Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Professor
Bruce Harley, Library and Information Access
Email: bharley@rohan.sdsu.edu (use first, checked often)
Phone: 619-594-5014 (use second; not checked often)
Office: Love Library 108D
I am available by appointment.
Also, I work at the Librarys Research Services Desk most Mondays and
Wednesdays 10-12.
Schedule
Week 1 - 1st Class (Friday, January 20th): Introductions; Reflective Activity; Syllabus
Review; plus GoogleSite and Weber Honors College Graduation Survey instructions
Week 2 2nd Class (Friday, January 27th): Community & Leadership/Teamwork Group
Activity groups make oral reports; begin to draft written reports
Week 6 Noon, Thursday, February 23rd: Resumes and Cover Letters OR Personal
Statements due to me
Week 10 Noon, Wednesday, March 23rd: Study Abroad Reflective Essays due
Week 14 5th Class (Friday, April 28th): Honors Graduation Speeches (selections, made
by me, to be read by you)
Week 15 Last Day of Classes (Thursday, May 4th): GoogleSite Links due
Notes:
(1) Additional classes may be scheduled during the semester.
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(2) Some assignments are due on days we do not meet (see underlined times and dates
in the Schedule). You will turn them in by (a) handing them to me directly, (b) slipping
them under my office door, or (c) leaving them with another librarian at the research
desk and asking them to put them in my mail slot. Assignments will not be submitted
via e-mail unless I indicate otherwise. If I do not receive an assignment by the indicated
due date and time, at least 1 point per assignment will be deducted from your course
point total.
As your time in college is drawing to a close, this class gives you a chance to consider
how what you have learned and experienced here (in the Weber Honors College, in your
major, and in co-curricular experiences) has contributed to your development. You will
spend much of the semester developing this theme.
Your senior honors portfolio represents the culmination of your academic and non-
academic work in college. It maps your experiences and understandings as well as your
growth during your time in the Weber Honors College. You should take pride in
preparing your portfolio, ensuring that all entries are effectively presented to your
audience in such a way that portrays you as you would like to be understood. Your
portfolio should represent the wide range of skills and talents you have nurtured during
college.
There are multiple audiences for your portfolio: In putting together this senior portfolio,
you will be reviewing your work over the last four years and examining your personal
and intellectual growth during your time in college. Thus, you are one audience. Another
audience is future employers or graduate programs. Thirdly, the Weber Honors College
staff is also interested in your portfolio as a way to evaluate the success of the Weber
Honors College and curriculum. Therefore, you should approach and write your
portfolio as formal and scholarly pieces of writing. They will be uploaded on an
electronic portfolio site at the conclusion of the semester (see Development of E-
Portfolio via GoogleSites, page 10) and should thus be professionally written and
presented. They should NOT read as blogs or informal journal entries.
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Description of a Portfolio1
Campbell, Melenyzer, Nettles, & Wyman (2000, p. 14) writing about portfolios make the
strong point that in a well-managed portfolio students should realize that their effort is
not simply to construct a scrapbook of college course assignments and memorabilia
(p. 2). Instead, a learning portfolio should stress that the product is also a process, an
organized documentation of growth and achievement that provides tangible evidence
of the attainment of professional knowledge, skills, and dispositions. Each portfolio is
goal-driven, original, and reflective (p. 13). The intrinsic merit of learning portfolios is
that they involve students in the power of reflection, the critically challenging act of
thinking about their learning and making sense of the learning experience as a coherent,
unified developmental process. Such thinking is the linchpin of life-long, active learning,
the key to helping students discover and understand what, how, when, and why they
learn.
The value of portfolios in improving student learning resides in engaging students not
just in collecting representative samples of their work for assessment, evaluation, or
career preparation but in addressing vital reflective questions that invite systematic
inquiry:
Examine the trajectory of your intellectual and personal growth during the last
four years,
Articulate the nature and significant symbols of your growth within the work
presented,
Demonstrate a capacity for critical thinking and analysis about your own values,
beliefs, behaviors, and positions/perspectives,
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Section adapted from The Learning Portfolio by John Zubizarreta
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Demonstrate an ability to communicate how you have benefitted as a result of the
Honors Program and how your experience in the Honors Program can help you
reach your goals.
Reflection: An Overview
Attendance: ALL class meetings are mandatory. You are required to schedule
your job and extracurricular commitments around the scheduled class meetings.
Two points off your final grade with be deducted for each missed class for
unexcused absences. Absences are excused ONLY IF it was caused by (1)
religious observance, (2) participation in University activities at the request of
University authorities, (3) debilitating illness, or (4) compelling circumstances
beyond the students control (e.g., conflict with major capstone course).
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Section adapted from the HONOR 490A syllabus of Dr. Bey-Ling Sha
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Educational Philosophy: Some people believe that we should all be evaluated
on the actual outcomes of our work, i.e., you get the grade that you earn based on
the knowledge that you demonstrate you know. Others believe that we should be
evaluated on the effort that we put into the work, (i.e., you get graded based on
how hard you tried). The challenge for many college students is that college is a
time when students must transition from the effort-based philosophy of K-12
education to the outcome-based philosophy of the real world.
Amendments and Addenda: The professor reserves the right to amend the
course syllabus at any time during the semester; students will be informed of the
changes either in class, via email, or through Blackboard.
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Assignments/Components of the Portfolio:
Leadership Starts Here is a bold statement of San Diego States impact and commitment.
Rooted in the universitys deep engagement in the community Leadership Starts Here speaks to
the special relationship between SDSU and San Diego.
In September 2011, the university introduced the theme Leadership Starts Here during the public
phase launch of The Campaign for SDSU. However, Leadership Starts Here is more than a
theme for the fundraising campaign it is a new tagline for SDSU and a new way of expressing
what is most distinctive about our university.
Atitscore,LeadershipStartsHereisabouthowSDSUthroughitsoutstandingpeopleand
nationallyrecognizedprogramsispropellingtheregionintothefuture.
Also,SDSUhaswelcomeditsstudentshomeusingbannersandotherpublicity.Towhat
extentisthecampusahome?
The members of each group will discuss these ideas and prepare a no more
than 5-6 minute oral report to be delivered in class on Friday, January 27th.
Time during the class will be devoted to each group drafting a no more than
3 page, double-spaced written report, the final version of which will be due
at noon on Thursday, February 9th. The written report will include explicit
mention of the Weber Honors College Core Values Teamwork and
Collaboration (see page 13). It will also include examples of communities and
leadership/teamwork at SDSU or elsewhere. In addition, it will address the
question of whether or not SDSU is a home.
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In the body of your written report, refer to the university as San Diego State
University (SDSU) the first time and then use the acronym in the rest of your
written report. Similarly, refer to the college as Weber Honors College
(WHC) the first time and then use the acronym in the rest of your written
report. This will help non-SDSU readers understand what you are referring
to. Using personal examples in your written report is not required, but
encouraged; they make for better written reports. Finally, be sure to indicate
your group number and the name of each group member on the written
report.
Depending on your future plans, you will prepare a resume and cover letter
for a position with a company or organization, 1 page each max, OR a personal
statement for a graduate program, 2 double-sided pages max, the latter
addressing 3 Weber Honors College Student Learning Outcomes (see
page 14).
To post your document(s) to BB, first click on Discussions and then click on
Resumes & Cover Letters OR Personal Statements. Next, click on Create
Thread. Enter your name as the Subject and some brief text and then upload
your document(s) as one or two attachments(s).
You will write a no more than 6-page, double-spaced study abroad reflective essay
that will describe your study abroad experience. In particular, this essay will articulate
what you did, what you learned, and how you are integrating that learning into your life
as you move forward. In your essay, you will address the following questions:
1. Provide some background on your study abroad. What previous skills (i.e.,
language class) or experiences prompted your interest in this particular study
abroad experience? How and why did you choose to study where you did?
2. Show with examples how you have made progress towards meeting three of
the above study abroad learning outcomes. Go beyond surface impressions as
you discuss your learning. Also, be sure to include examples from the
classes/visits you participated in during the trip to elaborate your points.
3. How was your experience related to, and how did it inform your academic
development (major, general education competencies, or professional
interests)? If it wasnt obviously related to your major or professional
interests, how did it affect you in other ways?
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4. How did you demonstrate independence, initiative, and/or creativity during
your study abroad experience?
5. How has your study abroad experience affected your perceptions of culture,
global issues, and your worldview? Give specific examples of surprises or
learnings you acquired about cultural customs, practices, beliefs, etc.
6. How are you integrating your learning into your life as you move forward
from the experience?
As you address these questions, you will clearly demonstrate your proficiency in each of
the following study abroad learning outcomes (see Study Abroad Student Learning
Outcomes, pages 15-19) in your essay:
Disciplinary Knowledge
Social/Emotional Growth
State of the Planet Awareness
Intercultural Competence
Language Learning
Lifelong Learning
You will prepare a presentation of no more than 5-6 minutes, with no more than
5 slides. It will be accompanied by a 1-page outline. You will turn in printed copies of
the slides as well as the outline. You will also e-mail me your slides before class so that
I can upload them to the computer in the classroom to expedite your presentations. Put
your last name in the title of your PowerPoint slides file so that I and you can tell them
apart.
A. What do you feel was your primary contribution to the Weber Honors College
or to SDSU more broadly?
B. What was the biggest disappointment that you experienced while at SDSU?
C. Identify 2 pairs of the Weber Honors College Core Values (see page 13)
that are represented in your contribution and disappointment.
D. What did you learn about yourself as a result of your contribution and
disappointment, and how will you use this knowledge to advantage (yours and
others) as you proceed after graduation?
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Honors Graduation Speech (20 points)
DUE: Noon, Thursday, April 20th
HereisthemessagesentbyDr.SinclairtotheWeberHonorsCollegestudentselectedtomakea
speechattheHonorsgraduationceremony:
EachyeartheWeberHonorsCollegeasksoneoftheHonorsgraduatestooffer'concluding'
remarkstothegraduatingcohort,family/friendsattheHonorsbanquet.Thisisaspecialhonor
bestowedononegraduatingstudenttoessentiallyrepresenttheHonorsgraduatingclassand
thisstudentislistedintheHonorsbanquetprogramasgivingtheHonorsStudentAddress.
Thespeechshouldbebetween35minutes.
Each of you will prepare a speech as if you were the one selected to make the speech at
the ceremony. The length of your written speech will be no more than 3 double-
spaced pages. I will make selections from your speeches which at least some of you
will then deliver in class on Friday, April 28th.
Your speech will address the following Weber Honors College Mission Statement
questions (see page 13):
A. What kind of world do you want? That is, what kind of world are you leaving
behind?
B. What kind of difference will you make? That is, what difference did you make?
C. What kind of future will you map? That is, what kind of future did you map;
were are we headed?
In order to receive a grade in this course, you are required to upload your
assignments into a personal e-portfolio, using the Weber Honors College
Portfolio template provided in class and at the Blackboard course site. In
addition, you will need to upload a CV or resume (if you did not already
prepare one for the 2nd assignment), as well as a brief autobiography. E-mail
me and Dr. Sinclair the link to your GoogleSite by the due date.
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Grading:
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Characteristics of a Reflective Essay3
The following list gives you a detailed list of characteristics of a reflective essay. Use this
list, along with the syllabus, to refer to before, during, and after the writing phase.
1. Contains a subject that will sustain extended reflections. The writer may choose to
write about literature, about a life experience, about a person that had an impact in her
life, or even an inanimate objectas long as that subject had a significant impact (the
writer can reflect about the subject), it is valid.
2. Contains concrete and interesting reflections. This characteristic means that the
subject that is chosen had a real and significant impact on the writers life.
3. States or clearly implies the relevance of the occasion to the reflections. The subject
and the significant reflection should be clear to the reader. There should be no guessing
as to the insights that the reader has about the subject being addressed.
4. The reflections are approached through a variety of strategies. The writer should
approach the reflection using various literary strategies. Literary techniques such as
flashback, for example, may be effective. A variety of literary devices may be used to
accomplish this as well.
5. Contains one or two unexpected insights into the subject. The writer, through
reflection, will come to realize at least one insight that the subject had on into her life.
7. Contains theme coherence throughout the essay. The theme of a piece should always
be clear and coherent from beginning to end.
8. The reflective essay is considered to be literary non-fiction. The subject and the
significance of the subject is one that actually pertains to the writers life.
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Adaptedfromhttp://facultyweb.cortland.edu/kennedym/Genre%20Studies/reflectiveessay.htm
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Two things to Avoid in Reflective Essays: Over-generalizing and Narrating 4
Many students are inexperienced with reflective writing and take the wrong approach.
Following are two commonly seen wrong approaches.
Over generalizing: The most common problem is that students tend to over-
generalize about their writing. They make sweeping generalizations about how their
writing meets certain course goals, but they do not substantiate their claims with
specific details and examples from their work.
Narrating: Another example of a weak reflective essay is the one in which students
narrate their experience in the course in a blow-by-blow procedure. (First we had to do
an ad analysis essay, then we had to write a rhetorical analysis, and after that..).
Instead of focusing on the curriculum, focus on your writing.
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Adapted from: http://www.iupui.edu/~cyber231/w140/Reflective.html
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San Diego State University
"Ifyouwanttogofast,goalone.Ifyouwanttogofar,gotogether."
AfricanProverb
EqualityandDiversity
FlexibilityandOpenness
ImaginationandCuriosity
IntegrityandPersistence
CompassionandCourage
ExcellenceandAccountability
GenerosityandEngagement
TeamworkandCollaboration
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The Weber Honors College Student Learning Outcomes
Upon graduating from the University Honors College, students will be able to:
1.Examinetopicsandissuesfromdiverseperspectives,andcontextualizephenomenawithin
culturalcontexts.
2.Identifypersonalstrengths,weaknesses,values,andgoalsasameansofachievingself
awareness.
3.Analyzephenomenanotconfinedtoasingleacademicdiscipline,andmakecoherent
connectionsamongdisparatedisciplines.
4.Expressideaswithclarityandpurpose,bothorallyandinwriting,anddemonstratethese
communicationabilitiesinmultiplecontextstoavarietyofaudiences.
5.Participateactivelyandcollaborativelywithfacultyandpeersfromdifferentfieldsof
specializationindiverse,crossdisciplinaryteamstoanalyzeissues.
6.Explore,andiffeasible,experimentwithpossibleapplicationsoftheirlearningtowardthe
solutionof"realworld"issuesorproblems.
7.Participateincampusandcommunityserviceasacomponentofactivecitizenship,
communityengagement,andsocialresponsibility.
8.Evaluateissuesofglobalsignificancefromdiversecultural,political,economic,scientific,or
technologicalperspectivesandrecognizetheglobalcontextoftheknowledgetheyproduceand
thedecisionstheymake.
9.Synthesizeacademic,professional,andcommunityinvolvement,includingmajorandhonors
specificcourseworkandhighimpactpracticesintoanactionplanforpostbaccalaureatepersonal
andprofessionalaspirations.
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Study Abroad Student Learning Outcomes
1. Build Independence
Some examples of evidence:
record and describe instances of independent travel
record and describe instances of new knowledge acquired related to living in host
country with little guidance or support
2. Gain Self-confidence
Some examples of evidence:
describe instances of hardship or obstacles encountered and list strategies they
employed to overcome them
employ new strategies for interacting effectively with other people in different
situations
voice and defend views they hold that are unpopular
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3. Develop Self-awareness
Some examples of evidence:
identify events, situations, and people that have influenced their values, attitudes,
perceptions, and sense of self
record and describe personal perspectives/attitudes that have changed as a result of
study abroad
describe personal goals and life/career direction
catalog their strengths and weaknesses
identify their own emotions and evaluate their effect
4. Develop Empathy
Some examples of evidence:
articulate a narrative that demonstrates the ability to perceive another's point of view
listen actively by verbally summarizing another individuals views in a sensitive
manner
demonstrate a willingness to learn from those who are culturally different from
themselves
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articulate other lifestyle arrangements that exemplify methods of saving energy and
reducing impact on the environment
3. Increase tolerance for living in regions of the world that have alternative
or more challenging physical environments
Some examples of evidence:
report on strategies used to deal with extreme cold or heat, heavy rains, and other
aspects of climate
consider how mountains, rivers, beaches, and other physical aspects of the
environment affect everyday activities and provide different types of recreational
opportunities
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demonstrate a resistance to cultural stereotyping
choose to engage in diverse cultural situations
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2. Explore international opportunities after graduation
Some examples of evidence:
identify opportunities for post-graduation service, such as Peace Corps or other
international service organizations
identify major companies and organizations in students career field that may provide
opportunities to work abroad
identify universities and/or nationally competitive scholarship programs that will
provide opportunities for academic study or research in an international context
articulate skills learned abroad in resumes, cover letters, and job interviews
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