= D+, 66-63= D, 62-60= D-

American Disabilities Act: In accordance with University Policy 2310 and the American

Disabilities Act (ADA) academic accommodations may be made for any student who notifies the professor of the need of an accommodation. It is imperative that you take the initiative to bring such needs to the professor’s attention, as she is not legally permitted to inquire. Students who may require assistance in emergency evacuations should contact the professor as to the most

appropriate procedures to follow. Contact Accessibility Services at 505-661-4692 for additional information.

Dishonesty Policy: The University reserves the right to take disciplinary action against any student found responsible for academic dishonesty. Academic dishonesty in this class refers to students who cheat or plagiarize in any form. The penalty will be a Zero on the exam.

Unexpected Class Cancellation: Due to difficulties in informing students in advance of a teacher’s illness or emergency, students who arrive for class and find the teacher not there should wait fifteen minutes, just in case the teacher is late. After fifteen minutes students should go to

Building One to the front desk to seek information or to their corresponding on-site contact for locations. If there is no information students should assume that class has been canceled for the day and are free to leave. When possible teachers will call or email students to let them know of a canceled class.

Computer Account Policy : Local UNM-Los-Alamos students must have two computer accounts:

1 You are required to have a Main campus account (NetID). You will also use this account to register for classes through MyUNM, http://my.unm.edu

to read and send e-mail (your

UNM e-mail address looks like NetID@unm.edu), print transcripts, check financial status, and check degree progress. Students are required to check their UNM email since this is the main communication method used by the university. Students may visit http://it.unm.edu/howtos/504.html

for simple instructions on how to forward their campus email to a different email address.

2 Students will logon to computers on the UNM-Los Alamos campus using their UNM-Los

Alamos account. This will be created for y ou by the computer center administrator at your request. You UNM Net ID will be y our user name, and the temporary password will be

NetIDpass. You will be asked to change your password the first time you logon.

3 UNM–LA Wireless network : For more information about access to the UNM–LA wireless network please see the instructions at http://www.la.unm.edu/Wireless/

Hist 101: Western Civilization Course Materials

Western Civilization A Brief History Jackson J. Spielvogel—Any Edition

Hist 101 Course Study Packet by Dr. Melanie Shirk

Evaluation Criteria-Exam Schedule

Grades are based solely on three take-home exams

No extra-credit projects or re-writes are allowed

Students who cheat or plagiarize in any form will be given a Zero

Exam One August 23 due September 29 Outlines 1-14 grade

Exam Two September 22 due November 3 Outlines 15-32 grade

Chap 1-4

Chap 5-8

30%

35%

Exam Three November 3 due December 13 Outlines 33-50 Chap 9-12 35% grade

• Students are free to audio tape lectures, those with special needs are urged to do so.

•

Cell phones and pagers to be turned off or put on silent mode.

•

Call me at my home between 8:30am and 8:30pm ONLY.

If I am out, leave a message and I will return your call.

STUDENTS SHOULD CHECK CAMPUS EMAIL ONCE A DAY

Attendance Policy: Attendance does not count toward your grade. Students who fail to attend and take notes will be at a disadvantage in answering exam questions, but students who are ill should stay home.

Make-Up Policy: Exams can be handed in one week late, but will receive a ten (10) point penalty .

Exams can always be handed in early .

Five-Point Checklist for Take-Home Exams

____ Exams can be submitted in either hard copy or via email.

Exams are to be emailed ONLY in .pdf or Microsoft Word (not Open Office)

Check for my email reply to verify that I have received the exam AND can open it.

____ Exam answers are to be THREE PAGES for each answer, making a total of SIX

PAGES.

FIVE points are deducted for each page less than six.

There is no penalty for going over six pages.

_____ Exams are to be type-written.

Use only ONE side of the paper .

_____ Exam answers are to based on the following materials:

•

Hist 101 Course Study Packet

• Course text

•

Lecture notes taken by student

•

Videos shown in class if relevant to the question

OUTSIDE sources used (books, internet, etc) are to be listed at the end of the exam .

Follow information from study packet and lectures if there is a conflict with outside sources.

____ Proofread the exam . Points are deducted for spelling errors.

The UNM-LA TUTOR CENTER is an excellent source of aid in proof-reading exams.


(Learning Outcomes Being

Measured)

Core Competencies Assessment 2011-2012: Area V Courses – FALL 2011

University of New Mexico-Los Alamos – HIST 161 – History of the United States thru 1877

Humanities and Fine Arts Competencies: Hist 1113


(Process/Instrument named or described – rubric attached)

Assessment Results How Results Will Be Used

To Make Improvements

(Optional)


Priorities

1. Students will analyze and critically interpret significant and primary texts and/or works of art (this includes fine art, literature, music, theatre, and film.)

Students will demonstrate that they can describe and interpret the key events and general patterns of

American history from colonial times through the revolution and writing of the

Constitution through the

Civil War and

Reconstruction.

2. Students will compare art forms, modes of thought and expression, and processes across a range of historical periods and/or structures

(such as political, geographic, economic, social, cultural, religious,

Hist 1213 Fall 2011

HIST 161 - History of

United States


Learning Outcomes


Student Learning Outcomes

(SLOs)

Competency One is addressed by Basic Content

Mastery

Process: Three take-home exams


Learning Outcomes


Student Learning outcomes

(SLOs)

Competency 2 is addressed by application of

Average of all outcomes incorporating Competency

1:




2:



Continue to fine-tune exams to reflect course content and goals, especially Learning

Outcomes Three and Four

Continue to emphasize getting aid from Tutor Center and handing in all required work


and intellectual).

Students will demonstrate they can compare and explain the broad political, economic, social and cultural themes and concepts that define the important events of United

States history covered in the course.

3. Students will recognize and articulate the diversity of human experience across a range of historical periods and/or cultural perspectives.

Students will recognize and articulate the diversity of human experience as presented in the cultures covered in the course and be able to trade their influence(s) on contemporary American culture, such as the continuing impact of the

Civil War and

Reconstruction periods.

4. Students will draw on historical and/or cultural perspectives to evaluate any or all of the following: contemporary problems/issues, contemporary modes of expression, and contemporary thought. knowledge and critical thinking to analyze historical periods.



Learning Outcomes



(SLOs)

Competency 3 is addressed by application o f knowledge and critical thinking to objectively compare and contrast cultures studied in the course and their relation to the same fields in contemporary society.



Learning Outcomes



(SLOs)

Competency 4 is addressed by application of knowledge and critical


3:





4:




Students will recognize and articulate the diversity of human experience as presented in the cultural events covered in the course such as the

Revolutionary War and

Civil War. thinking to objectively, logically and accurately compare and contrast cultures studied in the course and relate how they interacted with one another and how they have affected contemporary society.


Outcomes Assessment Matrix for History 161: Hist of United States to 1877 fall 2011

Class: Hist 161 Instructor: Melanie Shirk Number of students who handed in coursework: 17

LEARNING OUTCOME ONE: Follows written instructions for take-home exams

• FULL MASTERY: Student exceeds minimum page requirements; student has no grammatical or spelling errors; student uses lecture notes, text, and relevant class videos; student uses and lists outside sources (books, internet, etc.).

• PARTIAL MASTERY: Student meets minimum page requirements; student has few grammatical or spelling errors; student uses lecture notes, text, and relevant class videos.

• NO MASTERY: Student does not meet minimum page requirement; student has numerous grammatical and spelling errors; student made little or no use of lecture notes, text, or relevant class videos.

LEARNING OUTCOME TWO: Exams answers are presented logically and accurately with relevant facts

• FULL MASTERY: Essays answers were well organized and logical; exams facts were completely accurate; exams answers were supported by relevant facts.

• PARTIAL MASTERY: Essays were slightly disorganized; essays had a few factual errors; not all facts in essays were relevant to the topics being analyzed.

• NO MASTERY: Essays very unorganized and the train of thought hard to follow; essays had many factual errors; facts were dumped at random into the essays.

LEARNING OUTCOME THREE: Demonstrates understanding of historical data across the range of historical periods covered in the course and can compare and assess important political, geographical, economic, social cultural, religious and intellectual trends and draw on historical and/or cultural perspectives to objectively evaluate historical data and draw comparisons to contemporary problems and/or issues.

•FULL MASTERY : Student demonstrates understanding of historical data across the range of historical periods covered in the course and can compare and assess important political, geographical, economic, social, cultural, religious and intellectual trends and draw on historical and/or cultural perspectives to objectively evaluate historical data and draw comparisons to contemporary problems and/or issues.

Outcomes Assessment for History 161, fall 2011: Page Two

• PARTIAL MASTERY: Student demonstrates partial understanding of historical data across the range of historical periods covered in the course and can partially compare and assess most of the important political, geographical, economic, social, cultural, religious and intellectual trends and can partially draw on historical and/or cultural perspectives to objectively evaluate historical data and draw comparisons to contemporary problems and/or issues.

• NO MASTERY: Student demonstrates no understanding of historical data across the range of historical periods covered in the course and cannot compare and assess the important political, geographical, economic, social, cultural, religious and intellectual trends or draw on historical and/or cultural perspectives to objectively evaluate historical data and draw comparisons to contemporary problems and/or issues.

LEARNING OUTCOME FOUR: Recognizes and articulates the diversity of human experience across the range of historical periods covered in the course and presents opposing viewpoints in a fair and objective manner

• FULL MASTERY Student recognizes and articulates the diversity of human experience across the range of historical periods covered in the course and presents opposing viewpoints in a fair and objective manner.

• PARTIAL MASTERY Student partially recognizes and articulates the diversity of human experience across the range of historical periods covered in the course and presents most opposing viewpoints in a fair and objective manner.

• NO MASTERY Student could not recognize and articulate the diversity of human experience across the range of historical periods covered in the course and did not present opposing viewpoints in a fair and objective manner

LEARNING OUTCOMES TO BE TESTED

LEARNING OUTCOME ONE: Followed Written Instructions for Take-Home Exams: Number of Pages, Correct Grammar and Spelling, Use of Course Materials

Full

Mastery

14

#

Partial

Mastery

#

3

No

Mastery

#

Full

Mastery

%

82

Partial

Mastery

%

No

Mastery

%

Full

Or

Partial

%

100 18

LEARNING OUTCOME TWO: Exams Answers Presented

Logically and Accurately with Relevant Facts

LEARNING OUTCOME THREE: Demonstrated understanding of historical data across the range of historical periods covered in the course and compared and assessed important political, geographical, economic, social, cultural, religious and intellectual trends and drew on historical and/or cultural perspectives to

14

14

3

3

82

82

18

18

100

100

objectively evaluate historical data and draw comparisons to contemporary problems and/or issues .

LEARNING OUTCOME FOUR: : Recognized and articulated the diversity of human experience across the range of historical periods covered in the course and presented opposing viewpoints in a fair and objective manner

14 3 82 18 100

COMMENTS

My classes require three take-home exams, each with a minimum length of six typewritten pages. The third exam is not cumulative; each exam covers the material given since the previous exam. Students receive a full sheet of Guideline to Take-Home Exams on the first day of class, along with Exam One. Students are given five weeks to complete each exam.

The exams are designed to test not only the ability of students to express themselves well in writing but to test their skills in choosing which facts best answer a question. Each exam is composed of seven to eight questions, from which a student is required to choose two. Each answer is presented from the point-of-view of a person from one of the time periods studied; for instance a Roman centurion, a medieval peasant, a British factory worker, a Holocaust survivor. Names and attitude have to be consistent with the time period of the answer.

SUMMARY AND OBSERVATIONS

There were four other students in the class.

One withdrew; the other three received Fs because they handed in NO course work so it was impossible to judge their mastery or lack of it.

ACTION PLAN FOR NEXT SEMESTER

What changes will you make, if any, to your teaching methods, your emphasis of topics, etc. the next time you teach this course? What will you continue to do, stop doing, change, or introduce?

I will continue to fine-tune exam questions so that they will reflect Learning Outcomes Three and Four.

I will continue to emphasize the importance of English skills and handing in course work !

Dr. Melanie Shirk

Office Hours: Room 411, TTh ONLY

Hist 161: History of the United States: To 1877

TTh 8:00am-10:15am, Room 612

7:30-8:00am, 9:15-10:00am, 11:15-11:30am Campus email : mshirk@unm.edu

Home Phone: 505-662-6367

Hist 161: Survey of the economic, political, intellectual, and social development of the United States, including the place of the United

States in world affairs, to 1877.

Assessment: UNM-Los Alamos conducts ongoing assessments of student learning so it can continue to improve its curriculum to give you the best education possible. The mechanism for this assessment will be selected by your instructor and may include exams, projects or other assignments. The assessment will focus on the learning outcomes listed in this syllabus. The data from this assessment will be collected anonymously. It will be reported to the department, the Office of Instruction and posted on the web. The information collected will be used to make improvements to curriculum and teaching. This assessment is not a reflection of your grade and is not a grading exercise; it is simply an evaluation of how well students are mastering certain skills.

Course Objectives : Survey of major events and people in American history to 1877.

Learning Outcomes: Exam answers presented logically and accurately with relevant facts. Exams answers well organized, logical, accurate and supported by relevant facts. Exams demonstrate understanding of historical data across the range of historical periods covered in the course. Students compare and assess important political, economic, social, and cultural trends. Major topics covered in the course are contained in fifty-page Course Outlines purchased at the UNM-LA bookstore.

Evaluation Criteria: Grades are based on three take-home exams. No extra-credit projects or re-writes allowed.

Attendance Policy: Attendance does not count toward your grade. Students who fail to attend regularly and take notes will be at a disadvantage in answering exam questions. STUDENTS WHO ARE ILL ARE TO STAY HOME !

Make-Up Policy: Exams can be handed in one week late, but will receive a ten (10) point penalty.

Grades are assigned as follows: 100-98= A+, 97-93= A, 92-90= A-, 89-87= B+, 86-83= B, 82-80= B-, 79-77= C+,

6-73=C, 72-70= C-, 69-67= D+, 66-63= D, 62-60= D-

American Disabilities Act: In accordance with University Policy 2310 and the American Disabilities Act (ADA) academic accommodations may be made for any student who notifies the professor of the need of an accommodation. It is imperative that you take the initiative to bring such needs to the professor’s attention, as she is not legally permitted to inquire. Students who may require assistance in emergency evacuations should contact the professor as to the most appropriate procedures to follow. Contact Accessibility Services at

505-661-4692 for additional information.

Dishonesty Policy: The University reserves the right to take disciplinary action against any student found responsible for academic dishonesty. Academic dishonesty in this class refers to students who cheat or plagiarize in any form. The penalty will be a Zero on the exam.

Unexpected Class Cancellation: Due to difficulties in informing students in advance of a teacher’s illness or emergency, students who arrive for class and find the teacher not there should wait fifteen minutes, just in case the teacher is late. After fifteen minutes students should go to Building One to the front desk to seek information or to their corresponding on-site contact for locations. If there is no information students should assume that class has been canceled for the day and are free to leave. When possible teachers will call or email students to let them know of a canceled class.

Computer Account Policy : Local UNM-Los-Alamos students must have two computer accounts:

1 You are required to have a Main campus account (NetID). You will also use this account to register for classes through

MyUNM, http://my.unm.edu

to read and send e-mail (your UNM e-mail address looks like NetID@unm.edu), print transcripts, check financial status, and check degree progress. Students are required to check their UNM email since this is the main communication method used by the university. Students may visit http://it.unm.edu/howtos/504.html

for simple instructions on how to forward their campus email to a different email address.

2 Students will logon to computers on the UNM-Los Alamos campus using their UNM-Los Alamos account. This will be created for y ou by the computer center administrator at your request. You UNM Net ID will be y our user name, and the temporary password will be NetIDpass. You will be asked to change your password the first time you logon.

3 UNM–LA Wireless network : For more information about access to the UNM–LA wireless network please see the instructions at http://www.la.unm.edu/Wireless/

Hist 161: History of the United States To 1877

Course Materials:

America: A Narrative History Tindall and Shi—Any Edition

Hist 161 Course Study Packet by Dr. Melanie Shirk

Evaluation Criteria-Exam Schedule

Grades are based solely on three take-home exams

No extra-credit projects or re-writes are allowed

Students who cheat or plagiarize in any form will be given a Zero

Exam One August 23 due September 29 Outlines 1-18 Chap 1-6 30% grade

Exam Two September 22 due November 3 Outlines 19-36 Chap 6-15 35% grade

Exam Three November 3 due December 13 Outlines 37-58 Chap 15-18 35% grade

• Students are free to audio tape lectures, those with special needs are urged to do so.

•

Cell phones and pagers to be turned off or put on silent mode.

•

Call me at my home between 8:30am and 8:30pm ONLY.

If I am out, leave a message and I will return your call.

STUDENTS SHOULD CHECK CAMPUS EMAIL ONCE A DAY

Attendance Policy: Attendance does not count toward your grade. Students who fail to attend and take notes will be at a disadvantage in answering exam questions. Students who are ill should stay home.

Make-Up Policy: Exams can be handed in one week late, but will receive a ten (10) point penalty .

Exams can be handed in early if a student has to be absent on the day an exam is due.

Five-Point Checklist for Take-Home Exams

____ Exams can be submitted in either hard copy or via email.

Exams are to be emailed ONLY in .pdf or Microsoft Word (not Open Office),

Check for my email reply to verify that I have received the exam AND can open it.

_____ Exam answers are to be THREE PAGES for each answer, making a total of SIX PAGES.

FIVE points are deducted for each page less than six.

There is no penalty for going over six pages.

_____ Exams are to be typed.

Use only ONE side of the paper.

_____ Exam answers are to based on the following materials:

•

Hist 161 Study packet

• Course text

• Lecture notes taken by student

•

Videos shown in class if relevant to the question

OUTSIDE sources used (books, internet, etc) are to be listed at the end of the exam .

Follow information from lectures and study packet if there is a conflict with outside sources.

____ Proofread the exam . Points are deducted for spelling errors.

The UNM-LA TUTOR CENTER is an excellent source of aid in proof-reading exams.

Courses included in this report: CLST 107, COMP 224, COMP 222, ENGL 150, and ENGL 293

Area V Assessment Report Assemble completed by

Mickey Marsee, Curriculum Coordinator

UNM-Los Alamos-- Communications Department

505-662-5919 X605 mickeyl@unm.edu

Core Competencies Assessment 2011-2012: Area V Courses

(UNM-Los Alamos/CLST 107: Greek Mythology) Humanities and F ine Arts Competencies

State Competencies Assessment Procedures

CLST 107: Greek Myth

(Group Project- rubric attached)

Skill A & B


(24 students assessed, Fall 2011)

How Results Will Be Used


1. Students will analyze and critically interpret significant and primary texts and/or works of art (this includes fine art, literature, music,

Skill A

Mastered 18/ -75%

Acquired 6/25%

Practicing 0%

Skill B

Mastered 24/100%

Acquired 0%

Practicing 0%

Achieved goal of a combined

Mastered/Acquired rate of 75%. Will continue with current curriculum. theatre, and film.)

2. Students will compare art forms, modes of thought and expression, and processes across a range of historical periods and/or structures (such as political, geographic, economic, social, cultural, religious, and intellectual).

Skill A & B Skill A

Mastered 18/ -75%

Acquired 6/25%

Practicing 0%

Skill B

Mastered 24/100%

Acquired 0%

Practicing 0%


Mastered/Acquired rate of 75%. Will continue with current curriculum.


4. Students will draw on historical and/or cultural perspectives to evaluate any or all of the following: contemporary problems/issues, contemporary modes of expression, and contemporary thought.

End – Humanities/Fine Arts

Skill C

Skill C

Mastered 10/24—10%

Acquired 14/24—58%

Practicing 0%

Mastered 10/24—10%

Acquired 14/24—58%

Practicing 0%





Assignment: Groups of 2-4 curate a library exhibit on a monster or monstrous myth from Greek Mythology using a variety of media, demonstrating the myth, its variations, and how it has transmitted to contemporary culture. Students will present their exhibits verbally at an exhibit opening.

Greek Mythology Student-Curated Exhibit Assessment Rubric (v. 2010)

Skill A Student identifies the activities, traits and narratives of the major gods and heroes in Greek

Mythology

Mastered

Acquired

No Mastery

Skill B: Student locates the major gods, heroes, and myths in various representational media (e.g. in ancient Greek literature, vase painting and sculpture)

Mastered

Acquired

No Mastery

Skill C: Student applies knowledge to recognize the major gods, heroes and myths in contemporary media today

Mastered

Acquired

No Mastery

UNM-Los Alamos

Classics 107: Greek Mythology

Fall 2011

Dr. Mickey Marsee

Office: 623B

Phone : 661-8729

Hours : T/R 12:30 – 1:30

Email: mickeyl@unm.edu

Class Time: T/R 1:30 – 2:45 (Rm 608)

Textbook Information

Buxton, Richard. The Complete World of Greek Mythology . Thames & Hudson: London (2004).

(*NOTE: this book is only available in Hardback)

Course Description

Introduction to Mythology; primary readings in stories about gods and heroes, usually including Homer, Hesiod,

Homeric Hymns, and Tragedies. All texts will be in English.

Course Objectives



To familiarize students with the major characters of Greek Literature



To introduce students to the literary works of major Greek writers



To acquaint students with the basic elements of Greek culture and geography



To continuously engage students in a discussion of the relevance of ancient cultures to their everyday lives

Learning Outcomes

At the conclusion of the course, students should be able to

1. identify names, key relationships, attributes, and associated symbolism of the major divine and human characters in the most famous Greek stories

2. recognize and place historically and by genre(s) the major Greek mythologists, poets, and dramatists

3. discuss orally and in writing the major recurring themes in Greek literature and art

4. explain how Greek geography shaped the culture, everyday lives, and myths of the ancient Greek people

5. discover connections between cultural values and the themes associated with major literary figures

6. discuss parallels and differences between ancient and modern stories and characters

Topics to be Studied



The nature, cultural context, origins, development, and types of myth



Creation myths



Myths of the Olympian gods



Myths of fertility, death, and the underworld



Legends of the heroes



Origins, development, and impact of Greek drama, including a major play



The Trojan War, including the heroic return

Attendance Policies

As per UNM-LA policy, I will drop you after you miss a total of 2 weeks of absences (that is 4 absences). I will deal with issues involving emergency and long-term absences on a case-by-case basis.

Evaluation Criteria and Assignment Policies

Evaluation will be based on the following: Study Guides (35%); Midterm and Final Exam (30%); Project 1: Written report on an Olympian Deity (10%); and Project 2: Greek Myth Library Exhibit (25%).

Assignments, including reading assignments, are due at the beginning of the period or before via email if you know you will be absent. You may turn in assignments up to one week after their due date with an automatic 10% deduction

—no work will be accepted past one week of the due date In class work cannot be

made up. You may work with other students, tutors, and/or me as you prepare assignments. All written work is to be printed and stapled. Do not use folded/torn corners, paper clips or report covers.

A+ 100-99% B+ 90-89% C+ 80-79% D+ 70-69%

A 98-93% B 88-83% C 78-73% D 68-63%

A- 92-91% B- 82-81% C- 72-71% D- 62-60%

Unexpected Class Cancellation

Due to difficulties in informing students in advance of a teacher’s illness or emergency, students who arrive for class and find the teacher isn’t there should wait 15 minutes (just in case he or she is simply late). After 15 minutes, students should go to building 1 to the front desk to seek information (Los Alamos) or to their corresponding on-site contact for other locations (provide). If there is no information, students should assume that class has been canceled for the day and are free to leave. When possible, the instructor will call or email students to let them know of a canceled class meeting.

Dishonesty Policy

Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. The University reserves the right to take disciplinary action, including dismissal, against any student who is found responsible for academic dishonesty. Any student who has been judged to have engaged in academic dishonesty in course work may receive a reduced or failing grade for the work in question and/or for the course.

Academic dishonesty includes, but is not limited to, dishonesty on quizzes, tests or assignments; claiming credit for work not done or done by others; and hindering the academic work of other students.

American Disabilities Act

In accordance with University Policy 2310 and the American Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor's attention, as the instructor is not legally permitted to inquire. Students who may require assistance in emergency evacuations should contact the instructor as to the most appropriate procedures to follow. Contact Accessibility Services at 505-661-4692 for additional information.

Computer Account Policy



You are required to have a Main campus computer account (NetID). You will also use this account to register for classes through MyUNM, http://my.unm.edu, to read and send e-mail (your UNM e-mail address looks like NetID@unm.edu

), print transcripts, check financial status, and check degree progress.



Students are required to check their UNM email as this is the main communication method used by the university. Students may visit http://it.unm.edu/howtos/504.html for simple instruction on how to forward their campus e-mail to a different email address



Your UNM NetID will be used to access computers on the UNM –Los Alamos campus



UNM –LA Wireless network —For more information about access to the UNM–LA wireless network please see the instructions at http://www.la.unm.edu/Wireless/

My Expectations in this Class

Format matters:

Use proper grammatical formats, complete sentences, type your work, and follow the instructions —I expect you to do things the right way.

Right is Right:

I will defend high standards of correctness in this course; for example, I expect you to answer questions fully and use professional vocabulary.

Expect Cold Calls

:

I will cold call on people every class

—be ready!

No Opt out

:

It is your responsibility to learn —I will not accept “I don’t know” or “I didn’t read it.”

On Your Mark:

I expect 100% compliance from everyone that at the start of class you are in your desk, that cell phone are OFF the desk and in a backpack/purse/pocket, that you have paper, pen and the textbook on your desk ready to go.

Entry Routine:

That you deposit homework in the homework folder on my desk as you enter class.

SLANT:

Sit up. Listen. Ask and Answer questions. Nod your head. Track the speaker.

Web-Enhanced : WebCT Information

Please read the following carefully as it contains important information about the WebCT portion of this class. The WebCT portion contains a copy of the course syllabus, projects , and, most importantly, the chapter study guides which is your homework portion of the class . I will not print out homework study guides. Instead you will access them on the WebCT site for the class.

Access to the WebCT portion of this course will be available the first day of classes. Please make sure you access the course materials as soon as possible.

Access to your online course is easy. Just login to the UNM portal at http://my.unm.edu and go to the My WebCT courses tab.

You can access your courses under this tab the first day of classes.

Or you can login directly at http://vista.unm.edu.

TECHNICAL ASSISTANCE

You can find information about computer requirements at http://vista.unm.edu

It is important that you have the technical assistance you need to assure your online experience is a successful one. For technical support contact http://fastinfo.unm.edu . In FastInfo, youcan search the question database and if you question is still not answered, you can Ask A Question which will go to our support team to assist you. You can also request a chat session.

Or, you can contact WebCT support via telephone at (505) 277-5757 (M-F 8am - 5pm)

Please indicate that you need WebCT support, your course number, section and title when you contact WebCT support via telephone or FastInfo.


(UNM-Los Alamos/COMP 224: Literary Questions) Humanities and Fine Arts

Competencies

State Competencies Assessment Assessment Results

(13 students assessed, Fall 2011)



Procedures

COMP 224:

Literary Questions

(Project- rubric attached)

Skill 1, 2, and 3 Skill 1

Mastered 6/

46%

Acquired 5/

39%

Practicing 2/

15%

Skill 2

Mastered 3/

23%

Acquired 6/

46%

Practicing 4/

30%

Skill 3

Mastered 6/

46%

Acquired 6/

46%

Practicing 1/

8%

Used To Make

Improvements


Mastered/Acquired rate of

75%. Will continue with current curriculum.

Skill 1, 2, 3 2. Students will compare art forms, modes of thought and expression, and processes across a range of historical periods and/or structures (such as political, geographic, economic, social, cultural, religious, and intellectual).

Skill 1

Mastered 6/

46%

Acquired 5/

39%

Practicing 2/

15%

Skill 2

Mastered 3/

23%

Acquired 6/

46%

Practicing 4/

30%

Skill 3

Mastered 6/

46%

Acquired 6/

46%

Practicing 1/

8%







Skill 2, 3, 4

Skill 2, 3, 4

Skill 2

Mastered 3/

23%

Acquired 6/

46%

Practicing 4/

30%

Skill 2

Mastered 3/

23%

Acquired 6/

46%

Practicing 4/

30%

Skill 3

Mastered 6/

46%

Acquired 6/

46%

Practicing 1/

8%

Skill 3

Mastered 6/

46%

Acquired 6/

46%

Practicing 1/

8%

Skill 4

Mastered 7/

53%

Acquired 5/

39%

Practicing 1/

8%

Skill 4

Mastered 7/

53%

Acquired 5/

39%

Practicing 1/

8%







Skill

UNM-Los Alamos COMP 224/ Literary Questions Final Project Assessment Rubric

Mastered Skill Acquired Skill Practicing Skill Skill not present

1.Student identifies what a representation is

UNM/HED Area V/ VII,

Competencies, 1, 2, 5

2.Student distinguishes the form of a representation and the relation between form and cultural function

UNM/HED Area V/VII,

Competencies, 1- 4

3. Student analyzes how representations draw on knowledge from different fields, or to situate the rhetoric of a representation within a cultural discourse.

UNM/HED Area V/VII,

Competencies 1- 5

4. Student contextualizes the effect of a representation or a set of representations historically and relates it to contemporary issues.

UNM/HED Area V/VII,

Competencies 2, 3, 4

Demonstrates outstanding identification of the implicit contract of literary and non-literary genre; ability to identify the salient features of different literary and non-literary works and how these affect the reader or viewer; able to name the text, source, identify the period, and identify the text's genre, its generic contract, and how the selected passage fulfills or departs from generic expectations

Demonstrates outstanding capacity to explain how a work is a product of its historical period and cultural context and how it benefits from past productions and anticipates others.

Articulation of more than one theory of representation and their cultural role or history and use of these to explain the function of particular representations; ability to summarize a “theory” and use it to ask questions about a work or an event in the past or present.

Demonstrates outstanding ability to describe how ideas related to the representations under study evolve over time and travel across fields; to explain how an idea is reworked in different forms; excellent ability to identify continuity of problems related to representation across time as well as differences in cultural approaches to these practices.

Mostly identifies the implicit contract of literary and non-literary genre; ability to identify the salient features of different literary and non-literary works and mostly show how these affect the reader or viewer; able to name the text, source, identify the period, and mostly identify the text's genre, its generic contract, and how the selected passage fulfills or departs from generic expectations

Demonstrates capacity to explain how a work is a product of its historical period and cultural context and how it benefits from past productions and anticipates others.

Demonstrates ability to understand, summarize, and use one theory of representation and its cultural role or history; uses theory to ask at least one question about a work or an event in the past or present.

Attempts to identify contract and salient features but fails at some point; shows only basic knowledge of genre’ contract and ability to depart or fulfill generic expectations

Demonstrates understanding of how ideas evolve over time and travel across fields and is able, with only some inconsistencies, explain how an idea is reworked in different forms; basic ability to identify continuity of problems related to representation across time as well as differences in cultural approaches to these practices

Demonstrates only basic understanding but may exclude elements of how ideas evolve over time and travel across fields and not able to identify continuity of problems related to representation across time as well as differences in cultural approaches to these practices

Unable to identify implicit contract; unable to identify salient features and their affect on readers; may be able to identify author, title, genre

Attempts to explain how a work is a product of its historical period and cultural context and anticipates others but may display inaccurate or deficient understanding of those contexts

Demonstrates some understanding of a theory of representation but is unable to completely demonstrate understanding through summary or by extending theory to ask questions.

Little or no evidence of how a work is a product of its historical period and cultural context

Does not address or summarize or apply a theory of representation.

Little or no evidence of understanding of concept of how ideas evolve over time or travel across fields.

UNM-LOS ALAMOS

Comparative Literature 224: The Monster Within: Monsters and Vampires in Fiction and Film

Mickey Marsee, PhD-- Fall 2011 Contact: WebCT or at mickeyl@unm.edu

Class Meeting: Online Phone: 505-661-8729 (between 9:00 am – 4:00 pm)

Whoever fights monsters should see to it that in the process he does not become a monster. And when you look long into the

abyss, the abyss also looks into you -- Nietzsche.

Class Description

From ancient myths to Dracula and Frankenstein, from carnival freak shows to bogeymen, from Godzilla to “Twilight” to the cyborgs of the future, monsters remain a constant in human life and consciousness. In many ways, monsters reflect mankind’s deepest confusions, insecurities, ambiguities—monsters often reflect how we handle anything different, other. Other times, monsters reflect the farthest recesses and consequences of our scientific inquiries. Unfortunately, sometimes how we handle the different, the other, the unknown, brings out the monster in us, especially during times of panic or fear. However, by learning a bit more about how monsters became a part of our consciousness and by looking at how we better live with them, we might prevent from becoming one ourselves. Hopefully, we also learn how to define our humanness when contrasting it to the monstrous.

During this course, we will read a group of novels and stories and see films that help illuminate questions about the creation, development, and multiple reiterations of the monstrous, through both classic and contemporary works in western literature, science and medicine, film, and art (all texts/films will be in English or with English subtitles). We will examine various monster stories against the backgrounds of history, autobiography, genre formation, and the development of the science of medicine, evolutionary theory, psychological analysis of archetypes in human experience, and a consequent loss of religious faith in the 19th and 20th century. In addition, we will develop an awareness of the process of monster making, both from the point of view of the monster and the monster maker. We will attempt to identify the philosophical, social, political, scientific, and cultural mechanisms used to influence and shape contemporary conceptions of the monster in the real world.

Course Objectives

 To discover the methods and explore the creation of the "monster” from a multitude of literary and visual sources-most important, the interrelationship of the monster to both culture and society



To understand and apply critical thinking and problem solving techniques to resolve abstract concepts, social organization, and mental perception as they relate to the human need for the monster.



To expose students to cultural issues relating to horror and the monstrous and to foster an appreciation for artistic endeavors in these areas



To hone critical thinking skills by examining patterns of thought in artistic works that have shaped or that reflect our own culture’s attitudes towards the monstrous



To increase intellectual maturation and clarification of our own values through examination of ideas and attitudes in literary, filmic, and cultural contexts



To foster an ability to move beyond paraphrase to analysis of difficult texts; to encourage students to interact with these texts, to think critically about them, and to see connections between them, using writing as a tool



To encourage students to be active participants in their own educational experiences by promoting teamwork, presentations, creative engagement with material, and class discussion, and to provide an atmosphere where knowledge can be discovered rather than handed down

Required Texts

 Mary Shelley. Frankenstein, or the Modern Prometheus

 Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde

 Bram Stoker, Dracula

 Alan Moore, V for Vendetta

 H. G. Wells, The Invisible Man

 Additional texts and media representations on course WebCT

 Scheduled Films – students are responsible for finding films through Netflix, YouTube, the University libraries or public libraries

Course Evaluation

Your Grade for this course will be based on the following:

Course WebCT Discussions (40%)

You will be assigned 2-4 discussion questions on WebCT that ask you to compare readings and/or artwork/music to the theories of monsters will discuss in class and read about in the texts. You will be graded on content

(meaning you site specific examples and show an understanding of the texts) and on presentation (using complete sentences, mechanics).

Film Analysis (20%)

You will complete a film analysis worksheet for 5 films listed by the instructor.

Two short papers (20%)

You will be assigned three short (3-5 page papers) on novels/films from the class.

Term Paper (20%)

You will complete a final essay (7-10 pages) demonstrating your ability to perform the student learning outcomes listed below. It will be based on the readings and multimedia from class. You will also be expected to conduct secondary research outside of class from peer reviewed journal articles.

A+ 100-99% B+ 90-89% C+ 80-79% D+ 70-69%

A 98-93%

A- 92-91%

B 88-83%

B- 82-81%

C 78-73%

C- 72-71%

D 68-63%

D- 62-60%

LatePolicy/Make up Work

Work is due on or before the date specified in the assignment. You have one week after the due date to turn in late work with a 10% deduction. After the one week, I will not accept the work and you will receive a zero.

Response Time Policy

Students should login to WebCT a few times a week to check for any announcements or emails from the instructor.

Students should allow the instructor 24 hours on weekdays and 48 hours on weekends to respond to email messages or phone calls. Students who receive emails from instructors should attempt to reply within 48 hours.

Unexpected Class Cancellations

Students can find information about unexpected cancellations of events (exams, chats, discussions) in the

Announcements section of the course site.

Attendance and Participation Policy

“Attendance” and “participation” mean something different in an online class, so this class’s policies may differ from the policies you are used to seeing in your traditional classes. I have the option of dropping you from the course: (a) if you fail to login within 7 days ( midnight August 29 th

) after the beginning of the semester or course start date and (b) if you fail to login for more than 2 weeks during the semester. You should discuss any planned absences or problems with attendance with your instructor, and you should discuss with your instructor as soon as possible anytime you cannot login for more than a few days or if you fail to complete an assignment.

Your WebCT Participation May Be Monitored

WebCT allows your instructor to monitor your participation in your online class. In addition to seeing all of the posts and comments that you make in Discussions and Chat, your instructor has access to records of when you logged in and what course materials you opened during each session. This data is made available to the instructor to enable evaluation of class participation and to help the instructor identify students having difficulties using

WebCT features .


In accordance with University Policy 2310 and the American Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor's attention, as the instructor is not legally permitted to inquire. Students who may require assistance in emergency evacuations should contact the instructor as to the most appropriate procedures to follow. Contact Accessibility Services at 505-661-4692 for additional information


Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. The University reserves the right to take disciplinary action, including dismissal, against any student who is found responsible for academic dishonesty. Academic dishonesty includes, but is not limited to, dishonesty on quizzes, tests or assignments; claiming credit for work not done or done by others; and hindering the academic work of other students.

I have zero tolerance for intentional plagiarism . Plagiarism is the using of another’s language and/or ideas without acknowledging the source, and we get pretty snippy about it. Plagiarism in this course results in one or more of the following consequences: failure of the assignment, failure of the course, and disciplinary action by the University. Cite sources religiously .

Assessment

UNM-Los Alamos conducts ongoing assessments of student learning so it can continue to improve its curriculum to give you the best education possible. The mechanism for this assessment will be selected by your instructor and may include exams, projects or other assignments. The assessment will focus on the learning outcomes listed in this syllabus. The data from this assessment will be collected anonymously. It will be reported to the department, the Office of Instruction and posted on the web. The information collected will be used to make improvements to curriculum and teaching. This assessment is not a reflection of your grade and is not a grading exercise; it is simply an evaluation of how well students are mastering certain skills. The additional following goals for the course address key

UNM/HED areas and competencies. By the end of the course, you should be able to:

Course Goal #1: identify what a representation is

SLO 1: identification of the implicit contract of literary and non-literary genre; ability to identify the salient features of different literary and non-literary works and how these affect the reader or viewer.

Students should be able to name the text, author or source, identify the period, and identify the text's genre, its generic contract, and how the selected passage fulfills or departs from generic expectations.

Course Goal #2: distinguish the form of a representation and the relation between form and cultural function

SLO 2: Situation of primary texts covered in the course in historical and cultural context; capacity to explain how a work is a product of its historical period and cultural context and how it benefits from past productions and anticipates others.

Course Goal #3: analyze how representations draw on knowledge from different fields, or to situate the rhetoric of a representation within a cultural discourse.

SLO 3: Articulation of at least two theories of representation and their cultural role or history and use of these to explain the function of particular representations; ability to summarize a “theory” and use it to ask questions about a work or an event in the past or present.

Course Goal #4: contextualize the effect of a representation or a set of representations historically and relate it to contemporary issues.

SLO 4: Description of how ideas related to the representations under study evolve over time and travel across fields; ability to explain how an idea is reworked in different forms or reappears in different contexts; moderate ability to identify continuity of problems related to representation across time as well as differences in cultural approaches to these practices.

Computer Requirements

Since this course is taught entirely online, frequent use of a computer is required. You must have access to a computer and to the internet, and you will need to be familiar with the use of a browser such as Internet Explorer,

Mozilla, Safari, or Firefox. Access at least part time to a broadband (high speed) internet network, such as DSL, cable, wireless or satellite, is strongly recommended, since some of the assignments may involve audio and video clips. You can access a broadband network at many libraries and on campus.

Since this is an online course, some minimum hardware and software requirements are necessary to complete the course. For recommended operating system requirements and web browser compatibility, see http://webct.unm.edu/home/setup/system.html

.

For all browsers, JavaScript and cookies must be enabled. To use Chat and Whiteboard, Java must also be enabled. Please see http://webct.unm.edu/home/setup/browser.html

for details on internet browser setups.

Technical Support

If you are having technical problems with WebCT, you can contact free technical support through one of the following ways:







Phone: (505) 277-4848 (M-F 8:00 am – 5:00 pm)

Email:

Web: webct@unm.edu

http://webct.unm.edu

Any course content related questions should be directed to your instructor.

Online Computer Account Policy

You are required to have a Main campus computer account (NetID) .

You will use this account to access this course via WebCT.

You will also use this account to register for classes through MyUNM, http://my.unm.edu

, to read and send e-mail (your UNM e-mail address looks like NetID@unm.edu

), print transcripts, check financial status, and check degree progress. Your NetID and password for WebCT are the same as for your login to your

UNM main campus account.

You can access MyUNM by clicking on the “My UNM” link on either the UNM–Los Alamos web page

( http://www.la.unm.edu

) or the main campus web page (http://www.unm.edu), or by typing in the web address http://my.unm.edu. You must then login using your NetID and password.

(UNM-Los Alamos/COMP 222: Folk and Fairy Tales) Humanities and Fine Arts Competencies




COMP 222.300 & .301:

Folk & Fairy Tales

(Final Project- same rubric as COMP 224)

Skill 1, 2, and 3


(36 students assessed, Spring 2012)



Achieved goal of a combined 1. Students will analyze and critically interpret significant and primary texts and/or works of art (this includes fine art, literature, music, theatre, and film.)

Skill 1

Mastered 86%

Acquired 14%

Skill 2

Mastered 86%

Acquired 14%

Skill 3

Mastered 86%

Acquired 14%

Mastered/Acquired rate of 75%.

Will continue with current curriculum.

Skill 1, 2, 3 2. Students will compare art forms, modes of thought and expression, and processes across a range of historical periods and/or structures

(such as political, geographic, economic, social, cultural, religious, and intellectual).




Skill 2, 3, 4

Skill 2, 3, 4

Skill 1

Mastered 86%

Acquired 14%

Skill 2

Mastered 86%

Acquired 14%

Skill 2

Mastered 86%

Acquired 14%

Skill 2

Mastered 86%

Acquired 14%

Skill 3

Mastered 86%

Acquired 14%

Skill 3

Mastered 86%

Acquired 14%

Skill 3

Mastered 86%

Acquired 14%

Skill 4

Mastered 86%

Acquired 14%

Skill 4

Mastered 86%

Acquired 14%










Skill

1.Student identifies what a representation is

UNM/HED Area V/ VII,

Competencies, 1, 2, 5

2.Student distinguishes the form of a representation and the relation between form and cultural function

UNM/HED Area V/VII,

Competencies, 1- 4

3. Student analyzes how representations draw on knowledge from different fields, or to situate the rhetoric of a representation within a cultural discourse.

UNM/HED Area V/VII,

Competencies 1- 5

4. Student contextualizes the effect of a representation or a set of representations historically and relates it to contemporary issues.

UNM/HED Area V/VII,

Competencies 2, 3, 4

UNM-Los Alamos COMP 222/ Folk and Fairy Tale Final Project Assessment Rubric

Mastered Skill

Demonstrates outstanding identification of the implicit contract of literary and non-literary genre; ability to identify the salient features of different literary and non-literary works and how these affect the reader or viewer; able to name the text, source, identify the period, and identify the text's genre, its generic contract, and how the selected passage fulfills or departs from generic expectations

Demonstrates outstanding capacity to explain how a work is a product of its historical period and cultural context and how it benefits from past productions and anticipates others.

Articulation of more than one theory of representation and their cultural role or history and use of these to explain the function of particular representations; ability to summarize a “theory” and use it to ask questions about a work or an event in the past or present.

Demonstrates outstanding ability to describe how ideas related to the representations under study evolve over time and travel across fields; to explain how an idea is reworked in different forms; excellent ability to identify continuity of problems related to representation across time as well as differences in cultural approaches to these practices.

Acquired Skill

Mostly identifies the implicit contract of literary and non-literary genre; ability to identify the salient features of different literary and non-literary works and mostly show how these affect the reader or viewer; able to name the text, source, identify the period, and mostly identify the text's genre, its generic contract, and how the selected passage fulfills or departs from generic expectations

Demonstrates capacity to explain how a work is a product of its historical period and cultural context and how it benefits from past productions and anticipates others.

Demonstrates ability to understand, summarize, and use one theory of representation and its cultural role or history; uses theory to ask at least one question about a work or an event in the past or present.

Practicing Skill

Attempts to identify contract and salient features but fails at some point; shows only basic knowledge of genre’ contract and ability to depart or fulfill generic expectations

Attempts to explain how a work is a product of its historical period and cultural context and anticipates others but may display inaccurate or deficient understanding of those contexts

Demonstrates some understanding of a theory of representation but is unable to completely demonstrate understanding through summary or by extending theory to ask questions.

Demonstrates understanding of how ideas evolve over time and travel across fields and is able, with only some inconsistencies, explain how an idea is reworked in different forms; basic ability to identify continuity of problems related to representation across time as well as differences in cultural approaches to these practices

Demonstrates only basic understanding but may exclude elements of how ideas evolve over time and travel across fields and not able to identify continuity of problems related to representation across time as well as differences in cultural approaches to these practices

Skill not present

Unable to identify implicit contract; unable to identify salient features and their affect on readers; may be able to identify author, title, genre

Little or no evidence of how a work is a product of its historical period and cultural context

Does not address or summarize or apply a theory of representation.

Little or no evidence of understanding of concept of how ideas evolve over time or travel across fields.

University of New Mexico—Los Alamos

Comparative Literature 222: Fairy and Folk Tales (Online)

Dr. Marsee, Instructor

Catalog Description

An exploration of fairy and folk tales from a variety of cultures. The course introduces methods of analysis while exploring historical and contemporary roles and interrelationships of the tales.

Required Texts

Cashdan, Sheldon. The Witch Must Die: The Hidden Meaning of Fairy Tales.

(1999)

Hallett, Martin and Barbara Karasek (ed). Folk And Fairy Tales.

(4 th ed, 2009)

Zipes, Jack (ed).

The Great Fairy Tale Tradition: From Straparola and Basile to the Brothers Grimm (Norton

Critical Edition, 2001).

Assorted e-readings on course website (provided by instructor)

Course Description

This course satisfies part of the core requirements for the Humanities and will explore the genre and development of the fairy tale. We will look at a wide variety of texts and films, such as fables from Greece, early oral tales from

France and Italy, the collection of tales compiled by the brothers Grimm, tales by Hans Andersen, selections of folk and fairy tales from around the world, and contemporary fairy tales, as well as modern American film adaptations

( Little Mermaid, Ever After, Sleeping Beauty).

The course will provide a historical overview of the European fairy tale tradition, and investigate differences between the early oral tradition and the folk and wonder tale, the Romantic fairy tale , and more ‘realistic’ versions of the last 19 th and 20 th century. We will explore the following questions:



What is a fairy tale?



What are some special characteristics of fairy tales?



What kinds of plots, characters, and settings do we expect to find in these stories? What makes each fairy tale unique?

 To what extent has the historical and social context shaped the form and content of these tales?

 How do fairy tales express social and psychological conflicts?

 How are gender roles portrayed?

 What happened to this genre in the last two centuries?

 How has Walt Disney adapted fairy tales?

Learning Outcomes

By the end of the course, students should be able to

1.

Explain the difference between folk tales, fairy tales, myths, and fables

2.

Recognize and apply various theories (psychoanalytical, literary, ethnography) to analyze world folk or fairy tales extensively, and explain that analysis to others

3.

lead fellow students through discovering the structure and language details of a folk or fairy tale

4.

develop a presentation of the history of a tale

5.

develop appropriate teaching materials and sources for all students

Course Grading

Readings and assignments are due on or before the dates listed. Late work may be turned in up to one week past the original due date and will receive an automatic 10% deduction from the final grade. No assignment will be accepted after that time.



Participate actively in online class discussion (600 points)



Midterm and Final short Essays (2 @ 100 points)



Final Project (200 points)

Grade Scale

A+ 100-99%

1000-990 points

B+ 90-89%

900 – 890 points

C+ 80-79%

800 – 790 points

D+ 70-69%

700 – 690 points

A 98-93%

980 – 930 points

A92-91%

920 – 910 points

B 88-83%

880 – 830 points

B- 82-81%

820 – 810 points

C 78-73%

780 – 730 points

C- 72-71%

720 – 710 points

D 68-63%

680 – 630 points

D- 62-60%

620 – 600 points

Under 600 points = F

The Standard Policies

Assessment

UNM-Los Alamos conducts ongoing assessments of student learning so it can continue to improve its curriculum to give you the best education possible. The mechanism for this assessment will be selected by your instructor and may include exams, projects or other assignments. The assessment will focus on the learning outcomes listed in this syllabus. The data from this assessment will be collected anonymously. It will be reported to the department, the Office of Instruction and posted on the web. The information collected will be used to make improvements to curriculum and teaching. This assessment is not a reflection of your grade and is not a grading exercise; it is simply an evaluation of how well students are mastering certain skills.


In accordance with University Policy 2310 and the American Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor's attention, as the instructor is not legally permitted to inquire. Students who may require assistance in emergency evacuations should contact the instructor as to the most appropriate procedures to follow. Contact

Accessibility Services at 505-661-4692 for additional information

Dishonesty Policy.

Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. The

University reserves the right to take disciplinary action, including dismissal, against any student who is found responsible for academic dishonesty. Any student who has been judged to have engaged in academic dishonesty in course work may receive a reduced or failing grade for the work in question and/or for the course. Academic dishonesty includes, but is not limited to, dishonesty on quizzes, tests or assignments; claiming credit for work not done or done by others; and hindering the academic work of other students.

ELECTRONIC SOURCES FOR FAIRY AND FOLK TALES:

 AppLit's Annotated Index of Appalachian Folktales with Parallel Tales from Other Traditions . http://www.ferrum.edu/applit/bibs/tales/



General Web site for folk and fairy tales from D.L. Ashliman http://www.pitt.edu/~dash/folktexts.html#a



Historical overview: http://www.pitt.edu/~dash/collections.html



Great site for many tales, with illustrations and notes, Sur la Lune: http://www.surlalunefairytales.com/

 Grimms’ Fairy Tales: http://www.pitt.edu/~dash/grimmtales.html

http://www.familymanagement.com/literacy/grimms/grimms-toc.html



Stories from Pentamerone by Giambattista Basile http://www.surlalunefairytales.com/pentamerone/index.html

(limited number of stories) http://ibiblio.org/pub/docs/books/gutenberg/etext00/pntmn10.txt

(whole text)



The Arabian Nights: http://www.arabiannights.org/

 http://www.arabiannights.org/index2.html



Hans Christian Andersen: http://hca.gilead.org.il/

 Charles Perrault’s tales and French fairy tales (information, not texts) http://www.pitt.edu/~dash/perrault.html

Bocaccio’s Decameron: http://dev.stg.brown.edu:1977/decameron/engDecIndex.jsp

 The Andrew Lane Red, Blue, Yellow and Violet Books, and many other books for young readers: http://etext.lib.virginia.edu/subjects/Young-Readers.html

Core Competencies Assessment CY 2012: Area V Courses

(University of New Mexico-Los Alamos) Humanities and Fine Arts Competencies

(English 150.300: Intro to Study of Lit)

State Competencies

(Learning Outcomes Being Measured)





5. UNM addition:

Identify, analyze, and apply criteria for making aesthetic judgments in at least one field of the fine arts and in at least one field of the Humanities.

Assessment Procedures

Eng 150: Intro to the

Study of Lit.

(Final Project)

Assessment Results

12 students assessed, Spring 2012

Skill C

Not assessed at this time

Outstanding 6/ 50%

Proficiency 3/ 25%

Emerging Competence 3/25%

Little evidence of learning 0



Skills A and B

Skill A:

Outstanding 6 /

50%

Proficiency 5 /

42%

Emerging

Competence 1

/8%


Skill B:

Outstanding 9 /

75%

Proficiency 2/

17%

Emerging

Competence 1

/8%


How Results Will Be Used T


Priorities


Outstanding/Proficient rate of 75%.


Skill A: Achieved goal of a combined Outstanding/Proficient rate of 75%. Will continue with current curriculum.

Skill B: Achieved goal of a combined Outstanding/Proficient rate of 75%. Will continue with current curriculum.

Assignment: Complete a creative writing project and short analysis essay or write a 5-7 page analysis essay with a research component.

English 150: Intro to the Study of Literature, Final Project Assessment Rubric

Skill A: Themes. Students of Eng. 150 should be able to recognize, analyze, and discuss important

Skill B: Conventions. Students should recognize the basic literary conventions that distinguish the themes in literature.



 outstanding proficiency

 emerging competence

 little or no evidence of learning in area genres of poetry, fiction and drama.





 little or no evidence of learning in area

Skill C. Brief Literary Essays. Students should be able to write brief essays in response to questions about literature.





 little or no evidence of learning in area

Rubric does not define outstanding, proficience, etc. Dean

Syllabus is missing


(UNM-Los Alamos/English 293: World Literature II/ 2623) Humanities and Fine Arts Competencies




ENGL 293: World Lit II

(Project- rubric attached)

Skill 1

(5students assessed, Spring 2012)

Skill 1

Mastered 40%

Acquired 40%

Practicing 20%

Assessment Results How Results Will Be Used







Skill 1, 3 Skill 1

Mastered 40%

Acquired 40%

Practicing 20%

Skill 3

Mastered 40%

Acquired 40%

Practicing 20%





Skill 3

Skill 2, 3

Skill 3

Mastered 40%

Acquired 40%

Practicing 20%

Skill 2

Mastered 40%






Acquired 40%

Practicing 20%

Skill 3

Mastered 40%

Acquired 40%

Practicing 20%




English 293 Final Essay Exam Assessment Form NOTE: Definitions are missing from the rubric below. Syllabus is missing. Dean

Spring 2011 Instructor: D. Aleksandrova

Instructor: D. Aleksandrova

Skill Area

Skill 1



Demonstrates skills for presenting a comparative literary analysis



Demonstrates skills of close reading and detailed analytical writing

UNM/HED Area V, Competencies, 1, 2

Skill 2



Explores possible links or relationships between two literary works



Focuses on a particular literary aspect

UNM/HED Area V, Competencies, 4

Skill 3



Demonstrates understanding of the cultural similarities and/or differences relevant to the analysis



Identifies some conflicting or similar values and beliefs; Compares/ contrasts themes, genres, characters

UNM/HED Area V, Competencies, 2, 3, 4

3

2

Mastered Skill Acquired Skill

2 2 1

Practicing Skill Skill not present

1

2

1

1


The University of New Mexico-Los Alamos Humanities and Fine Arts Competencies

History of Art I, ARTH 201 CRN: 23081



Measured)





History of Art I ARTH 201

(Four part examination/test)

This section of the test projects images of art and architecture and consists of forty questions. Students identify forty artworks, artists and their cultural affiliations.

This section of the test consists of twenty multiple choice questions. Students demonstrate a comprehension of terminology associated with art forms, processes and thinking associated with art movements and styles of art and architecture.

This section of the test consists of fifteen matching questions.

Students correlate individual artists with historical periods and cultures.


Three fourths of the students demonstrated full mastery of this section.

Three fourths of the class correctly identified artists, artworks and cultural affiliation at a rate of 90% and above.

Three fourths of the class demonstrated full mastery

(90% and above) and one fourth of the class showed partial mastery (70% and above) of this section.

Slightly more than two thirds of the class demonstrated full mastery; slightly less than one third demonstrated partial mastery of this section.


Used To Make

Improvements

Increase student awareness of web addresses relevant to each class session.

Added emphasis on artworks that correlate directly with the text.

Conduct sessions to tutor students on the web.

Implement additional online sites into class curriculum.

Each class will begin with a review and discussion of material from the previous class. The relation of terms to art forms and processes will be emphasized in these reviews and discussions.

This has been a helpful review for the students in retaining information and understanding concepts.

Additional review of the relationships between artist/patron, artist/artwork, artist/period and artist/art movement is needed.

Question and answer sessions with students actively searching for information in their notes, online and in the text have improved performance in

(Optional)


Priorities

All slides for ARTH 201 have been converted to high resolution TIF files available for viewing in the UNM-LA library. Online sites have improved dramatically during 2011-2012. Research of these additional sites is a priority.

Midterm and Final reviews help students perform at a higher level during testing.

Handouts of material to be covered during these reviews will be distributed one week prior to the review. Handouts have proven to be very effective as study guides.

The re-edit of handouts should add clarity to the correlation of artists, periods and their cultural affiliations.

Discussions in small group sessions will be included during class to facilitate learning of relationships between artists, patrons, periods and cultures.

4. Students will draw on historical and/or cultural perspectives to evaluate any or all of the following: contemporary problems/issues,

This section of the exam consists of an essay.

Students demonstrate their knowledge of an artist, art movement or style and explain its relevance to

All students demonstrated full mastery of this aspect of the test. this area.

General parameters of each essay question are defined in a review and during class sessions. Students perform well in this format that emphasizes research, analytical thinking and essay.

Students will be allowed one week to compose this essay prior to the final examination. Students will also be allowed to determine their own essay topic with the instructor’s approval.

This may result in essays that require additional research and analysis by the student.



Measured)


History of Art II ARTH 202

(Four part examination/test) contemporary modes of

Possess an understanding of the contemporary thought, expression, and contemporary issues and expressions. thought.

Historical precedence as

For all Humanities and Fine Arts

Competencies, students should: contemporary phenomenon is also addressed in the essay. present that is informed by an awareness of past heritages in human history, arts, philosophy, religion, and literature, including the complex and interdependent relationships among cultures.

Note: For the purposes of the

Humanities and Fine Arts requirement, courses will come from the areas of History,

Philosophy, Literature, Art,

Dance, Music, Theatre and those offerings from other disciplines that also include, among other criteria, analytical study of primary texts and /or works of art as forms of cultural and creative expression. This requirement does not include work in areas such as studio and performance courses or courses

.


(see results above)


Used To Make

Improvements

Students will be allowed to design their own essays.

The topic and parameters of the final essay to be approved by the instructor.

(Optional)


Priorities

that are primarily skills-oriented.

The requirements must be fulfilled by courses from two different disciplines.


Area V Assessment completed by

2012

Robert Patrick Harris 06-14-

Signature Printed Name Date

Phone number 505-983-4160

HISTORY OF ART I: Syllabus

ARTH 201, Section: 300 Tuesdays, 3:00 - 5:30

THE UNIVERSITY OF NEW MEXICO-LOS ALAMOS

Instructor: Robert Patrick Harris phone: 983-4160 email: patandbess@gmail.com

Course Objectives: The course will conduct an in-depth study and analysis of art and architecture from the

Neolithic Age up to the Renaissance in northern and southern Europe. Slide presentations, lecture, and class discussions will focus on a concentrated analysis of the art and architecture of ancient cultures roughly bounded by the Mediterranean Sea: Egypt, Mesopotamia, the Aegean, Greece, and Rome. Additionally, artworks and visual documents of architecture from the Middle Ages, Medieval Art, Gothic Art and the early

Renaissance will be studied and analyzed through presentation and discussion. Films that utilize computer graphics to depict reconstituted structures will augment course content. The course will emphasize the study of memorable works by recognized masters in the fields of painting, ceramics, sculpture, and architecture and examine the relation of these works to their human and natural environments.

Learning Outcomes:

At the conclusion of the course the student will:

a. Demonstrate the ability to identify and describe memorable artworks, the cultural affiliation of the work and the approximate date of its creation.

b. Articulate an understanding and appreciation for the cultural context of art and architecture.

c. Define stylistic similarities regarding works created in different eras by the same civilization.

d. Compare works created by cultures separated by time or physical barriers.

e. Understand the relationship of artist and institution to the evolution and production of works of art and architecture.

Major topics to be studied:

August 23: Introduction, discussion of course objectives and assignments. Discussion of textbook (Janson’s

History of Art, eighth edition) and course content. Handout of terminology. View Introduction to Stonehenge.

Assigned reading: Chapter I & II

August30: Presentation and discussion of Neolithic and Art of the Near East. Cave painting, Stonehenge, and artifacts of Sumeria, Akkadia, Babylonia, Assyria and Persia to be studied. Works commissioned by monarchs of the Ancient Near East to be emphasized. Film on Assyria & Akkadia. Assigned Reading: Chapter III (Egypt)

September 6: Pyramid design, funerary architecture and the Egyptian necropolis are today’s subjects. Film on ancient Egyptian construction techniques and the temple architecture of King Rameses II. Discussion of timelines relative to the Old, Middle and New Kingdoms and artistic styles of each era. Assigned reading: Chapter III

September 13: Continued analysis of the art and architecture of Egypt. Film on the Egyptian Book of the Dead.

Assigned Reading: Chapter IV (The Aegean) & Chapter V

September 20: Film on the Art of the Aegean Sea followed by slide presentation and discussion of Minoan palace architecture, Cycladic statuary and Mycenaean pottery, painting and tomb architecture. Assigned reading: Chapter

V (Greek Art).

September 27: Handout of terms, definitions regarding Greek sculpture and architectural orders and plans followed by slide presentation and discussion. Film on Athens: Ancient Supercity.

October 4: Continued study of Greek culture to focus on the construction of the complex of buildings and statuary on the Acropolis in Athens, classical Greek sculpture and painting and Hellenistic sculpture. Handout of Greek map of the Akropolis. Comparative study of the similarities and differences in artwork produced during the archaic, classical and Hellenistic periods. Film on the Greek city of Pergamum.

October 11: Review for mid term test.

October 18: Mid term test will be a four part evaluation. Part one is slide identification.

Forty slides of art and architecture will be projected and the student shall identify the work by its name or title and the civilization of its origin. Each slide to be projected twice - 40 points is a perfect score on this section. Part two consists of twenty multiple choice questions (20 points). Part three consists of fifteen matching questions

(15 points). Part four is an essay worth 25 points. The student will select one essay question from a selection of three. Reading for next week: Chapter VI & VII (Etruscan Art and Rome)

October 25: Review of test results. Class to examine Etruscan tombs, statuary and ceramics. Presentation on the architecture of Rome to include: the Colosseum, Pantheon and the Roman forum. Roman statuary and painting to be discussed. Film on colossal building projects by several of Rome’s emperors. Assigned Reading: Chapter VIII

(Early Jewish, Christian & Byzantine Art)

November 1: Lecture on Early Christian and Byzantine art. Church architecture, mosaics and paintings to be discussed. Film on Byzantine Art. Assigned Reading: Chapter IX (Islamic Art): Presentation on the art of Islam.

Important sites, structures and book illustrations to be discussed. Assigned Reading: Chapter X (Early Medieval) and Chapter XI (Romanesque Art)

November 8: Manuscripts, monasteries, metalwork and architecture will be the focus of this class on Early

Medieval Art. Film presentation - “The Knights of Templar” This class examines the most interesting medieval castles ever built and the legend of the holy grail. Manuscript illumination in Ireland to be examined. Romanesque

Art and its relation to the subsequent Gothic style in Europe to be examined and discussed. Assigned reading:

Chapter XII (Gothic Art)

November 15: Presentation on Gothic art and architecture. Cathedral plans and construction to be studied.

Handouts on building techniques of the period. Virtual tour of Chartres Cathedral. Film: The Great Cathedrals.

Assigned reading: Chapter XIII (Art in 13 th

& 14 th

century Italy) and Chapter XIV ( Fifteenth century Northern

Europe ).

November 22: Art and Architecture in the 13 th

and 14 th

centuries in Italy. The art of Giotto, Duccio and Martini to be examined. The rise of Sienna and Florence. Assigned reading: Chapter XIV (Artistic Innovations in Fifteenth-

Century Northern Europe.

November 29: The art of 15 th

century Northern Europe. Virtual tour of works by the Limbourg Brothers,

Broederlam, and Jan van Eyck. Film on van Eyck’s Arnolfini Portrait. Presentation on the art of Hieronymous

Bosch.

December 6: Review for Final Exam

December 13: Final examination will consist of four parts (refer to mid term test outline). Test will include material presented from October 25 (Etruscans & Rome) through November 29.

Evaluation: Final grade will be based on the average of the two test scores, class participation and attendance. A maximum of five points can be added to each test score with effective participation in class discussions during the course of the semester.

Extra Credit: Five points may be earned by making a ten-minute presentation on an artist, artwork or artistic style.

Topic must be approved by the instructor.

Attendance: Three unexcused absences will lower your grade by one letter grade. Five unexcused absences will result in a failing grade in this course.

Non attendance during exams will result in a grade of zero for the exam. Missing an exam due to illness or traumatic event is excusable if documentation is provided to the instructor. Make-up exams will be made available in these situations.


In accordance with University Policy 2310 and the American Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor's attention, as the instructor is not legally permitted to inquire. Students who may require assistance in emergency evacuations should contact the instructor as to the most appropriate procedures to follow.

Contact Accessibility Services at 505-661-4692 for additional information


Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. The University reserves the right to take disciplinary action, including dismissal, against any student who is found responsible for academic dishonesty. Any student who has been judged to have engaged in academic dishonesty in course work may receive a reduced or failing grade for the work in question and/or for the course.



Due to diffi culties in informing students in advance of a teacher’s illness or emergency, students who arrive for class and find the teacher isn’t there should wait 15 minutes (just in case he or she is simply late). After 15 minutes, students should go to building 1 to the front desk to seek information (Los

Alamos) or to their corresponding on-site contact for other locations (provide). If there is no information, students should assume that class has been canceled for the day and are free to leave. When possible, the instructor will call or email students to let them know of a canceled class meeting.

Computer Account Policy

Local UNM-Los-Alamos students must have two computer accounts:

1. Main campus account (NetID): Use this account to register for classes through MyUNM

(http://my.unm.edu). This account is also used to read and send e-mail (your UNM e-mail address looks like NetID@unm.edu), print transcripts, check financial status, and check degree progress.

You can access MyUNM by clicking on the “My UNM” link on either the UNM–Los Alamos web page (http://www.la.unm.edu) or the main campus web page (http://www.unm.edu), or by typing in the web address http://my.unm.edu

You must then login using your NetID and password. You can access your UNM e-mail from your MyUNM page by clicking on the e-mail tab or e-mail icon.

You may forward UNM e-mail to another account; for information about how to do this, browse to http://fastinfo.unm.edu, click “Find Answers” and type “forward e-mail” in the Search by Keyword box.

2. UNM-LA campus account: This account gives you access to the Los Alamos campus network through any of the computers in the various computer labs on campus. These accounts are required for many courses at UNM –LA, including English, math, computer technology, and others.

You must have your main campus account before you request a UNM –LA account. Requests for this account are made at the computer in the lobby of Building #3 (Computer Center). UNM

–LA campus accounts no longer have e-mail associated with them (see #1 above for information concerning e-mail).

3.

UNM–LA Wireless network : Wireless access is available as open (not encrypted) or secure (encrypted; login authentication with a UNM–LA computer account). To access the UNM–LA wireless network please see the instructions at http://www.la.unm.edu/Wireless


The University of New Mexico-Los Alamos Humanities and Fine Arts Competencies

History of Art II, ARTH 202 CRN: 27931



Measured)





History of Art II ARTH

202

(Four part examination/test)

This section of the test projects images of art and architecture and consists of forty questions.

Students identify forty artworks, artists and their cultural affiliations.

This section of the test consists of twenty multiple choice questions. Students demonstrate a comprehension of terminology associated with art forms, processes and thinking associated with art movements and styles of art and architecture.


Seventy two per cent of the students demonstrated full mastery of this section and correctly identified artists, artworks and cultural affiliation at a rate of 90% and above. Eighteen per cent of the class demonstrated partial mastery of this section

(70% and above). Nine percent of the class demonstrated no mastery in this section of the test.

Seventy nine percent of the class demonstrated full mastery (90% and above) and nine percent of the class showed partial mastery (70% and above) in this section. Nine percent of the class demonstrated no mastery in this section of the test.



Students will be encouraged to create personal databases of artworks on their laptops or develop flashcards of artwork. A majority of students have incorporated this strategy into their study sessions. The result has generated more successful scores in this section and additional enthusiasm for this section of the test. A study list that correlates art images with images in the text has been created and distributed. Added emphasis on artworks that correlate directly with the text and the image library in the UNM-LA library.

Each class will begin with a review and discussion of material from the previous class. The relation of terms to art forms and processes will be emphasized in these reviews and discussions.

These reviews have led to interesting discussions related to artistic concepts and creative thinking

(Optional)


Priorities

All slides for ARTH 202 have been converted to high resolution TIF files available for viewing in the UNM-LA library. Additional DVD’s are also available from the library. A list of websites concerning individual artists, artworks and art movements has been generated and distributed to students. Tutoring sessions have been highly effective in helping students access this information and has generated high levels of enthusiasm in students and personal pride in their ability to identify artists, artworks and their cultural affiliations.

Reviews need to be supported with additional materials provided to students the week before a review. ( Analyze the effectiveness of these reviews in the next assessment.) Analysis:

Students are now much better prepared for review and interact in group


This section of the test consists of fifteen matching questions.

Students correlate individual artists with historical periods and cultures.

4. Students will draw on historical and/or cultural perspectives to evaluate any or all of the following: contemporary problems/issues,

This section of the exam consists of an essay.

Students demonstrate their knowledge of an artist, art movement or style and explain its relevance to contemporary thought, issues and expressions.

Historical precedence as contemporary phenomenon is also addressed in the essay.

Seventy two percent of the class demonstrated full mastery; eighteen percent demonstrated partial mastery and nine percent showed no mastery of this section.

Most students demonstrated full mastery of this aspect of the test. regarding individual artists and artworks. A further benefit has been a heightened awareness of the influence of patrons and cultural forces in the creation of works of art.

Review sessions will create small groups of students that will work together and present conclusions/answers based on group discussions.

Handouts and presentations will be re-edited. The

‘small group’ approach has been very effective in generating interest in this section of the test. It has also generated a deeper understanding of the sometimes complex relationships of artist, patron and society.

General parameters of each essay question are defined in a review and during class sessions. Students perform well in this format that emphasizes research, analytical thinking and essay. Students are now allowed to design their own essay with the instructor’s approval. The result has been a dramatic improvement in the essay section, with improvement observed in essays designed by students exhibiting sophisticated research, discussions in a dynamic, animated way. Students often compete with each other in this review format in a friendly dialogue.

Participation in a group should assist students that experience difficulty in determining the relationship of artists with patrons, artworks, art movements and stylistic affinities. The reedit of handouts should add clarity to the correlation of artists, periods and their cultural affiliations. These modifications have simplified the research requirements for this test section.

Allowing students to design their own essay questions will continue. This portion of the test may expand in the

Fall of 2012. A field trip to

SITE Santa Fe’s 2012

Biennial Exhibition will be included in the Fall semester.

improved narrative writing and advanced critical analysis of themes, concepts and artworks. contemporary modes of expression, and contemporary thought.

For all Humanities and Fine Arts

Competencies, students should:

Possess an understanding of the present that is informed by an awareness of past heritages in human history, arts, philosophy, religion, and literature, including the complex and interdependent relationships among cultures.

Note: For the purposes of the

Humanities and Fine Arts requirement, courses will come from the areas of History,

Philosophy, Literature, Art,

Dance, Music, Theatre and those offerings from other disciplines that also include, among other criteria, analytical study of primary texts and /or works of art as forms of cultural and creative expression. This requirement does not include work in areas such as studio and performance courses or courses that are primarily skills-oriented.

The requirements must be fulfilled by courses from two different disciplines.


(see results above) (see improvements above)

Area V Assessment completed by Robert Patrick Harris 06-14-

2012

Signature Printed Name Date

Phone number 505-983-4160

HISTORY OF ART II: ARTH 202

The University of New Mexico-Los Alamos

Spring 2012, Tuesdays 3:00 - 5:30 pm Room 608

Text: Janson’s History of Art, eighth edition

Instructor: Robert Patrick Harris, Phone: 505-983-4160 E-mail: patandbess@gmail.com

Course Objectives: This course is a concentrated study and analysis of art and architecture from the sixteenth through the twentieth centuries with an emphasis on the history of artwork produced in Western Europe and the

United States. The history of artistic styles and stylistic change relative to the visual character of the art object will be examined. Slide presentations, lectures, films and class discussions will examine the relationship of significant artworks and artists to their human and natural environments. Visual documents of works from the Renaissance,

Baroque, Rococo, Enlightenment, Romantics, Realists, Impressionists and the 20 th

century will be studied and analyzed through presentation and discussion.

Learning Outcomes:

At the conclusion of the course the student can:

a. Identify and describe significant artworks, artists and their cultural affiliation.

b. Demonstrate an understanding of the terminology associated with individual artists, singular artworks, specific art movements and particular styles of art and architecture.

c. Comprehend the history of styles and stylistic changes in the field of art relative to the vision and achievements of individual artists and patrons.

d. Associate art terminology with the style or work of an individual artist.

e. Articulate an appreciation and comprehension of the cultural context of art and architecture.

Major Topics:

January 17: Introduction. Discussion of course objectives, textbook and course content. During the course of the semester, each student may earn an additional five points by making a 5 to 10 minute presentation on the life and work of an artist. Presentations to be scheduled after midterm exam. Film: Godfathers of the Renaissance.

Assigned Reading: Chapter 15 (The Early Renaissance in Italy)

January 24: Presentation and discussion of the early Renaissance in Italy: Works by Brunelleschi, Donatello, Della

Francesca, Alberti, Fra Angelico, Mantegna and others to be examined. Influence of art produced in northern

Europe on Italian artworks to be studied. Film on Da Vinci. Assigned Reading: Chapter 16 (The High

Renaissance in Italy)

January 31: The High Renaissance in Italy. Class will focus on the art of Leonardo da Vinci, Michelangelo and

Raphael. Relationship of early Renaissance art to works produced during the high Renaissance to be analyzed.

Assigned Reading: Chapters 17 & 18 (The Late Renaissance in 16 th

century Italy and Reformation in 16 th

century

Northern Europe.) Recommended viewing: Secret Knowledge DVD, UNM-LA library

February 7: Slide presentation and discussion on 16 th

century Italian art. Works by Titian, Palladio, Bronzino,

Fontana, and Giorgione to be studied. Film on Gianlorenzo Bernini. Presentation and discussion of Renaissance and Reformation in 16 th century Northern Europe. Works by Cellini, El Greco, Grunewald, Durer, Holbein and

Breugel to be viewed. Assigned Reading: Chapter 19 (The Baroque in Italy and Spain)

February 14: This class focuses on the work of Caravaggio and his influence on the art produced in seventeenth century Europe. Slide presentation of Baroque sculpture and architecture by Maderno, Bernini and Borromini to be presented. Artemisia Gentileschi - the first feminist in art and Diego Velazquez examined as a pre-cursors to

Modernism. Comparative study of Caravaggio and the Zurbaran school of painting. Film on Caravaggio.

Assigned Reading: Chapter 20 (The Baroque in the Netherlands) and Chapter 21 (The Baroque in France and

England) and Chapter 22 (The Rococo)

February 21: Slide presentation on Rubens, Hals, Judith Leyster and Rembrandt and on the Rococo style in art, featuring Marie Vigee-Lebrun, Watteau, Canaletto and a virtual tour of the Palace of Versailles. Rembrandt Film.

February 28: Review for Midterm Test. Distribution of essay question.

March 6: Mid term test to be a four part evaluation. Part one is slide identification: forty slides of art and architecture will be projected and the student shall identify each work by: Title and Artist. Each slide to be projected twice - forty points is a perfect score on this section. Part two consists of twenty multiple choice questions (20 points). Part three consists of fifteen matching questions (15 points). Part four is an essay worth 25 points. The student will select one essay question from a selection of three. The essay portion of the test may be written at home as an open-book assignment. Assigned reading for class: Chapters 23 & 24 (The Enlightenment and Romanticism)

March 13: Spring Break

March 20: Review of test results. Class to examine Neoclassicism and Romanticism in Germany, France, England and Spain from 1750 to 1850. The effect of history and morality on art of this century to be discussed.

Romanticism and its influence on landscape painting to be discussed. Film on the reign of Napoleon to be viewed.

Assigned Reading: Chapter 25 (Realism, Impressionism and the Pre-Raphaelites)

March 27: Realism and its relation to social conditions to be discussed. Psychological and erotic aspects of Pre-

Raphaelite art to be examined. The Impressionist revolt against academic art: works by Manet, Renoir, Pissaro,

Whistler, Eiffel, Roebling and Monet to be presented. Film on A.G. Eiffel. Assigned Reading: Chapter 26 (Post

Impressionism, Symbolism, etc.) Recommended reading: The Judgment of Paris

April 3: Slide presentation of artworks by Van Gogh, Gaugin, Seurat, and Cezanne augmented with a film on Van

Gogh and Gaugin. Art Nouveau, the World Exposition of 1893 in Chicago and late 19 th

century American architecture focusing on works by John Sullivan and Frank Lloyd Wright to be discussed. Assigned Reading:

Chapter 27 (Toward Abstraction: The Modern Revolution)

April 10: Today’s class looks at Picasso and Cubism, Matisse and Fauvism - their impact on art of the 20 th

century.

The Armory Show of 1913 and the American Ashcan school of painting to be discussed. Film on the history of tall buildings. Assigned Reading: Chapter 28 (Art Between the Wars)

April 17: Dadaism, Surrealism, De Stijl and the Bauhaus will be examined as harbingers of late 20 th

century art.

The relationship of Bauhaus architecture and works designed by Frank Lloyd Wright to be studied. Abstract

Expressionism and Pop Art’s relation to Dada and Surrealist art to be discussed. Film on Dali. Assigned Reading:

Chapter 29 (Postwar/Modern)

April 24: American art of the late twentieth century. Assigned Reading: Chapter 30 (The Postmodern Era)

May 1: Review for final examination.

May 8: Final exam will consist of four parts (refer to mid-term test outline). Test will include material presented from March 20 th

(Neoclassicism and Romanticism) through April 24 th

(The Postmodern Era).

Evaluation: Final grade will be based on the average of the two test scores, the presentation on an artist, class participation and attendance. A maximum of five points can be added to each test score with effective participation in class discussions. An additional 5 points may be earned from individual presentations during the course of the semester. Three unexcused absences will lower your grade by one letter grade. Five unexcused absences will result in a failing grade in this course.

Failure to complete the written examinations during the scheduled class period will result in a zero grade for that examination. If a documented illness or trauma prevents you from taking an exam, a make up test may be arranged with the instructor.


In accordance with University Policy 2310 and the American Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor's attention, as the instructor is not legally permitted to inquire. Students who may require assistance in emergency evacuations should contact the instructor as to the most appropriate procedures to follow.

Contact Accessibility Services at 505-661-4692 for additional information

Dishonesty Policy Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. The University reserves the right to take disciplinary action, including dismissal, against any student who is found responsible for academic dishonesty. Any student who has been judged to have engaged in academic dishonesty in course work may receive a reduced or failing grade for the work in question and/or for the course.



Due to difficulties in informing students in advance of a teacher’s illness or emergency, students who arrive for class and find the teacher isn’t there should wait 15 minutes (just in case he or she is simply late). After 15 minutes, students should go to building 1 to the front desk to seek information (Los

Alamos) or to their corresponding on-site contact for other locations (provide). If there is no information, students should assume that class has been canceled for the day and are free to leave. When possible, the instructor will call or email students to let them know of a canceled class meeting.

Computer Account Policy (Please include for all face-to-face classes)

Local UNM-Los-Alamos students must have two computer accounts:

1. Main campus account (NetID): Use this account to register for classes through MyUNM

(http://my.unm.edu). This account is also used to read and send e-mail (your UNM e-mail address looks like NetID@unm.edu), print transcripts, check financial status, and check degree progress.

You can access MyUNM by clicking on the “My UNM” link on either the UNM–Los Alamos web page (http://www.la.unm.edu) or the main campus web page (http://www.unm.edu), or by typing in the web address http://my.unm.edu

You must then login using your NetID and password. You can access your UNM e-mail from your MyUNM page by clicking on the e-mail tab or e-mail icon.

You may forward UNM e-mail to another account; for information about how to do this, browse to http://fastinfo.unm.edu, click “Find Answers” and type “forward e-mail” in the Search by Keyword box.

2. UNM-LA campus account: This account gives you access to the Los Alamos campus network through any of the computers in the various computer labs on campus. These accounts are required for many courses at UNM –LA, including English, math, computer technology, and others.

You must have your main campus account before you request a UNM –LA account. Requests for this account are made at the computer in the lobby of Building #3 (Computer Center). UNM

–LA campus accounts no longer have e-mail associated with them (see #1 above for information concerning e-mail).

3.

UNM–LA Wireless network : Wireless access is available as open (not encrypted) or secure (encrypted; login authentication with a UNM–LA computer account). To access the UNM–LA wireless network please see the instructions at http://www.la.unm.edu/Wireless

learning outcomes to be tested - UNM Los Alamos

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ARTH 202: HED report, syllabus

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Evaluation Criteria-Exam Schedule

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Classics 107: Greek Mythology

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My Expectations in this Class

Format matters:

Right is Right:

Expect Cold Calls

No Opt out

On Your Mark:

Entry Routine:

SLANT:

Web-Enhanced : WebCT Information

The Standard Policies

Core Competencies Assessment CY 2012: Area V Courses

Core Competencies Assessment 2011-2012: Area V Courses

Core Competencies Assessment 2011-2012: Area V Courses

Related documents

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learning outcomes to be tested - UNM Los Alamos

Area V – Humanities and Fine Arts

History 101: HED report, rubric, syllabus

History 161: HED report, rubric, syllabus

CLST 107: HED report, rubric, syllabus

COMP 224: HED report, rubric, syllabus

COMP 222: HED report; syllabus

ENGL 150: HED report; rubric

ENGL 293: HED report; rubric

ARTH 201: HED report, syllabus

ARTH 202: HED report, syllabus

HED Assessment Report Area V 2011-2012

University of New Mexico – Los Alamos

Core Competencies Assessment 2011-2012: Area V Courses – FALL 2011

Hist 161: History of the United States To 1877

Evaluation Criteria-Exam Schedule

Five-Point Checklist for Take-Home Exams

UNM-Los Alamos

Classics 107: Greek Mythology

Fall 2011

My Expectations in this Class

Format matters:

Right is Right:

Expect Cold Calls

No Opt out

On Your Mark:

Entry Routine:

SLANT:

Web-Enhanced : WebCT Information

The Standard Policies

Core Competencies Assessment CY 2012: Area V Courses

Core Competencies Assessment 2011-2012: Area V Courses

Core Competencies Assessment 2011-2012: Area V Courses

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