Turning in Revisions

To turn in a revision or late assignment, please bring it to the History / Political Science departmental office in St Joe's. If no-one is there, you can slide it under the door. For a revision, be sure to include the original along with the revised version of your paper. IMPORTANT: IF YOU LEAVE SOMETHING FOR ME IN THE OFFICE, PLEASE SEND ME AN EMAIL TO LET ME KNOW IT'S THERE - THAT WAY, IF IT IS MISPLACE BEFORE IT GETS TO ME, I KNOW THAT I NEED TO LOOK FOR IT.

Thanks and have a very nice holiday break to you all.

Patti Andrews

Final Exam Study Guide

If you can respond to the following questions and prompts using 6-minute answers, you should do well on the final.

1. Describe the experience Stephan Harding had that led him to spend the rest of his career practicing and developing “Holistic Science.” How did Holistic Science address his concerns?

2. What is “Gaia”? In what way is Gaia an “animate Earth”?

3. How can people develop a felt sense of the earth? How is that different from the understandings they have through scientific knowledge? Why are both important?

4. Summarize what came to be known as Lovelock’s Gaia Theory.

5. Do the meditation “Sensing the Round Earth” – continue in place and reflect on how your practice of meditation, yoga, plogging has enabled you to experience the earth on a more sensuous level.

6. Describe the experience David Abram had in the cave. What insights arose in him as a result of this experience?

7. Thomas Berry writes about Wonder World and Waste World. What does he mean by these terms? 

8. What happens to organic material if it’s put in the landfill? What happens to it if it is composted? What role do worms play in the process of composting? What are some practical ways your generation will need to change the behavior of human society around issues of waste disposal?

9. Having done Harding’s earth meditation, and reflected on your own practice of yoga, meditation or plogging, how would you describe to a friend the value of developing a personal practice that helps connect you with the living planet?

10. What concrete skill did you develop in the context of your team activity this semester? Write a bullet point you could use on your resume that highlights that skill.

Your Winding Path... and beyond

Please see the "Windy Path" assignment pasted below. Begin with a path that represents your four years of undergraduate college. Then continue with a path that reaches further into your future... your QuarterLife Self, your MidLife Self, your Elder Self... the Self you will be in the Memories of Others after you have lived the fullness of your life.

To complete your Winding Path, look through your in-class "discernment" reflections (personal reflections), your "purposeful life" circle diagram and notes, your journal entries from your team activity, your letter to your 25-year-old self, and any other reflective inputs you find meaningful.

Bring this to class with you no later than Tuesday, December 4.

~~

The Windy Path

Draw the Windy Path that represents your four years in college. What campus programs, resources and opportunities will be available to you as you move through your Freshman, Sophomore, Junior and Senior years? Which of these will further your personal, professional or vocational goals? Which will help prepare you to live a happy life? Which do you want to participate in for other reasons? Draw them out along your Windy Path.
Are there other accomplishments you’d like to make during your time here at NDNU? Draw those along your Windy Path as well.
As you consider what to include in your Path, ask a variety of members of the NDNU campus community what they think. Ask a respected coach or professor... ask a mentor, a librarian, a staff member with whom you developed a connection, a student who has been on campus longer than you. Ask the director of a graduate program you’re interested in, or a person whose job or career you think might suit you.
Think big. Be creative. Remember that the line of your Path is just a way to help you focus... to help you begin to organize your thoughts. Feel free to build some flexibility into it... after all, at the end of the day it’s really up for debate: are you following the line, or is the line following you?
Here are some things you might include in your Windy Path, but don’t be limited by these!! Alternative Spring Break! Bonner program! Campus employment with the Center for Spirituality
! Campus employment with the Dorothy Stang Center or other office
! Community Engagement courses! Capstone course! Founders’ Week (help with preparations)
! Internships! Model Arab League! Musical, Dance or Theater performance group
! O-Team! RA! Student club leadership! Student Mentor for Freshman Seminar! Study Abroad! Teaching Assistant for a professor! Summer employment back at home

Revised Schedule for last 2 weeks of classes

WEEK FOURTEEN

November 27

Discuss: Quarter Life Crisis handout; Semester review and interim prep for final. 

DUE: Be sure to have read all handouts to date, including the Quarter-Life Crisis handout

November 29

Make-up Freshman Research Conference session with our Pod. Meet in Chapel. 

DUE: Team or Individual Journal

ALSO DUE: Any remaining late items

WEEK FIFTEEN

December 4

Harding reading #2; Course assessments and reflections

DUE: Stephan Harding, Animate Earth reading #2

December 6

Final Exam - in class

DUE: Study for final

Information Literacy Rubric

Information Literacy Rubric

Learning Outcome	Level of Achievement
	Highly Developed 4	Developed 3	Emerging 2
Integrate and Synthesize Information Effectively to Accomplish a Specific Purpose	Evidence is integrated and synthesized expertly to support claims. Consistently presents evidence to support claim(s) and argument(s) Synthesizes and contextualizes evidence appropriately for audience Distinction between own ideas and ideas of others is consistently clear Does not over-or under-rely on the ideas of others or the work of a single author	Proficient synthesis and integration of evidence. Generally employs evidence to support claim(s) and argument(s) May present some evidence without context Distinction between own ideas and ideas of others is usually clear May over- or under- rely on the ideas of others or the work of a single author	Weak attempts at synthesis or integration. Sporadically uses evidence to support claim(s) or argument(s) Frequently fails to put sources into context (e.g. “The World Bank says...” Consistently blurs distinction between own ideas and ideas of others Frequently over- or under-relies on the ideas of others or the work of a single author

Initial 1
No evidence of attempt at synthesis or integration.

• Claim(s) or argument(s) lack necessary evidence
• Fails to contextualize quotes and evidence
• No distinction between own ideas and ideas of others
• Over or under-relies on the ideas of others or the work of a single author

Learning Outcome	Level of Achievement
	Highly Developed 4	Developed 3	Emerging 2	Initial 1
Access and Use Information Ethically and Legally	Shows a sophisticated level of understanding for when and how to give attribution. Uses advanced search strategies and demonstrates the ability to refine search strategies to discover and retrieve authoritative and relevant resources. Documents sources consistently and completely Uses in-text citations and notes correctly and consistently Cites non-textual sources consistently Names and labels figures and/or graphs clearly and completely Choice and use of paraphrasing, summary, and quoting is correct and consistent. Use of information is true to the original context	Attribution indicates understanding of the rationale for and various mechanisms of citation. Uses intermediate search strategies and demonstrates the ability to refine search strategies to discover and retrieve authoritative and relevant resources. Documents sources throughout with occasional errors or inconsistencies. Uses in-text citation and notes with occasional errors or inconsistencies Cites non-textual sources with relative consistency Usually names and labels figures and/or graphs clearly and completely. Choice and use of paraphrasing, summary, and quoting has occasional errors or inconsistencies. Use of information is usually true to the original context	Missteps in attribution interfere with the argument or point to fundamental misunderstandings. Uses simple search strategies and retrieves information with limited authority and partial relevance. Frequently documents sources incorrectly or leaves out some citations. Frequent errors and inconsistencies with in-text citation and notes. Does not consistently cite non-textual sources Names and labels figures and/or graphs inconsistently Choice and use of paraphrasing, summary, and quoting is frequently incorrect and inconsistent. Use of information is frequently not true to the original context	Use of evidence and citation is poor, making it difficult to evaluate the argument or sources. Accesses resources randomly and retrieves information that lacks authority and relevancy. Displays fundamental and consistent errors in source documentation Does not include or contains significant inconsistencies with in-text citation and notes Does not name, title, or cite non-textual sources Does not name or label figures and/or graphs Choice and use of paraphrasing, summary, and quoting is incorrect and inconsistent. Use of information is not true to the original context

Oral Communication Rubric

NDNU ORAL COMMUNICATION RUBRIC Course No. and Section _________________ Student ID _______________

	5 – Highly Developed	4– Developed	3 – E merging	2 – Initial	1 –Below Standard	Student Score
Introduction	Specific introduction is strongly stated, catching theaudience’s attention,stating the thesis clearly, and providing a preview statement.	Specific introduction is clearly observable, stating the thesis clearly, and providing a preview statement	Specific introduction is observable but does not include all required components.	Specific introduction is observable but not clearly related to the overall thesis and content.	No clear introduction is observable.
Body	Central message is compelling and memorable, with well- developed and clearly- supported points. The topic is well-focused and appropriate to audience and occasion. Effective organizational pattern (sequence and transitions) is clearly and consistently observable.	Central message is well- developed, with clearly- supported points. The topic is focused and appropriate to audience and occasion. Effective organizational pattern (sequence and transitions) is clearly and consistently observable.	Central message and organizational pattern (sequence and transitions) is observable. The topic is focused and generally appropriate to audience and occasion.	Central message and organizational pattern (sequenced and transitions) is intermittently observable. The topic is more or less appropriate to audience and occasion.	No clear central message or organizational pattern is observable. The topic may not be appropriate.
Conclusion	Specific conclusion is strongly stated, effectively summarizes and reinforces all of the main points, and is clearly linked to the thesis.	Specific conclusion is clearly observable, summarizes and reinforces all of the main points, and relates to the thesis.	Specific conclusion is observable and related to the overall thesis, but it does not summarize the main points.	Specific conclusion is observable but not clearly related to the overall thesis. It does not summarize the main points.	No clear conclusion is observable.

	5 – Highly Developed	4– Developed	3 – E merging	2 – Initial	1 –Below Standard	Student Score
Language	Language choices are vivid, imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language is appropriate to the audience. Articulation/pronuncia tion is clear throughout.	Language choices are thoughtful and support the effectiveness of the presentation. Language is appropriate to the audience. Articulation/pronunciation is clear throughout.	Language choices are mundane and partially support the effectiveness of the presentation. Language is appropriate to the audience. Articulation/pronunciation is clear throughout.	Language choices are mundane and partially support the effectiveness of the presentation. Language is appropriate to the audience. Articulation and pronunciation is not always clear.	Language choices are poor, and pronunciation and articulation may be unclear.
Voice	Vocal expression is polished and compelling, with appropriate rate and volume, excellent variety, and no vocalized pauses (i.e.,“uhm”s).	Vocal expression holds theaudience’s interest, withappropriate rate and volume, variety, and few vocalized pauses (i.e.,“uhm”s).	Vocal expression shows appropriate rate and volume, variety, and few vocalized pauses (i.e.,“uhm”s).	Vocal expression shows inconsistent rate and volume, variety, and vocalized pauses (i.e.,“uhm”s).	Vocal expression shows inappropriate rate, volume, and variety.
Physical Presence	Posture, gesture, and eye contact are polished, making the presentation compelling and interesting.	Posture, gesture, and eye contact make the presentation interesting. The speaker appears comfortable.	Posture, gesture, and eye contact make the presentation understandable. The speaker appears tentative.	Posture, gesture, and eye contact are inconsistent, hurting the clarity of the presentation. The speaker appears tentative.	Confident posture, gesture, and eye contact is not observable.

NDNU ORAL COMMUNICATION RUBRIC Student ID _______________ TOTAL SCORE _________________________

Annotated Bibliography

Annotated Bibliography

The purpose of this assignment is to help you prepare for your research assignment by identifying the main concepts in your research topic and finding relevant and authoritative sources that will help you analyze your topic. 

Assignment addresses IL criteria- Determine the extent of information needed, access the needed information, evaluate information and its sources critically.

Instructions:

·      Write 1-2 sentences describing your research topic and identifying the key concepts in your research topic.

·      Find three relevant sources on your research topic.  Examples include:

o  print or electronic booksfound using the library catalog

o  scholarly articlesfound using one of the library databases

o  authoritative websitesor news articles

·      Cite each source using APA or MLA format. List your annotations in alphabetical order.

·      Create an annotation for each source that includes:

o  1-2 sentences explaining how you found your source. What keywords and search terms were useful? What was the best combination of terms? Why did you choose those words?  Where did you search for your source (which database, search engine, etc.) and why?

o  2-3 sentences summarizing the content of the resource. What are the main points?  Is your source a primary source or a secondary source? Scholarly or popular?  Based on fact or opinion?

o  2-3 sentences evaluating the author(s) and publisher. Who is the author? What are his/her credentials as an expert on this subject? Are they affiliated with a university or college? What are their degrees? Have they published other articles or books on this topic? Hint: do a web search for your author to find out more about them.   Who is the publisher?  What are their credentials?  Do they have a bias or agenda in publishing the information?

o  2-3 sentences describing the relevance of the resource to your research. How will you use it in your paper? Is the information in this resource general (like for background information) or specific, and how can you tell?  How does this source differ from the others you chose?  What perspectives or aspects of the topic does this source represent?

·      Has this assignment helped you prepare to write your research paper? Please explain why or why not.

Research Project

Freshman Seminar Research Project

Andrews

Research Question

How can the subject of your team’s activity (meditation, yoga, trail running) help deepen one’s connection with the natural world? Are there positive health benefits for humans? Are there positive benefits for the earth? You will explore these questions in your Freshman Seminar Research Project.

Components and Due Dates:

*  Annotated Bibliography – 25% of grade – due November 1

*  2-page Written Summary of Research, bullet form – 25% of grade – due November 6

*  Visual Display – 25% of grade – due November 8 or 13

*  Oral Presentation – 25% of grade – also due November 8 or 13

Component Details

Annotated Bibliography.Creating an Annotated Bibliography is a rigorous way to gather research about your topic, and is the first step in any serious research project. You will receive training from one of our librarians describing how to create this. The research sources you include in your Annotated Bibliography will form the foundation of your research for this project – therefore, these sources should all relate to your chosen research focus. 

Written Summary of Research.You will not write a formal paper on your research. But you willprepare a summary in bulleted form of the research relevant to your topic and focus. You must use different research sources than the other members of your team.Find an effective way to share your research sources with the other members of your team so you all have different sources.

Visual Display.Create a Visual Display that effectively introduces your activity and summarizes the results of your research.

Oral Presentation.Each student will make a formal Oral Presentation of their research results to the class. The Oral Presentation must include an experiential sharing of a short meditation, yoga or trail running/walking/plogging practice that helps your audience better understand your topic. A few of our Oral Presentations will be selected for re-presentation at our Freshman Research Conference on November 15. Students whose Oral Presentations are elevated to this level will receive extra points on their overall Research Project scores.

Midterm Reflection

Freshman Seminar – Andrews

2018

Midterm Reflection

Please answer the following questions… spend about 10 minutes on each + another 15 minutes revising before turning them in. When you are done, please email your responses to me at pandrews@ndnu.edu.

In the prompts below, “your practice” refers to the practice you have been developing with your team: yoga, meditation or plogging.

1) Describe the history and benefits of your practice.

2) Describe how you personally have been using your practice to deepen your connection with the natural world.

3) Describe the roles you and each of your team-mates have evolved as members of your team. What if any leadership or skill gaps still exist in your team and what can you do to fill them? Please describe your level of personal commitment to fixing any weaknesses in your team.

4) Do your team’s activities reflect the Hallmarks in any way? If not, could they? What would that look like?

5) What was most impactful to you about our visits to Shoreway Environmental Center, Bedwell Park and Ox Mountain Landfill on Call to Action Day?

6) Why is it important to compost organic materials, such as apple cores, rather than throwing them in the trash? What happens to them if they are thrown in the trash? What happens to them if they are fed to our worms?

Midterm Project

Freshman Seminar – Fall 2018

Midterm Project

Presentation & Reflection

Tuesday, October 16

Midterm Team Presentation

Please prepare a 20-minute team presentation in which you introduce and share the practice which your team has been developing. Assume your audience is our campus community (i.e. college students and/or people who work on our campus), and that your audience has no prior knowledge of the practice you are about to introduce and share. 

Make sure that each person on your team participates in your Team Presentation in a substantial way. If someone is absent and doesn’t make appropriate arrangements (e.g. recording his or her portion of the presentation and making sure someone on the team is prepared to show the recording) the overall grade for the Team Presentation will be lowered. Each member of the team will receive the same grade for their Team Presentation.

Your Team Presentation must include, at a minimum, the components listed below. 

Introduction (2-3 minutes) – What is your practice? What do you want people to know about it? What is its history? Very briefly, in just one sentence, in what way does your practice incorporate an emphasis on the natural world?

Benefits (3-4 minutes) – What are the documented benefits of the practice? Summarize the research that demonstrates benefits of this practice to both humans and the natural world.

Method (2-4 minutes) – Describe the practice as your team has been doing it. Do a demonstration if that would be helpful. You can have one person talk and another demonstrate if that is helpful.

Guided Practice (9-13 minutes) – Lead your audience through a mini session of your practice. 

Thursday, October 18

Midterm Reflection

Midterm questions will be posted to the class website by the beginning of class on Thursday, October 18. Working individually, please write thoughtful responses to those questions. Spend no less than 75 minutes responding to the questions. Submit your responses by email to pandrews@ndnu.eduby 6pm Thursday.

Schedule Midterm to Final

Schedule Midterm to Final

WEEK EIGHT

Midterms Week

October 16 & 18

October 16

Midterm Team Presentations – in situ – All 3 groups / 20 minutes each. See separate post on class website.

October 18

Midterm Project Reflection

WEEK NINE: Research Week + Week of the Social Justice Speaker Series

October 23 & 25

October 23

Midterm status review 1:1. Research begins… assign RP & complete initial worksheet. Discernment: Meaningful work. Come back to Berry’s “The Place of the Human.” Discuss Abrams on experiential moments in natural world / MAGIC; review of semester so far (include discussion of journals, laptops, co-curriculars & upcoming out of class activities).

DUE: Nothing – enjoy your midterm break! (unless you’re behind on your reading, in which case, take this opportunity to catch up)

October 25 – POD Day – meet in Library

Annotated Bibliography session with Librarian + intro to rubrics

DUE: Spend 1 hour using the library databases to find information about your research topic

AND… October 25 – 5:30-8:00pm in the Chapel

All students attend the Social Justice Speaker Series event. Our speaker this year will be Cecilia Gonzalez-Andrieu, Ph.D, Associate Professor of Theology and Theological Aesthetics. Her talk will touch on topics such as how and why a person comes to be involved in human rights work, and what a person is willing to risk in order to do this work.

WEEK TEN

October 30 & November 1

October 30

Midterm status review 1:1. Research begins… assign RP & complete initial worksheet. Discernment: Meaningful work. Come back to Berry’s “The Place of the Human.” Discuss Abrams on experiential moments in natural world / MAGIC; check-in on journals, laptops, co-curriculars.

DUE: Nothing – enjoy your midterm break! (unless you’re behind, in which case, take this opportunity to catch up… as a reminder, STILL DUE: handout from Abrams Ecology of Magic

November 1

Oral Communication methods. Oral Comm rubric. 

DUE: Annotated Bibliography

WEEK ELEVEN

November 6 & 8

November 6

READING QUIZ. Scholarship relating to human relationship to the natural world: Berry, Abrams & Harding. Introducing your research in context of Berry, Abrams or Harding

DUE: 2-page Research Summary in bullet form Handout #1 from Harding, Animate Earth; Berry handout #2 (Anthropocene)

November 8

Research Presentations – half of class: Collin (P), X (P), Miguel (P), Jason (P), Kaeston Juan (P), Jasmin (P), Lysette (P), Aly (P), Sam (P)

DUE: Visual Research Display + Presentation

WEEK TWELVE

Week of the Research Conference

November 13 & 15

November 13

Research Presentations – other half of clas: Mia, Carmen (P), Raul, Isaac (P), Kaeston, Juan, Sam, Jake, Kameron, Frankie, Sarai, Angelina, Fabian, Nick

DUE: Visual Research Display + Presentation

November 15

Discernment readings; purposeful vocation

DUE: Read handouts: Quarter Life Crisis & Sacred Voice

And… November 15, 3:30-5:30, Freshman Research Conference.

WEEK THIRTEEN

Thanksgiving Week

November 20 – POD Day – meet in Chapel

As students prepare to return home for the Thanksgiving holiday, it’s a great time to begin to think on a more personal level about values and priorities, and how these are reflected in their personal, academic and professional aspirations. This POD meeting will revolve around these topics.

November 22 – No class, Thanksgiving Holiday

WEEK FOURTEEN

November 27 & 29

Shall we de-stress before finals and watch Wall-E?

WEEK FIFTEEN

LAST WEEK OF CLASSES

December 4 & 6

December 4

Course assessments and reflections; Rubric of Me

DUE: Mission, Values & Engagement Reflection

December 6

Final Exam

DUE: Rubric of Me

~ ~ ~ ~ ~ congratulations, you’re done! ~ ~ ~ ~ ~

Worksheet for Developing Team Time Activity

Where on campus will you lead others? 

What safety considerations are there? 

How will you introduce your activity? 

Who will introduce your activity? 

How will you modify your activity, if necessary, to accommodate people of different ability levels? 

What benefits are there to practicing your activity? 

Who will research these? 

Who will lead the group in the activity? 

How will you arrange yourselves so as to provide guidance for your participants? 

Have you created a role for each person on your team?

UPDATE TO HOMEWORK FOR 9/25/18 - MEDITATION WITH A TREE

Dear Students - you have probably seen the email from Marsh Allen Smith about the possible mountain lion presence on campus and his recommendations for safety. Good job to all of you for noting that dead deer and bringing it to my attention!
In light of this, I have modified your homework assignment for "Solo" Meditation with a Tree. Please do not do this assignment completely alone. Do this assignment in pairs, staying reasonably close together and with each person facing in a different direction (i.e. not facing each other).  This will enable you to preserve a sense of privacy while also keeping awareness of your surroundings.
Although this is a meditation exercise, the intent from the start was for you to do it with your eyes open as you look at your tree - that will also enable you to remain aware of your surroundings as you do the assignment.
Have a great weekend and enjoy the outdoor spaces on our campus in safety.
Patti Andrews