Merged Document 2

Norfolk State University
Department of Interdisciplinary
Studies Syllabus
INT 360
Dr. Andrew T. Arroyo, Assistant Professor
Spring 2015
Contents
Course Summary .......................................................................................................................................... 3
Prerequisites .................................................................................................................................................. 3
Computer Literacy Requirements ............................................................................................................... 4
Course Goals and Measureable Intended Student Learning Outcomes.............................................. 5
Instructional Materials .................................................................................................................................. 5
Required Texts (It is your responsibility to secure these books before the semester begins.). 5
Instruction during Inclement Weather and/or University Closing ........................................................... 5
NSU Incomplete Grade Policy .................................................................................................................... 5
NSU Assessment Policy .............................................................................................................................. 6
University Assessment Statement ...................................................................................................... 6
Proctoring Policy ................................................................................................................................... 6
Departmental Policies .................................................................................................................................. 6
Late Assignments and Make-up Policy ..................................................................................................... 6
American Psychological Association Writing Manual Requirement ...................................................... 7
Microsoft Word .............................................................................................................................................. 7
Assignment Submissions: Course file format standards ........................................................................ 7
Americans with Disabilities Act (ADA) Statement .................................................................................... 7
Learner Interaction Policy ............................................................................................................................ 8
Related University-Wide and Course Specific Requirements: ............................................................... 8
Success Policy .............................................................................................................................................. 8
Evaluation (Criteria)/Assessment Methods and Grading Standards .................................................... 8
Example of a Rubric ............................................................................................................................. 9
(Actual rubrics are posted with assignments in Bb) ......................................................................... 9
Written Work Criteria ............................................................................................................................ 9
Academic Integrity Standards ............................................................................................................. 9
Attendance Policy ....................................................................................................................................... 10
Assignments ................................................................................................................................................ 10
Grade Scale ................................................................................................................................................. 10
Calendar of Assignments ........................................................................................................................... 11
Course Outline............................................................................................................................................. 11
Special Instructions & Policies .................................................................................................................. 13
Communication............................................................................................................................................ 13
Course Number & Course Name: Fundamentals of Research in Interdisciplinary Studies, INT
360.90
Semester: Spring 2015
Class Meets: M/W 4-5:30p
Instructor Name: Dr. Andrew T. Arroyo, EdD
Office location and office hours
Bowser, 206
Office Hours: M/W 2-4pm, T 12-2pm
Cyber Office Hours: R 11-1pm
Email address: atarroyo@nsu.edu
Telephone: 757-823-2878
Preferred method of communication:
Email is the preferred method of communication. Please allow 24-48 hours for a response. This
excludes weekends and holidays. Also, if you send an email after business hours, I might reply,
but please do not expect it.
Course Summary
Course Description
This course explores the relationships between social theory and the interdisciplinary process; investigates
rationales and appropriate applications of qualitative and quantitative research methods; examines
techniques for formulating thesis statements and hypotheses; reviews salient factors for developing valid
and reliable questionnaires; and constructs researchable proposals.
Course Rationale
This course fits into the overall INT program by providing you the skills you need to conduct empirical
research that is interdisciplinary in nature.
Course Delivery Method
This course is delivered entirely online with synchronous and asynchronous activities deployed as
required. The primary method of access to this course is the University Blackboard Learning Management
System (LMS) and may be supplemented by other online resources. This course may also employ
conferencing tools such as video conferences or Web conferences to facilitate communication and
interaction with distant and local students.
Prerequisites
There are two prerequisites for this course:
INT 308 and INT 322 (However, non-INT majors may take this course as an elective without these courses.)
Instructional Methods and Strategies

The instructional method use will be inductive, going from specific to general. Learners will acquire new
knowledge through exposure to new material and ideas, as well as reflecting on these ideas and concepts.
The following instructional strategies and methods will be used to achieve the learning objectives:
1.
2.
3.
4.
5.
6.
7.
8.
Class discussions
Audio-visual presentations
Collaborative learning
Case study
Assigned readings
Written assessments
Objective quizzes
Blackboard (on-line delivery)
Computer Literacy Requirements

To successfully complete this course you must possess:
A basic knowledge of computers. For example, understanding files and folders to upload or
download course content is absolutely essential. Basic computer literacy classes (CSC-150) are
available on campus as elective courses. Students deficient in the necessary computer skills should
consider taking such classes.
An understanding of the Web and its resources, such as the library and online research tools
accessed through a Web browser.
Familiarity with Microsoft Office applications, such as Word and PowerPoint; this is
absolutely essential for your academic success.
Familiarity with NSU's e-mail system to guarantee effective communications with both
instructors and classmates. All NSU students have been assigned an e-mail account and are
expected to access it regularly via the Web.
Knowledge of Blackboard Learning Management System (LMS), which is mandatory for
this course.
For those of you not familiar with the Blackboard LMS, an online orientation can be accessed by selfregistering in Blackboard. The course name is "Blackboard Student Training." Additional assistance
with Blackboard can be obtained through the Blackboard Central Help Desk at bbtechsupport@nsu.edu
or by phone at 757-823-2328 M - F 8AM - 6PM at the Lyman Beecher Brooks Library (LBBL), suite 3007.
Addressing your computer skills will greatly enhance your learning experience, reducing wasted time and
frustration for yourself and your instructors. Please feel free to contact the Office of Information
Technology (OIT) Client Services or the Office of Distance Education for advisement on how to receive
assistance with your computer literacy instructional needs.
Course Goals and Measureable Intended Student Learning Outcomes

By the end of this course, given a practical scenario or exercise, and with the use of appropriate research,
you will be able to:
1. Discuss foundational epistemological concepts related to empirical research.
2. Differentiate between quantitative and qualitative data.
3. Prepare essential components of an empirical research proposal.
4. Identify the broad components and uses of common quantitative and qualitative research designs.
5. Discuss other topics that are relevant to research design (e.g., ethics in research).
6. Integrate the course material to interdisciplinarity in general and your curriculum in particular.
Instructional Materials
Required Texts (It is your responsibility to secure these books before the semester begins.)
APA Publication Manual, 6th edition.
Creswell, J.W. Educational Research. (current edition carried in the bookstore)
Instruction during Inclement Weather and/or University Closing

To ensure that all classes meet the required number of instructional contact hours, the method of offering
continuous instruction in the event of class cancellation or University closure due to inclement weather is
to provide course content, assignments and activities via Blackboard as the course management system
and the virtual classroom.
NSU Incomplete Grade Policy

To be considered for an Incomplete (I) grade in a course the following must be met: (1) the student must
be passing the course; (2) the student must have completed at least 70% of all coursework; and (3) the
student must have a legitimate reason for the request. Once these three requirements are met, it is at the
discretion of the professor to approve or disapprove the students request for an Incomplete grade.
Additionally, Incomplete grades are not merely given, but are requested by students considered by
professors, and are at the sole discretion of the professor, depending on each individual students
situation/circumstance. The length of time to complete coursework for the removal of the Incomplete
grade is no more than six weeks (due before the midterm period of the following academic semester). It is
the students responsibility to stay abreast of all requirements, timelines, and due dates. If the student
does not comply with the stipulations set forth to remove the Incomplete grade, the Incomplete grade will
turn into an (F) once the deadline has passed. If an Incomplete grade request is approved by the
professor, the student is to complete the University Incomplete Grade Request Form.
NSU Assessment Policy

University Assessment Statement
As part of NSUs commitment to provide the environment and resources needed for success, you may be
required to participate in a number of university-wide assessment activities. These activities may include
tests, surveys, focus groups, interviews, and portfolio reviews. The primary purpose of these assessment
activities are to determine the extent to which programs and services at NSU are maintaining a high level
of quality and meeting students need. Participating students will not be identified in the analysis of
results. Unless indicated by the instructor, results from University assessment activities will not be
computed in student grades.
Academic Support Services

The Spartan Success Center (SSC) offers services designed to improve student achievement, increase
retention, and reduce time to degree completion. Students are encouraged to take advantage of tutoring
(including SMARTTHINKING online free tutoring services), advising, mentoring, Sophomore Year
Experience, and Examination of Writing Competency assistance. https://www/nsu.edu/provost/ssc/
Proctoring Policy
Students must have exams in online courses proctored. A proctored exam is one that is administered by
an impartial individual (called a proctor) who monitors and supervises a student while that student is
taking an exam. The proctor ensures the security and integrity of the exam process. Students will be
required to submit an Online Course Proctor Identification Approval Form to each instructor. Once the
proctor has been approved by the instructor, the students will be required to present their Spartan
Identification Card and photo identification to the proctor prior to students receiving the exam. Students
are responsible for arranging a proctor for their exam(s) and all costs incurred for this service. The
University Testing Center in Harrison B. Wilson Hall, 134, 757-785-3827, offers Proctoring Services on
campus, at no cost for NSU students. Please contact the NSU Testing Center for more information;
students are to pre-arrange their scheduled proctored times with the NSU Testing Center and the course
professor.
Departmental Policies
Retention Alert Advisory

The Retention Alert policy provides a framework for establishing a campus network of responders
including both academic and student affairs agents to increase a safety net so students are less likely to
leave the University before graduating. Based on your classroom performance you may be referred to the
appropriate responder through Retention Alert.
Late Assignments and Make-up Policy

All grades are final; there will be no make-up work or extra credit in this course.
Assignments must be submitted on time. No late work is accepted. Plan to submit early to avoid last
minute distractions, emergencies, or technical glitches.
Bringing a doctors note as an excuse for missed work after the fact is not acceptable. Contact the
professor at the first sign of a problem. Extenuating circumstances will be judged on a case by case basis,
while staying true to the spirit of the no late work policy.
American Psychological Association Writing Manual Requirement

ALL Interdisciplinary Studies courses require students to submit all papers, unless otherwise noted by the
professor, using APA 6th edition (October 2010). The APA Manual is a required text for all courses, and
students are to abide by that writing style. The APA Manual can be purchased from the University
bookstore.
Microsoft Word
ALL Interdisciplinary Studies papers are to be submitted as Microsoft Word documents (.doc), unless
otherwise noted by the professor. If students submit papers using other writing programs (i.e.,
WordPerfect, Microsoft works, MAC programs, etc.), they may lose points and/or not have their paper
accepted/graded. It is imperative that students follow the guidelines and directions of each professor.
Assignment Submissions: Course file format standards

When submitting assignments/documents for your Interdisciplinary Studies courses, submit them in
Microsoft Word.doc format and make sure that the document saved name does NOT include any special
characters (i.e., ^%$#@!*()}[ or anything else similar. DO NOT PLACE your RESPONSES, PAPERS, or
ANSWERS in the Comment box/area in Blackboard. When submitting assignments, ALL assignments
(unless otherwise directed by that course professor) are to be submitted as Microsoft Word attachments
(doc.files) in Blackboard through the Assignment manager link.
Americans with Disabilities Act (ADA) Statement

In accordance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act
(ADA) of 1990, if you have a disability or think you have a disability, contact Supporting Students through
Disability Services (SSDS) for information regarding programs and services to enhance student success.
Location: Student Services Building, Suite 110D
Telephone: 757-823-2014
Let the professor know immediately of any special requirements, services, etc.within the first week of
the course! It is your responsibility to notify Dr. Arroyo at the beginning of the course.
Learner Interaction Policy

You will also be graded regarding the level of your participation and interaction in the classroom--30% of
your grade will be assigned to the level of interaction you display in the classroom. This means
participating in a weekly discussion, and attending to group meetings and discussions.
The higher the level of interaction you demonstrate the higher the number on your rubric. Interaction
needs to be reflected on questions and/or comments that relate to the lesson at hand; irrelevant
comments will deduct points from your rubric. Remember to be courteous to others, not only when you
speak but in your written comments as well.
Related University-Wide and Course Specific Requirements:

Writing, information literacy, oral communication, critical thinking, and reasoning.
Success Policy
The best policy for success in any course is preparation, organization, and active participation, reading
completion and comprehension, effective time management and constant, consistent communication
with the instructor. Remember, this is YOUR educationbe responsible and accountable.
Instruction during Inclement Weather and/or University Closing

To ensure that all classes meet the required number of instructional contact hours,
the method of offering continuous instruction in the event of class cancellation or
University closure due to inclement weather is to provide course content, assignments
and activities via Blackboard as the course management system and the virtual
classroom.
Evaluation (Criteria)/Assessment Methods and Grading Standards

The assessment in this course is done using rubrics; a matrix that uses a descriptive tool that measures
each learning objective in a relatively unbiased manner. This tool allows the instructor to provide
qualitative feedback on designated competency levels. Rubrics also allow you to see beforehand what the
assessment is all about and study accordingly.
This course will have four different types of assessments:
Lesson quizzes = 40%

Overall discussion/participation grade given at the end of the semester = 30%
Research statements assignment (Lesson 7) = 10%
Theory assignment (Lesson 8) = 10%
Mini-lit review assignment (Lesson 9) = 10%

* Note: Assignments 3-5 are due between Lessons 7-9, and they build on one another. These are
elements of a mock research proposal. You will not actually conduct an original research study in
this class, but you will learn how to develop some key components of a proposal. More
instructions for these assignments will appear in Blackboard during these lessons. Rubrics will be
supplied at that time as well.
Example of a Rubric
(Actual rubrics are posted with assignments in Bb)
Criteria
Excellent (50)
Organization
of material
Your presentation was

logical and superbly
organized
Your material was
clear and added to the
content
Your material was
clearly presented
Use of
resources
Presentation
of material
Learner
Interaction/
Participation
Overall
Quality
Very Good (30)
Your work had a clear

introduction, body and
conclusion.
Your material did not
connect to the
content
There were some
ideas that did not
connect
Participates equally with You participate in
other group members in some sessions
researching, writing,
leaving others in
and editing
charge of the group
work.
Outstanding overall
Covered all the main
quality. A powerful
points and it was
and memorable
generally well
presentation.
Good (20)
Poor (10)
Your presentation was

generally organized, but
lacked some clarity.
Some of your ideas
were inappropriate
The work was poorly

organized or ideas were
presented randomly
Some of your ideas
were incorrect and
inappropriate
The material was
vague and contained
errors
You do not
demonstrate
participation and
interaction in class
The material stated

some concepts, but
lacked some clarity.
Your participation is not
equivalent to that of
others who are in
charge of the work.
Could have put more
effort during the
preparation and design
stages to increase the
overall quality.
Generally sloppy. Weak

presentation skills. You
have the ability to do
much better.
Total Points
Written Work Criteria
All written work is expected to reflect an undergraduate, upper-level use of grammar, spelling, and
organization of material. Work with errors of this nature will be penalized. All presentations must reflect
undergraduate, upper-level ability to offer information in an explicit and persuasive manner.
Academic Integrity Standards
Papers are to be free of plagiarism; if any of your papers is found to be plagiarized, you will receive a zero
on the entire assignment. If the plagiarism is significant enough, you may fail the entire course and be
reported according to the current edition of the Student Handbook.
Points
___/50
___/50
___/50
___/50
___/50
___/250
Attendance Policy
Discussion board participation is expected in each lesson. Missing more than 4 discussion boards could
result in a failing grade for the course. This is not a correspondence class where you move at your own
pace. If you miss a board, please do not ask to go back and make it up.
Weather Policy:
In case of inclement weather, students should listen to major radio and television stations; visit the NSU
website at www.nsu.edu; and/or call the University operator at 757-823-8600. Additionally, students
should sign up for University text alerts. If the University cancels classes, students should check their NSU
email and the Blackboard course site for additional course information. As an online course, we still meet
regardless of weather.
Assignments
Lesson Quizzes. You will take a graded quiz at the end of each lesson. These quizzes will be objective,
usually true/false or multiple choice. The quiz material will be taken primarily from the textbook readings.
They are open book, timed, questions appear one at a time, and there is no backtracking after you answer
a question.
Discussion/Participation. You will receive one overall discussion/participation grade at the end of the
semester. This will be an evaluation of your overall consistency in the discussion boards, as well as the
extent to which you followed the specific guidelines in the posting instructions rubric.
Research Statements Assignment. You will create an original topic, research problem, research question,
and purpose statement in Lesson 7. You will be provided a rubric.
Theory Assignment. You will locate and apply two theories from two different disciplines to your research
statements. This is due in Lesson 8. You will be provided a rubric.
Mini-Literature Review. You will write a mini-lit review using 10 peer reviewed journal articles that
connects directly to your research statements and theories. This will be due in Lesson 9. You will be
provided a rubric.
Grade Scale
97-100 = A+
94-96 = A
90-93 = A87-89 = B+
83-86 = B
80-82 = B77-79 = C+
73-76 = C
70-72 = C- (Please note that this is failing for INT majors.)
67-69 = D+
63-66 = D
60-62 = D59 - below = F
10
Calendar of Assignments
There will be a graded quiz at the end of each lesson, with the exception of Lesson 14. Other major
assignments are due as follows. See the related Lessons in Blackboard for very specific instructions.
Thursday, Oct 2, Research Statements Assignment
Thursday, Oct 9, Theory Assignment
Thursday, Oct 23, Mini-Lit Review Assignment
Course Outline
(Please note the course calendar/outline can change at the discretion of the professor and/or depending
on the progress of the class. It is the students responsibility to stay abreast of all changes, amendments,
deletions, and additions and to respond accordingly. The professor will notify students of any such
changes. Complete details related to each lesson are found in Blackboard.)
Session & Time
Course Description
Lesson 1
(Jan 10-15)
Arroyos Philosophy of Teaching and Learning (PTL)

Required reading: Arroyos PTL document; Article by Arroyo, Kidd, Burns, Cruz, &
Lawrence-Lamb (2014)
Lesson 2
(Jan 16-22)
Epistemology
Required reading: Creswell, ch 1
Lesson 3
(Jan 23-29)
APA
Required reading: The entire APA manual, cover to cover (current edition)
Lesson 4
(Jan 30-Feb 5)
Quantitative Data
Lesson 5
(Feb 6-12)
Qualitative Data
Required reading: Creswell, chs 7-8
Lesson 6
(Feb 13-19)
Ethics in Research
Required reading: NIH Training
Lesson 7
(Feb 20-26)
Defining a Research Project

Required reading: Creswell, chs 2 and 4
Lesson 8
Theory
11
(Feb 27-March 5)
Required reading: See Blackboard
Lesson 9
(March 6-26)
Review of the Literature (Lit Review)

Lesson 10
(March 27-April 2)
Experiments
Lesson 11
(April 3-9)
Surveys
Lesson 12
(April 10-16)
Grounded Theory
Lesson 13
(April 17-23)
Narrative Inquiry
Lesson 14
(April 24-30)
Integration
Required reading: Your choice
12
Special Instructions & Policies

Required Software
Minimum requirements to take this course are a Windows 7, Word 2007, Outlook 2007, and
internet access. You will also need to sign to the course at NSU to have access to blackboard.
Blackboard Instructions
All navigational buttons provide you with information on how to work the system and allow you
to proceed with the rest of the course. It is important that you familiarize yourself with all the
navigational buttons and controls of the Blackboard system.
Communication
Blackboard Announcements Area
The Blackboard announcements area is specifically designed for communicating with students
in this course. Whenever there are special instructions to all students in this class, such as
a class cancellation, a change in schedule or assignments, etc. a message will be sent via the
announcement page. Please note that the announcements area is a messaging system that
relates only to the members of this class. Announcements for other courses will be
contained in the respective courses announcements area.
You can access your announcements by selecting the announcements button, located on
the main page menu. You are required to check the announcements page daily for any new
information. Any message that you need to send to your instructor in this class is best sent via
Blackboard email.
Email Policy
NSU email is the only email system to be used for this course; private email addresses
cannot be used. Always title your messages; be sure the subject line reflects the topic of
discussion. Email messages should always be courteous and follow etiquette protocols. You
should be respectful to those who are receiving your email; never send SPAM to other
classmates. Remember that these documents are never deleted from the system and nothing
is ever private. Also, always check your spelling before sending a message.
13

Department of Interdisciplinary Studies
INT 322 Approaches to Critical Analysis
Fall, 2014
ONLINE - 3 Credit Hour Course
Instructor: Dr. Denise Snowden-Langley

Office Location: BMH C-104
Office Hours: Daily - 9:30 a.m. 2:00 p.m. and 3:30 p.m. - 5:00 p.m.
Email: dalangley@nsu.edu
Office Phone: (757) 823-9490
Office Fax: (757) 823-8602
Preferred Method of Communication: email: dalangley@nsu.edu
Response time to address questions or concerns via email is between 24-48 hours
during the regular work week Monday Friday. Students MUST communicated via
email utilizing their NSU email account only!
COURSE SUMMARY
Course Description
Thinking is any mental activity that helps formulate or solve a problem, make a decision,
or fulfill a desire to understand. It is a searching for answers, a reaching for meaning
(Ruggiero, 2007). Therefore, it is the examination of how characteristic logical
constructs are employed in reading, writing, and speech acts, modeling and application of
modes of analysis that develop critical thinking skills and flexible orientation towards
reading and writing. The course is divided into major areas: Being Aware, Being
Creativity, and the Role of Criticism.
What is Interdisciplinary Studies? An area of study that provides students with a broad
background in many disciplines including social sciences, literature, biology, chemistry,
the arts, mathematics and many other subjects. The field of critical thinking is of
necessity to interdisciplinarity because the human mind is far too complex to understand
itself in any one dimensional way.
Course Rationale
This is a required course for all INT majors. Critical thinking is the cornerstone of higher
education as well as the hallmark of an educated person. Therefore, it is rational to say
that the thinking process is such an integral part of who we are as people. The course
prepares students for the ever changing world by providing them the opportunity to
emphasize the importance of critical thinking by providing them with the strategies to
understand and analyze words and images through life experiences. The prospect of
expanding students thinking implies that expanding who they are as human is basis
enough for offering the course
Primary Methods of Instruction
This is conducted online. The University utilizes the Blackboard Learning Management
System (LMS). However, there are assigned readings, discussions boards, and
collaborative learning exercises.
Pre-requisite
INT 308 Introduction to Interdisciplinary Studies (strongly recommended).
Basic knowledge of computer is absolutely essential. For example, students must

understand files and folders to upload or download course content. Basic
computer literacy classes (CSC 150) are available on campus as requirements in
this major. Students deficient in the necessary computer skills should consider
taking such classes.
An understanding of the Web and its resources such as the library and online
research tools accessed through a Web browser is essential.
Familiarity with Microsoft Office applications such as Word and PowerPoint is

absolutely essential for success in this class.
Familiarity with NSUs email system to guarantee effective communications with

both the instructor and classmates is essenti9al. All NSU students have been
assigned an e-mail account and are expected to access it regularly via the Web.
Knowledge of Blackboard Learning Management System (LMS) is

MANDATORY for this course.
For students not familiar with the Blackboard LMS, an online orientation can be accessed
by self-registering in Blackboard. The course name is Blackboard Student Training.
Additional assistance with Blackboard can be obtained through the Blackboard Central
Help desk at bbtechsupport@nsu.edu or by phone at (757) 823-2328, Monday - Friday
from 8:00 a.m. 6:00 p.m.; or, you may visit the Blackboard support office located in the
Lyman Beecher Brooks Library (LBBL), suite 3007.
Addressing your computer skills will greatly enhance your learning experience, reducing
wasted time and frustration for yourself and your instructors. Please feel free to contact
the Office of Information Technology (OIT) Client Services or the Office of Distance
Education for advisement on how to receive assistance with your computer literacy
instructional needs.
Course Learning Objectives
Students will be able to think critically and acquire the concept of reading as a
thinking activity.
Students will understand the reciprocal relationship between thought and

language, between the process of thinking and the process of writing.
Students will explore and discover ideas, both individually and in dialogue with
others.
Students will be able to exhibit their thoughts and critical thinking patterns in the
form of essays.
Students will be able to solve problems and make the best choices in their
academic, professional, and personal lives.
Students will participate in discussions boards as to develop interest in certain

issues which will further develop their ability to think.
Students will be able to solve problems, analyze issues, recognize different

perspectives, recognize inferences and judgments, and evaluate and construct
arguments in written and oral form.
Course Materials/Require Textbook/Supplementary Reading

Ruggiero, V. R. (2012). The art of thinking: A guide to critical and creative
thought, (10th Ed.) Pearson and Longman, New York.
Supplementary Reading
Please refer to website: http://www.criticalthinking.org
Barnet, S., & Bedau, H. (2007). Critical thinking, reading, and writing: A brief guide to
argument. New York: Bedford/St. Martin's Press.
Browne, M. N., & Keeley, S. M. (2012). Asking the right questions: A guide to critical
thinking. (10th ed.) Upper Saddle River, NJ: Pearson.
McWhorter, K. T. (Ed.) (2008). Study and critical thinking skills in college (6th Ed.). New
York: Pearson.
Related University-Wide and Course Specific Requirements

Students will practice four of the Commonwealth of Virginias-mandated competencies
by participating in the following:
Critical Thinking requires that students think actively, analyze issues, discuss ideas in
an organized way, and support diverse perspectives with reasons and evidence.
Writing skills: students will be able to exhibit their thoughts in the form of essays,
following the model of the EWC.
Technological literacy will be assessed when students submit assignments using the
computer and various word-processing software.
Oral Communication will be demonstrated during class participation and in group
discussions and/or discussion boards, blogs or journal entries.
Policy on Academic Integrity
Students are expected to be truthful and to abide by a standard code of morals, ethics, and
integrity--this is to be displayed in class conduct and evident in course assignments,
materials and presentations submitted by students. Plagiarism is defined as using other
peoples work as your own without crediting them, including, but not limited to: copying
others notes, exams, essays, and information, quoting and paraphrasing others ideas
without giving them credit and proper documentation; using information from the
internet without properly citing sources, website (URL), author, date, etc. Plagiarism is
a form of cheating and will result in an assignment grade of F on the assignment, and
possibly an overall course grade of F. Students should follow the academic integrity
policy of the University. (Please refer to the University Catalog, NSU Student
Handbook, and the Department of Interdisciplinary Studies Student Handbook).
Attendance
Students are expected to participate in class, complete all assignments which may include
reading the course textbook and any additional resources or supplemental information
that may be assigned. Failure to submit all assignment, homework, tests, and meeting
assigned deadlines will result in failure of course. All students are expected to check
frequently for announcements and any posted assignments. This means checking all
associated course links.
Respect/Online Etiquette
You will be exposed to a variety of viewpoints, values, and opinions in college that will
differ from your own. All students in this class should feel comfortable enough to
participate actively and express their viewpoints and concerns. You are an important part
of creating an atmosphere that makes that possible.
Submission of Assignments
Late/Make-up Policy
Assignments must be submitted on time. However, late work is accepted with a 25
point deduction penalty for each day the assignment is overdue. Plan to submit early
to avoid last minute distractions, emergencies, or technical glitches.
All grades are final, unless there is an instructor error; there will be no make-up for
any of the assignments/exams.
Exceptions to the rule include: Permission from instructor, prior to submission dates,
evidence/documentation of illness, and evidence/documentation of family
issues/emergencies through the Office of Student Affairs.

All Interdisciplinary Studies courses require students to submit all papers, unless
otherwise noted by the professor, using APA 6th edition (October, 2010). The APA
Manual is a required text for all courses, and students are to abide by that writing style.
The APA Manual can be purchased from the University bookstore.
Microsoft Word
ALL Interdisciplinary Studies papers are to be submitted as Microsoft Word
documents unless otherwise noted by the professor. If students submit papers using other
writing programs (i.e., WordPerfect, Microsoft Works, MAC Programs, etc.), they may
lose points and/or not have their paper accepted. It is imperative that students follow the
guidelines and directions of each professor.
When submitting assignments/documents for your Interdisciplinary Studies classes,
submit them in Microsoft Word.doc format and make sure that the document saved name
does NOT include any special characters (i.e., #:*}%& or anything else similar.
DO NOT PLACE your RESPONSES, PAPERS, or ANSWERS in the Comment
box/area in Blackboard. When submitting assignments, ALL assignments (unless
otherwise directed by that course professor) are to be submitted as Microsoft Word

attachments (doc.files) in Blackboard through the Assignment Manager Link.
The Spartan Success Center offers services designed to improve student achievement,
increase retention, and reduce time to degree completion. Students are encouraged to take
advantage of tutoring (including SMARTTHINKING online free tutoring services),
advising, mentoring, Sophomore Year Experience, and Examination of Writing
Competency assistance. https://www.nsu.edu/provost/ssc/
Dropping Courses
Keep in mind that dropping a course may impact tuition costs or financial assistance, if
you qualify for financial aid, loans, etc. It is important that you do not drop classes
unnecessarily to avoid any penalties that may be applied to your account for
nonparticipation and the dropping of courses. Additionally, dropping courses, once you
have completed your degree plan, may impact your graduation completion.
The Retention Alert policy provides a framework for establishing a campus network of
responders including both academic and student affairs agents to increase a safety net so
students are less likely to leave the University before graduating. Based on your
classroom performance you may be referred to the appropriate responder through
Retention Alert.
Receiving Incomplete Grade
Incomplete grades may be assigned:
Only if the student is passing the course with 70% of work completed, and the
professor agrees.
Only if a copy of the form is signed by both student and professor.
Only if student signs agreement to complete work in allotted time (8 weeks
maximum) or by mid-term of the following semester.
Format for submitting assignments:

Students are to type all assignments, using font sizes not smaller than 12 pitch and not
larger than 14. All essays and other assignments will be typewritten on standard 8 by
11 inch white paper. Leave a margin of 1 inch around the paper; all assignments are to
be doubled-spaced. Length of assignments may vary, depending on the assignment; if
documentation or citations are required, please use the 6th Edition of the American
Psychological Association Manual (APA). Further, students are to place their names,
course number, the date assignment is due, title of assignment, and the instructors name
on all assignments. No title page is required when submitting assignments. All
course information should be placed in the top right hand corner of submitted
assignments. An automatic deduction will take place, if omitted.
Grading
Student performance and progress will be evaluated on the basis of homework, class
participation, quizzes and test, debate/group performance (online discussions), papers,
and final examination. Extra credit will be considered, if a student is borderline-failing.
Grading Scale:
A = 94 100
B- = 78 81
D+ = 62 65
A- = 90 93
C+ = 74 77
D = 58 61
B+ = 86 89
C = 70 73*
D- = 54 57
B = 82 85
C- = 66 69
F = 0 53
THIS COURSE REQUIRES A MINIMUM GRADE OF C IN ORDER TO PASS,

NOT A C-.
Evaluation (Criteria)/Assessment Methods and Grading Standards:
All students have the potential to earn an A. It is each students responsibility to
assertively and actively participate and administering his/her learning experience. By
completing all assignments, participating in all classroom discussions, projects,
assignments, presentations, and by reading all assigned material, in an engaging and
meaningful educational manner, students are working to earn an A. Although much of
the content of the material for this course is subjective, objectivity (or as objective as
humanly possible) will be utilized for grading students.
The assessment in this course is done using rubrics, a matrix that uses a descriptive tool
that measures each learning objective in a relatively unbiased manner. This tool allows
the instructor to provide qualitative feedback on designated competency levels. Rubrics
also allow you to see beforehand what the assessment is all about.
This course will have 5 different types of assessments:
1.
2.
3.
4.
5.
Overall discussion/participation grade given at the end of the semester = 20%

Quizzes = 10%
Midterm Exam/Activity/Presentation = 20%
Final Exam/Presentation = 30%
Assignments = 20%
Total weight of assignments 100%
Please note: Grading scales and weight of each category my change at the discretion
of the professor. Students will be notified, if such changes occur.
Overall Discussion/Participation Grade: Class Participation Rubric and Guide

Please refer to the class participation rubric and guide for guidelines on how to attain
the full points for overall discussion/participation grade. You will also be graded
regarding the level of your participation and interaction in the course 20%. This means
participating in weekly discussions boards as well as group meetings and discussions
where assigned. (See attached discussion board rubric).
All written work is expected to reflect an undergraduate, upper-level use of grammar,
spelling, and organization of material. Work with errors of this nature will be penalized.
All presentations must reflect undergraduate, upper-level ability to offer information in
an explicit and persuasive manner. Please also refer to the short paper rubric for
guidelines on written work criteria.
Grading criteria includes: (1) engagement with materialthis means that students will
read, comprehend, actively think about, digest, evaluate and analyze the materialasking
and answering questions as well as application; (2) writing, articulation and critical
discussion/expressionthis means that students will be able to clearly convey their
thoughts (spelling, vocabulary, grammar and content); (3) scope/comprehensivenessthis
means to what extent is the student able to analyze and synthesize course
material/information, this can include consideration of patterns, biases, caveats, allusions,
assumptions, etc.; (4) submission timeliness---this means that assignments are submitted
before or on time; and (5) correctness/accuracythis means that I will subjectively assess
whether students responses are on a spectrum of correct analysis in regards to general
course content; of course, this includes bias, but there is a line of distinction between on
the right track and totally off base. (See writing assignment rubric attached).
NSU E-MAIL Policy
All students are required to have an NSU email address. Students are asked to check
their official MYNSU website and NSU Email addresses each day for vital information
from the University, instructors, and/or classmates. Students are not allowed to access or
submit NSU course work utilizing any other type of email addresses. Therefore, avoid
submitting course work utilizing yahoo, g-mail, and other personal or social links.
Students should go to the NSU homepage (www.nsu.edu) to log on to Blackboard. Click
on the Blackboard indicator. Log-in instructions should appear on the screen that comes
up. If you have problems logging on, or if additional assistance is needed, please contact
bbtechsupport@nsu.edu or call Blackboard Support at (757) 823-2328 or Client Services
at (757) 823-8678.
Policy on Disabilities
In accordance with section 504 of the 1973 Rehabilitation Act and the American with
Disabilities Act (ADA) of 1990, any student with a disability or who thinks he/she may
have a disability, please make contact with the Supporting Students through Disability
Services (SSDS) office.
Location:
Contact Person:
Telephone:
Email:
L.B. Brooks Library, room 240, Assisted Tech Lab

Marian E. Shepherd, Coordinator
757 823-2014
mshepherd@nsu.edu

As part of NSUs commitment to provide the environment and resources needed for
success, students may be required to participate in a number of university-wide
assessment activities. The activities may include test, surveys, focus groups and
interviews, and portfolio reviews. The primary purpose of the assessment activities is to
determine the extent to which the Universitys programs and services maintain a high
level of quality and meet the needs of students. Students will not be identified in the
analysis of results. Unless indicated otherwise by the instructor, results from University
assessment activities will not be computed in students grades.
Proctoring Policy
Online students must have online exams proctored. A proctored exam is one that is
administered by an impartial individual who monitors and supervises a student while that
student is taking an exam. The proctor ensures the security and integrity of the exam
process.
Students are required to submit an Online Course Proctor Identification approval Form to
each online instructor. Once the proctor has been approved the instructor, the student will
be required to present his/her Spartan Identification Card and photo identification to the
proctor prior to receiving the exam. Students are responsive for arranging a proctor for
exams, and students are responsible for all costs incurred for this service.
Course Disclaimer
It is the students responsibility to read the syllabus in its entirety! It is a contract
between the instructor and the students regarding responsibilities and expectations.
However, the instructor reserves the right to alter and/or change parts of the course
at any time during the semester. It is the responsibility of the student to note any
changes and/or amendments and make appropriate adjustments.
Course Calendar
Part One: Be Aware
Week 1
August 18th: Introductions, syllabus review, course terms, policies, assignments, etc.,
Purchase textbook, The Art of Thinking by Ruggiero. Read
Chapter 1 Develop Your Thinking
Class Introduction Discussion Board
Week 2
August 25th: Chapter 2 - Establish a Foundation
Chapter 2 Reading Assignments
Questions Extended Analysis
Discussion Board Chapter 1
Week 3
September 1: Chapter 3 - Broaden Your Perspective
Chapter Reading Assignments
Issues for Extended Analysis Pedophilia
Week 4
September 8: Chapter 4- Be a Critical Reader, Listener, and Viewer
Service Learning Interests
Discussion Board Chapter 3
Concept Mapping
Week 5
September 15: Concept Map Describing the Critical Thinking Process
Exercise: 4.3 Haste makes waste Explanation
Explanation Essay REASON
Part Two Creative
Week 6
September 22 Chapter 5 The Creative Process
Characteristics of Creative People
Stages in the Creative Process
Exercise 5.2
Week 7
September 29
Week 8
October 6
MID-TERM EXAMINATION PERIOD

Service Learning Assignments
Problem Solving Exercise
Chapter 6 Search For Challenges
Importance of Curiosity
Losing Curiosity
Regaining Curiosity
Application Exercise 6.1 6.7 (Choose one)
Week 9
October 13 14
October 15
Week 10
October 20
FALL BREAK (NO CLASSES)

Reading Assignment/Identifying Fallacies in Critical Thinking
Discussion Board
Discipline Specific Assignment
Chapter 7 Problems and Issues
Understanding Images
Activity on Understanding Problems and Issues
Part Three: Understanding Arguments

Week 11
October 27
Week 12
November 3
Chapter 10 The Role of Criticism

Sample Problems
Sample Issues
Extended Analysis Exercise on Problems and Issues
Fair-Mindedness and Egocentrism
Class activity/exercise
Week 13
November 10
Discipline Specific Writing Assignment

Pre-review and instruction for final presentation
Week 14
November 17
Chapter 12 Evaluate Your Argument/Issue

Discussion Board
Activity/assignment on ethics in reasoning
Week 15
Review of course content, directions for presentation

information
November 24
November 27 30
THANKSGIVING BREAK
Week 16
December 1
Final Power Point Presentations/overview of critical thinking
Writing Assignment Rubric
Content &
Development
50 pts
Organization
& Structure
20 pts
Format
10 pts
Grammar,
Punctuation
& Spelling
20 pts
Poor (D/C-)
Fair/Good (C/B)
Good/Excellent (B+/A)
- Content is incomplete. Major points are not clear

and /or persuasive.
- Content is not
comprehensive and /or
persuasive. - Major points
are addressed, but not well
supported. - Research is
inadequate or does not
address course concepts. Content is inconsistent
with regard to purpose and
clarity of thought.
- Content is
comprehensive, accurate,
and persuasive. - Major
points are stated clearly
and are well supported. Research is adequate,
timely and addresses
course concepts. - Content
and purpose of the writing
are clear.
- Organization and
structure detract from the
message of the writer. Paragraph is disjointed
and lack transition of
thoughts.
- Structure of the
paragraph is not easy to
follow. - Paragraph
transitions need
improvement.
- Structure of the
paragraph is clear and easy
to follow.
- Paper lacks many

elements of correct
formatting. - Paragraph is
inadequate/excessive in
length.
- Paper follows most

guidelines. - Paper is over/
under word length.
- Paper follows designated

guidelines. - Paper is the
appropriate length as
described for the
assignment.
- Paper contains numerous

grammatical, punctuation,
and spelling errors. Language uses jargon or
conversational tone.
- Paper contains few

grammatical, punctuation
and spelling errors. Language lacks clarity or
includes the use of some
jargon or conversational
tone.
Adopted from R Campus Rubric for Writing Assignments.
Discussion Board Rubric
- Rules of grammar, usage,

and punctuation are
followed; spelling is
correct. - Language is clear
and precise; sentences
display consistently strong,
varied structure.
Criteria
A (9-10)
Outstanding
B (8) Proficient
C (7) Basic
D/F (6) Below

Expectations
Critical
Thinking
rich in content
full of thought,
insight, and
analysis
substantial
information
thought,
insight, and
analysis has
taken place
generally
competent
information is
thin and
commonplace
rudimentary and
superficial
no analysis or
insight is displayed
Connections
Clear connections
to previous or
current content
to real-life
situations
connections are
made,
not really clear
or too obvious
limited, if any
connections
vague
generalities
no connections are
made
off topic
Uniqueness
new ideas
new connections
made with depth
and detail
new ideas or
connections
lack depth
and/or detail
few, if any new

ideas or
connections
rehash or
summarize
other postings
no new ideas
I agree with
statement
Timeliness
all required
all required
postings
postings
early in discussion some not in
time for others
throughout the
to read &
discussion
respond
all required
postings
most at the last
minute without
allowing for
response time
some, or all,
required postings
missing
obvious
grammatical or
stylistic errors
errors interfere
with content
obvious
grammatical
or stylistic
errors
makes
understanding
impossible
Stylistics
few grammatical or
stylistic errors
several
grammatical or
stylistic errors
Adopted from Lyhnda Brown, 2002

Department of Interdisciplinary Studies
Syllabus
Contemporary Globalization (INT 412.90)
Dr. Andrew T. Arroyo, Ed.D.
BMH C-105
757-823-2878
Summer
Ofc hrs: Online and by appointment
atarroyo@nsu.edu
Course Description (Pre-requisites: INT 308, 322):

Exploration of relationships between social theory and the interdisciplinary
process; investigates rationales and appropriate applications of qualitative and
quantitative research methods; examines techniques for formulating thesis
statements and hypotheses; reviews salient factors for developing valid and reliable
questionnaires, and constructs researchable proposals.
Course Goals and Measureable Intended Student Learning Outcomes:
This course introduces students to key terms, concepts, and processes that are
integral to the increasing interconnectedness among cultural, economic, and
political dimensions of peoples and nations worldwide. Attention is given to how
neo-liberal theories and western principles have significantly influenced the pace
and trajectory of globalization, and the extent to which they impact (pro or con) the
well-being of nations in various states of development.
Global events/affairs are used to showcase issues and tensions among institutions
and actors as the engage the forces of globalization. Conditions of inequality and
poverty, gender and ethnic violence, environmental threats, and population and
migration shifts reveal pro and con attributes of globalization, giving rationale for
positions of anti-globalization.
An overriding outcome from the study of globalization provides students with the
ability to identify and discuss critical indicators that suggest we are experiencing
the world as a single place. As such, the study of globalization calls for an
interdisciplinary approach that is broad enough to behold the big picture.
Course Materials/Required Texts:
International Relations, Goldstein
Publication Manual of the American Psychological Association, 6th edition
Additional readings and/or research as required for the wiki
Related University-Wide and Course-Specific Requirements:
This course meets the requirements of the following competencies: writing,

information, technology literacy, oral communication and critical thinking.
Course Policies/Requirements
Attendance (Participation)/Tardiness PolicyStudents are expected to
attend every class and to be on time. For face-to-face students, missing more
than 20% of classes during the semester will result in an automatic failure
for the course, and excessive tardiness will result in a serious reduction of
the students grade (at the professors discretion). For online students,
missing more than four discussion boards will result in an automatic failure.
Cell Phone PolicyCell phones should be silenced and put away during
class. No texting is permitted at any time.
Discussion Board Requirements (online courses only) See the Posting
Instructions document located in Blackboard for applicable discussion
board requirements.
Late Work Policy -- Late work is not accepted unless prior authorization has
been given or a doctors note is provided after the fact. In the event late work
is accepted, it is subject to point deductions at the discretion of the professor,
up to 10% per day.
Email Only official NSU email accounts should be used for course
correspondence. Students should check their email a minimum of three times
per week to avoid missing vital course announcements.
Weather PolicyIn case of inclement weather, students should listen to
local major radio and television stations; visit the NSU website at
www.nsu.edu; and/or call the University operator at 757-823-8600. Students
are responsible to be present for class unless an official closure has been
announced. Online courses are not subject to university closures.
Incomplete PolicyYou must be passing the course and have completed at
least 50% of the work in order to qualify for an incomplete at the professors
discretion. Incompletes are rarely granted.
In accordance with Section 504 of the 1973 Rehabilitation Act and the
Americans with Disabilities Act (ADA) of 1990, if you have a disability or
think you have a disability; contact Supporting Students through Disability
Services (SSDS) for information regarding programs and services to enhance
student success.
Academic Integrity/Plagiarism PolicyPlagiarism is defined as using
other peoples work as your own without crediting them, including but not
limited to: copying others notes, exams, essays, or information, quoting and
paraphrasing others ideas without giving them credit and proper
documentation; using information from the internet without properly citing
source, website address (URL), author, date, etc. Plagiarism is a form of
cheating and will result in an assignment grade of F and possibly an overall
course grade of F. Any instance of academic dishonesty will NOT be tolerated.
See the student handbook for a description of the honor policy and the
consequences for violations.
Use of the World Wide Web for researchFor this and all courses I teach,
the following sources are acceptable: books, magazines, newspapers, and
scholarly journals. No websites are accepted for research purposes in any
paper/project. This includes Wikipedia.
Success PolicyThe best policy for success in any course is preparation,
time management, and constant communication with the professor. Be
proactive instead of reactive. Attending college is a privilege, not a right. You
are accountable for everything that is in this syllabus, and everything
covered in class. The buck stops with YOU!
Grading Scale:
100-95 = A (Superior)
94-90 = A89-87 = B+ (Very Good)
86-84 = B
83-80 = B79-77 = C+ (Average to Adequate)
76-73 = C (INT majors must earn C or better to gain credit towards
graduation.)
72-70 = C69-67 = D+
66-64 = D
63-60 = D59 & below = F
Assignment weights
Wiki group grade
Individual wiki grade
Schedule
See Blackboard for details.
20%
80%

Spring 2014
Racial and Ethnic Minorities 3 units
Sociology 237.90/ 52473 Syllabus
ONLINE
Room: Black Board
Department of Sociology
Facilitator: Dr. James Curiel
Office: BMH C240
Office Hours: M W F 12:30-2:30, T 3:30-5:30
by appointment & e-mail: jacuriel@nsu.edu
Phone: 823-8924
COURSE DESCRIPTION
This course is the study of the relationships between racial, cultural and gender identities. The focus
is on stereotypes, prejudices, discrimination and exploitation throughout United States history. The
major emphasis of this course is on group relations in the United States.
LEARNING OBJECTIVES
Upon completion of this course, the student will be able to:
1.Analyze the patterns of majority-minority relationships.
2.Discuss the social construction of race.
3.Analyze prejudice and discrimination.
4.Analyze immigration, ethnicity, and religion in the United States.
5.Analyze the making of African Americans and African Americans today.
6.Discuss Latino (Hispanic) Americans, Puerto Ricans, Chinese and Japanese, other Asian
American groups and Jewish Americans. Students will learn about these particular ethnic
groups through lecture and examinations.
7.Analyze gender relations as it relates to race.
REQUIRED COURSE READING MATERIAL
Richard T. Schaefer. 2012. Racial and Ethnic Groups. Pearson: New York, New York. 13th
Edition.
A good dictionary.
EXPECTATIONS:
In keeping with the Carnegie Rule, students are expected to spend three hours a week for every
unit working on material. Example: 3 unit class = 3 hours in class and 6 hours at home prep. See
me during office hours for help on taking notes and for studying. We are a college classroom and
we will be talking about mature subject matter on sexuality, gender, race and ethnicity, etc.
GRADING:
30 Points Participation
40 Points CPAs (10 points X 4 CPAs)
60 Points Midterm
15 Points 5 slide Power Point Presentation
60 Points Final
205 Points Total
A =94-100%
A- =90-93%
B+=87-89%
B =84-86%
B- =80-83%
C+=77-79%
C =74-76%
C- =70-73%
D+=67-69%
D =64-66%
D- =60-63%
F+=57-59%
F =54-56%
F- =50-53%
PARTICIPATION
Participation is comprised of punctuality, in-class discussion, in-group work, attending office hours,
and bringing your book to class. Use the bathroom before class. Coming to class late, leaving early,
reading newspapers, studying for your math exam, using your phone, going to the bathroom daily,
and disruptive talking lower your grade. Raise your grade through being on time, and practicing
courteous speech and listening. Turn electronic devices, such as phones, off and put them away
before entering class. Extenuating Circumstances: If you should get sick or are having unusual
circumstances, notify the instructor ASAP to discuss make-up work.
EXAMINATIONS
Examinations will consist of multiple choice, short answer, fill-in, and essay questions.
Examinations are timed at 75 minutes. You will need at least 30 minutes to write a passing essay,
plan your time. You are not allowed to go back in the exam, so once you answer a question it is
answered. You will have a 12 hour window to take each exam on Thursdays of the week they are
listed. The cut-off time is 11:59pm on Thursday, so if you begin taking the exam at 11:30pm on
Thursday you will not have enough time. You should be taking the exam by 10:30pm or earlier.
ACADEMIC HONESTY
Plagiarism, the act of paraphrasing, repeating in ones own words, or copying the work of another
author without crediting the sources shall be grounds for a failing grade in the entire course.
COURSE PREPARATION ASSIGNMENTS (CPAS)
Course Preparation Assignments are written answers to questions for the readings. They
are due Thursday by 11:59 pm of the week listed. CPAs must be in essay format, and must include
details from the reading with page number citations (32).
You must have at least 2 citations from our textbooks in each CPA.
You must use quotations and citations for information pulled from our books, the web, and
other sources. You must use your own words to tie information together. If you do not include
citations and quotation marks you will receive an NG, No Grade, the instructor may fail you for the
course, and the instructor may forward plagiarism to academic affairs for review.
CPAs are worth 10 points each. CPAs for questions on the books require a minimum of 1.5
pages, approximately 400 words.
AMERICANS WITH DISABILITIES ACT (ADA) Statement
In accordance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities
Act of 1990, if you have a disability or think you have a disability, contact Supporting Students
through Disability Services (SSDS) for information regarding programs and services to enhance
student success.
Location:
2nd floor/Lyman B. Brooks Library, Room 240
Contact Person:
Marian Shepherd, Disability Services Coordinator
Telephone:
757-823-2014
UNIVERSITY ASSESSMENT STATEMENT
As part of NSUs commitment to provide the environment and resources needed for success,
students may be required to participate in a number of university-wide assessment activities. The
activities may include test, surveys, focus groups, and interviews, and portfolio reviews. The
primary purpose of the assessment activities is to determine the extent to which the universitys
programs and services maintain a high level of quality and meet the needs of students. Students
will not be identified in the analysis results. Unless indicated otherwise by the instructor, results
from University assessment activities will not be computed in students grades.
OUR SEMESTER SCHEDULE

Week
1
Jan. 12-18
2
Jan. 19-25
3
Jan. 26 Feb. 1
4
Feb. 2 - 8
5
Feb. 9-15
6
Feb. 16-22
7
Feb. 23Mar. 1
8
Mar. 2-8
9
Mar. 9-15
10
Mar. 16-22
11
Mar. 23-29
12
Mar. 30
Apr. 5
13
Apr. 6-12
14
Apr. 13-19
15
Apr. 20-26
16
Apr. 27
May 3
17
May 4 - 9
First week introductions

Chapter 1 Exploring Race & Ethnicity
Post to the Discussion thread a paragraph about your familys ethnic background.
Leave a question on two other students posts byThursday, 11:59pm.
Chapter 2 Prejudice and Chapter 3 Discrimination
CPA #1: Define both Prejudice and Discrimination and explain how they are
different. Post by Thursday, 11:59pm.
Chapter 4 Immigration
CPA #2: What percentage of immigrants come because they are relatives of
citizens. Explain what legislation (laws) made this possible. Post by Thursday,
11:59pm.
Chapter 5 Ethnicity and Religion
Chapter 7 Making of African Americans
Chapter 8 African Americans Today
CPA #3: What is redlining and provide examples from your own life or from the
books? Post by Thursday, 11:59pm.
Submit review question with page number of where the answer can be found by
Sunday, March 2, 11:59 pm
Examination #1 Window Thursday, March 7 until 11:59pm
SPRING BREAK
Chapter 6 Native Americans
CPA #4: Schaefer calls it the Battle of Wounded Knee, but most people call it
the Massacre of Wounded Knee. Read another account of it, and explain what
you would call it. Post by Thursday, 11:59pm.
Chapter 10 Mexican Americans and Puerto Ricans
Chapter 13 Chinese and Japanese Americans
Chapter 14 Jewish Americans
****LATE CPAs and Re-writes Due***
Chapter 15 Women the Oppressed Majority
Post 5 slide power point presentation on family history with reference slide by
Thursday, 11:59pm. ***Approximately 5 questions for the final will be drawn
from these power points.***
Submit review question with where answer can be found by Sunday, March 2, 11:59 pm
Examination #1 Window Thursday, May 1, until 11:59pm
Finals Week
Quick Guide for CPAs and Writing in Dr. Curiels Classes

Your CPAs and papers need to be in essay format. The typical CPA essay format should include:
an introductory paragraph with a thesis sentence, body paragraph(s) with a topic sentence, and a
conclusion paragraph. In this essay I will tell you about an introductory paragraph, the thesis sentence,
body paragraphs, conclusion paragraph, and also about quotation marks and citations.
The introductory paragraph should tell us why this topic is going to be written about or why it is
germane. The introductory paragraph develops an interest in the essay topic. One way to pique interest is
to connect a personal story to the essay topic. Another is to open with an interesting related statistic.
There are many ways to generate interest in the topic. A good way to finish an introductory paragraph is
with the thesis sentence.
The thesis sentence lays out a roadmap of what the essay is going to be about. A simple, fast way
to construct a thesis sentence is to use the CPA question or task to formulate it. You simply take the CPA
assignment, and you preface it with In this essay I will For example, a CPA assignment states,
Define Goffmans concept of stigma and use it to explain social stratification. We then preface the
assignment with In this essay I will and we have In this essay I will define Goffmans concept of
stigma and use it to explain social stratification. Abracadabra, we have a thesis statement that instantly
lays out a structure for our essay and tells the reader where it is going.
The essay should then proceed to a body paragraph. Continuing with our Goffman example, we
should have two body paragraphs where the first one defines stigma and the second body paragraph
should explain how stigma exemplifies social stratification. Each paragraph should have a topic sentence
that tells us what the paragraph is about and gives it a focus, a specific point each sentence adds to and to
which it keeps coming back. For example, the first body paragraph might go like this:
Goffman asserts humans use stigmas as a basic way to order our social world and assign
values to self-identity and social identities of people around us. He defined stigma as a deviation
from the expectation of what is normal (5). According to Goffman, in any particular society and
at any given time, what is normal and expected represents a power construct of who is in power
and has privilege (7). We can use Goffmans three classifications of stigma, abominations of the
body, character deficiencies, and tribal traits, to illustrate his point on power and expectation (9).
Tall males with blonde hair and blue eyes are the most privileged in society, indicating they hold
the most power, and, thus, those traits become the expectation of what is normal even though they
are not the majority. Consequently, if your new boss walks in and you find her to be a short
woman, she becomes stigmatized because her body deviates from the expectation of who should
be in charge. She would be further stigmatized for a character deficiency if you find out she has a
prison record because she deviates from the expectation of bosses not having convictions. She
could be stigmatized even more for tribal reasons if you find out her maternal grandmother was
Japanese, deviating from the expectation of being Caucasian. Thus, stigma represents a basic way
in which we order our social world according to how far people deviate from expectations of
social normalities.
Each sentence builds upon the topic sentence, the first sentence in this example. We have a definition, we
have examples, and the examples are explicitly tied back to the definition. Each sentence comes back to
the focal point of the topic sentence, and adds more information to what is stigma, what is normal, and
what deviates from what is normal.
After the body paragraphs, the essay should end with the conclusion paragraph. This paragraph
should have some summation, but it should also add something to the topic that does not need much
explication. A good way to do this is to make the conclusion short and sweet. For example, we might
conclude our stigma essay with the following:
Goffman considered stigma to be so important that he named one of his most important books
after it. He did not name the book impression management or self-identity, but named it Stigma.
Goffman chose this title because fundamentally our social process of assigning value involves
rank ordering based upon accepted power structures defining what is normal and, by its converse,
what is deviant.
This conclusion tells us the importance of the concept and brings everything back to the focal point, the
definition of stigma.
Besides omitting a concluding paragraph, the number one omission students make is not using
quotation marks and citations properly. Hence, issues of plagiarism come into play. Basic rules of thumb
for quotation marks include using them whenever you quote a sentence or use part of a sentence from
someone elses writing. For example, Wikipedia may have this to say about Erving Goffman.
Considered "the most influential American sociologist of the twentieth century" (Fine, Manning,
and Smith 2000:ix), as a subjective analyst, Goffman's greatest contribution to social theory is his
study of symbolic interaction in the form of dramaturgical analysis that began with his 1959 book
The Presentation of Self in Everyday Life.
A student may cut and paste, change a word or two, and believe the following with a citation is fine and
legal.
As a social analyst, Goffman's best contribution to social theory is his study of
symbolic interaction (http://en.wikipedia.org/wiki/Erving_Goffman).
This is legally plagiarism because without quotations marks this indicates the sentence is the students
own work and that it is paraphrasing when it remains an almost word for word quote. The way this
information should be presented is with quotations marks and it will be legal.
As a social analyst, Goffman's best contribution to social theory is his study of
symbolic interaction (http://en.wikipedia.org/wiki/Erving_Goffman).
An even better approach would be to use the entire original sentence and put quotations around it with the
citation. Use both quotation marks and citation and no one can accuse you of plagiarism.
Another source of confusion for students is when to use citations. Citations need to be used when
you utilize information from other writers and sources, and when to use them is determined by where
information is coming from. For example, in the previous example written about Goffmans Stigma, all
the citations for the paragraph were from the same book. Legally, I could have put a page range of 5-9 at
the end of the paragraph because all the citations come from one book. But I chose not to do this because
placing the specific page with specific information makes it easier for the reader to find the original
information and check my interpretation for accuracy. Citations are used to allow the reader to verify a
writers interpretation of a passage. Students often think getting a definition from a book does not need
citation, but citing a definition is a must for these very same reasons. The reader needs to verify the
writers definition is an accurate interpretation. Verification is part of the scientific method, and citation
plays an important role in verification.
Hopefully, this essay has been helpful in providing you with examples of essay structure and when
to use quotation marks and citations. Essays are not difficult, and if you need help writing sentences and
paragraphs you will not be the first nor the last college student entering my office for writing assistance.
Personally, my writing blossomed when I was taught how to properly use punctuation. I have found
writing to be a vital resource for advancing my journey. My hope is that I can aid you in your life
pursuits by giving you tools that will help you in your journey.
References
Erving Goffman. Stigma: Notes on the Management of Spoiled Identity. New York: Prentice-Hall, Inc.,
1963.
VISUAL REPRESENTATION OF ESSAY FORMAT

Intro &
Thesis
Body 1 with Topic

Sentence
Body 2 with Topic

Sentence
Conclusion
Quotation Marks and Citation Guide for Dr. Curiels Classes

In this essay I will explain when to use quotation marks and citations in essays for Dr.
Curiels classes, so you can avoid being charged with plagiarism. Quotation marks and citations
tell the reader and other researchers what is your work and what is not your work. Quotation
marks tell the reader how you are using another persons work in the essay. The following is an
example of a paragraph incorporating simplified page number citations when we know the book
being referenced is Goffmans Stigma.
Goffmanassertshumansusestigmasasabasicwaytoorderoursocialworldandassign
valuestoourselfidentityandsocialidentitiesofpeoplearoundus.Hedefinedstigmaasa
deviationfromtheexpectationofwhatisnormal(5).AccordingtoGoffman,inanyparticular
societyandatanygiventime,whatisnormalandexpectedrepresentsapowerconstruction
ofwhoisinpowerandwhohasprivilege(7).WecanuseGoffmansthreeclassificationsof
stigma,abominationsofthebody,characterdeficiencies,andtribaltraits,toillustratehispoint
onpowerandexpectation(9).Tallmaleswithblondehairandblueeyesarethemost
privilegedinsociety,indicatingtheyholdthemostpower,and,thus,thosetraitsbecomethe
expectationofwhatisnormaleventhoughtheyarenotthemajority.Consequently,ifyour
newbosswalksinandyoufindhertobeashortwoman,shebecomesstigmatizedbecauseher
bodydeviatesfromtheexpectationofwhoshouldbeincharge.Shewouldbefurther
stigmatizedforacharacterdeficiencyifyoufindoutshehasaprisonrecordbecauseshe
deviatesfromtheexpectationofbossesnothavingconvictions.Shecouldbestigmatizedeven
morefortribalreasonsifyoufindouthermaternalgrandmotherwasJapanese,deviating
fromtheexpectationofbeingCaucasian.Thus,stigmarepresentsabasicwayinwhichwe
orderoursocialworldaccordingtohowfarpeopledeviatefromexpectationsofsocial
normality.
This paragraph about Goffmans Stigma, all the citations for the paragraph were from the same
book. Legally, I could have put a page range of 5-9 at the end of the paragraph because all the
citations come from one book. But I chose not to do this because placing the specific page with
specific information makes it easier for the reader to find the original information and check my
interpretation for accuracy. Citations are used to allow the reader to verify a writers
interpretation of a passage. Students often think getting a definition from a book does not need
citation, but citing a definition is a must for these very same reasons. The reader needs to verify
the writers definition is an accurate interpretation. Verification is part of the scientific method,
and citation plays an important role in verification.
The number one omission students make is not using quotation marks and citations
properly. Hence, issues of plagiarism come into play. Basic rules of thumb for quotation marks
include using them whenever you quote a sentence or use part of a sentence from someone
elses writing. For example, Wikipedia may have this to say about Erving Goffman.
Considered"themostinfluentialAmericansociologistofthetwentiethcentury"(Fine,
Manning,andSmith2000:ix),asasubjectiveanalyst,Goffman'sgreatestcontribution
tosocialtheoryishisstudyofsymbolicinteractionintheformofdramaturgicalanalysis
thatbeganwithhis1959bookThePresentationofSelfinEverydayLife.
A student may cut and paste, change a word or two, and believe the following with a citation is
fine and legal.
Asasocialanalyst,Goffman'sbestcontributiontosocialtheoryishisstudyof
symbolicinteraction(http://en.wikipedia.org/wiki/Erving_Goffman).
This is legally plagiarism because without quotations marks this indicates the sentence is the
students own work and that it is paraphrasing when it remains an almost word for word quote.
The way this information should be presented is with quotations marks and it will be legal.
Asasocialanalyst,Goffman'sbestcontributiontosocialtheoryishisstudyof
symbolicinteraction(http://en.wikipedia.org/wiki/Erving_Goffman).
An even better approach would be to use the entire original sentence and put quotations around
it with the citation. Use both quotation marks and citation and no one can accuse you of
plagiarism.
Through proper use of quotation marks and citations you can be confident in knowing
readers understand what sources you are using and how your interpretations of work by others
is accurate. Writing is a skill, so strive to demonstrate your skill in using proper citations.
Proper use of quotation marks and citations speaks volumes about your skill as a student,
especially on grades essays and essays for entrance to graduate schools. Develop the skill and
achieve.
References
Erving Goffman. Stigma: Notes on the Management of Spoiled Identity. New York: PrenticeHall, Inc., 1963.
Erving Goffman. http://en.wikipedia.org/wiki/Erving_Goffman accessed on October 5, 2012.

Department of Interdisciplinary
Studies Syllabus
INT 470.90:
Dr. Khadijah O. Miller, Associate Professor

Spring 2015
(mini-term A)
Contents
Course Summary ............................................................................................................................................. 2
Instructional Methods and Strategies: ONLINE ............................................................................................... 3
Computer Literacy Requirements ................................................................................................................... 3
Course Goals and Measureable Intended Student Learning Outcomes ......................................................... 4
Instructional Materials .................................................................................................................................... 4
Required Texts ......................................................................................................................................... 4
Retention Alert Advisory ................................................................................................................................. 5
NSU Incomplete Grade Policy ......................................................................................................................... 5
NSU Assessment Policy ................................................................................................................................... 5
University Assessment Statement ........................................................................................................... 5
Proctoring Policy ..................................................................................................................................... 6
Departmental Policies ..................................................................................................................................... 6
Late Assignments and Make-up Policy ............................................................................................................ 6
American Psychological Association Writing Manual Requirement ............................................................... 6
Microsoft Word ............................................................................................................................................... 6
Assignment Submissions: Course file format standards ................................................................................. 7
Americans with Disabilities Act (ADA) Statement ........................................................................................... 7
Learner Interaction Policy ............................................................................................................................... 7
Related University-Wide and Course Specific Requirements: ......................................................................... 7
Academic Integrity Standards ................................................................................................................. 8
Attendance Policy ............................................................................................................................................ 8
Special Instructions & Policies ......................................................................................................................... 8
Communication ............................................................................................................................................... 8
Success Policy .................................................................................................................................................. 9
Evaluation (Criteria)/Assessment Methods and Grading Standards ............................................................... 9
Example of a Rubric: (Actual rubrics are posted with assignments in Bb) ............................................. 10
Written Work Criteria ............................................................................................................................ 10
Assignments: ................................................................................................................................................. 10
Grade Scale: .................................................................................................................................................. 11
Calendar of Assignments: .............................................................................................................................. 12
Course Outline ............................................................................................................................................... 12

Course Number & Course Name: INT 470.90, Advanced Seminar in Interdisciplinary
Studies (AKA Senior Seminar)
Semester: Spring 2015 (mini-term A) January March 2015
Class Meets: ONLINE via Blackboard
Instructor Name: Dr. Khadijah O. Miller
Office location and office hours
Bowser 106

Office Hours: Mondays, Tuesday, & Thursdays by appointment.
Cyber Office Hours: Wednesdays 9:00am -10:00am and by appointment
Email address: komiller@nsu.edu
Telephone: (direct): 757-823-2864
(main office) 757-823-8198 (fax) 757-823-2639

Preferred method of communication: The best method of communication is email. I check
email (excluding weekends and official holidays, when the University is closed). The average
response time to an email received during University business hours (8am 5pm, EST) is 24-
36 hours. However, if you email me on the weekend or after business hours, do not expect a
response until the next business day, which could increase the response time. Be clear to
identify yourself as a student in the course, INT 308.90 and email me from your NSU email
account; I will NOT respond to non-NSU email.
Course Summary
Course Description: Senior level course providing a wide-range examination of the historical
and theoretical developments that led to the evolution of interdisciplinarity; assessment of
societal parameters impacting the proliferation of new areas of inquiry and their outgrowth as
complementary or counteragents of particular institutionalized modes of behavior and thought;
development of adequate descriptions and explanations for current and evolving social and
cultural practices, some that contrast sharply with normative perspectives grounded in
configured traditional thought.
Course Rationale: Senior level culminating course preparing students for entry into the
working/real world and an increased comprehension of Interdisciplinary studies as an
academic area/field and its role in the real-world. Focus is on bridging the academic (theory)
with work-place (practice) in preparing students for career acquisition and job placement. This
course emphasizes, reinforces and applies the basic INT core principles of critical thinking,
culture, language, research, and idea application.

Course Delivery Method:

Prerequisites: INT 308, INT 322, INT 360, INT 375, INT 411; INT 412 and INT 477T (optional
co-requisites).
Instructional Methods and Strategies: ONLINE
As a fully online course, the instructional methods will include engagement via the online
environment, including online readings, lecture (notes), virtual classroom sessions,
proctored exams, and student-developed study groups
To successfully complete this course you must possess:
A basic knowledge of computers. For example, understanding files and folders to

upload or download course content is absolutely essential. Basic computer literacy
classes (CSC-150) are available on campus as elective courses. Students deficient in
the necessary computer skills should consider taking such classes.
An understanding of the Web and its resources, such as the library and online
research tools accessed through a Web browser.
Familiarity with Microsoft Office applications, such as Word and PowerPoint; this
is absolutely essential for your academic success.
Familiarity with NSU's e-mail system to guarantee effective communications with

both instructors and classmates. All NSU students have been assigned an e-mail
account and are expected to access it regularly via the Web.
Knowledge of Blackboard Learning Management System (LMS), which is

mandatory for this course.
For those of you not familiar with the Blackboard LMS, an online orientation can be accessed
by self-registering in Blackboard. The course name is "Blackboard Student Training."
Additional assistance with Blackboard can be obtained through the Blackboard Central Help
Desk at bbtechsupport@nsu.edu or by phone at 757-823-2328 M - F 8AM - 6PM at the Lyman
Beecher Brooks Library (LBBL), suite 3007.
Addressing your computer skills will greatly enhance your learning experience, reducing
wasted time and frustration for yourself and your instructors. Please feel free to contact the
Office of Information Technology (OIT) Client Services or the Office of Distance Education for
advisement on how to receive assistance with your computer literacy instructional needs.
Course Expectations:
Students are expected to enter the course site with respect for themselves, for others and for
information and knowledge, even if it differs from their own beliefs, knowledge, etc.
Students are expected to purchase and read the required textbooks and readings.
Students are expected to actively participate in all course site activities, assignments
and requirementssynchronous and asynchronous. Participation is imperative to

class enlightenment, student development and understanding.
Students are expected to complete all readings and assignments according to the due
dates on the course outline.
Students are expected to visit the course site on a daily basis to ensure they are fully
participating in the course.
Students are expected to submit all assignments on or before the due date.
Students are expected to prioritize their academic responsibilities along with their
other life issuesfamily, work, etc.
Students are expected to proactively OWN their learning experience and share their
knowledge development and growth in ideas, in particular interdisciplinarity.
Course Goals and Measureable Intended Student Learning Outcomes

By the end of this course, given a practical scenario or exercise, and with the use of
appropriate research, you will be able to:
1. Through a research activity, students will explore a specific subject in an interdisciplinary
manner, asking and answering questions as well as demonstrating the interconnectedness
of disciplinary knowledge. (paper #1/eportfolio)
2. Via readings, discussions and/or group activities, students will be able to define, describe,
explain and identify interdisciplinary studies, academically and at work in the real
world. (discussion boards/eportfolio)
3. By reviewing academic and non-academic sources, students will choose an issue of
importance in their community to address by focusing on the core areas of importance in
interdisciplinary studiescritical thinking, language/communication skills, research and
writing skills, social, cultural and global awareness and sensitivity. (article evaluation
assignment/eportfolio)
4. Via journaling and/or other reflective activities, students will demonstrate and apply
major Interdisciplinary Studies core concepts to real life experiences and area(s) of
interest. (autobiographical map/eportfolio)
Instructional Materials
Required Texts
1. American Psychological Association (APA) Manual, 6th edition, 2nd printing (2010)
REQUIRED.
2. Online readings found in the COURSE DOCUMENTS folder on the Blackboard site,
including articles, lecture notes and possible podcasts.
3. Students will have (purchase if necessary) and use an unabridged dictionary
(including, etymologies and supplementary information) and a thesaurus. (A good
source is the Oxford English Dictionary.)
4. Students will use Internet resources responsibly and critically.

The Retention Alert policy provides a framework for establishing a campus network of
responders including both, academic and student affairs agents to increase a safety net, so
students are less likely to leave the University before graduating. Based on your course
performance you may be referred to the appropriate responder through Retention Alert.
NSU Incomplete Grade Policy
To be considered for an Incomplete (I) grade in a course the following must be met: (1) the
student must be passing the course; (2) the student must have completed at least 70% of all
coursework; and (3) the student must have a legitimate reason for the request. Once these
three requirements are met, it is at the discretion of the professor to approve or disapprove
the students request for an Incomplete grade. Additionally, Incomplete grades are not
merely given, but are requested by students considered by professors, and are at the sole
discretion of the professor, depending on each individual students situation/circumstance.
The length of time to complete coursework for the removal of the Incomplete grade is no
more than six weeks (due before the midterm period of the following academic semester). It
is the students responsibility to stay abreast of all requirements, timelines, and due dates. If
the student does not comply with the stipulations set forth to remove the Incomplete grade,
the Incomplete grade will turn into an (F) once the deadline has passed. If an Incomplete
grade request is approved by the professor, the student is to complete the University
Incomplete Grade Request Form.
NSU Assessment Policy
As part of NSUs commitment to provide the environment and resources needed for success,
you may be required to participate in a number of university-wide assessment activities.
These activities may include tests, surveys, focus groups, interviews, and portfolio reviews.
The primary purpose of these assessment activities are to determine the extent to which
programs and services at NSU are maintaining a high level of quality and meeting students
need. Participating students will not be identified in the analysis of results. Unless indicated
by the instructor, results from University assessment activities will not be computed in
student grades.

The Spartan Success Center (SSC) offers services designed to improve student achievement,
increase retention, and reduce time to degree completion. Students are encouraged to take
advantage of tutoring (including SMARTTHINKING online free tutoring services), advising,
mentoring, Sophomore Year Experience, and Examination of Writing Competency assistance.
https://www/nsu.edu/provost/ssc/

Proctoring Policy
Students must have exams in online courses proctored. A proctored exam is one that is
administered by an impartial individual (called a proctor) who monitors and supervises a
student while that student is taking an exam. The proctor ensures the security and integrity
of the exam process. Students will be required to submit an Online Course Proctor
Identification Approval Form to each instructor. Once the proctor has been approved by the
instructor, the students will be required to present their Spartan Identification Card and
photo identification to the proctor prior to students receiving the exam. Students are
responsible for arranging a proctor for their exam(s) and all costs incurred for this service.
The University Testing Center in Harrison B. Wilson Hall, 134, 757-785-3827, offers
Proctoring Services on campus, at no cost for NSU students. Please contact the NSU Testing
Center for more information; students are to pre-arrange their scheduled proctored times
with the NSU Testing Center and the course professor. For this course, we will only have
quizzes, no exams. Our major assignments are papers. Proctoring services are not required.
Late Assignments and Make-up Policy
All grades are final; there will be no make-up assignments. Submit work BEFORE or ON
TIME. Late work will receive a ZERO (0). Assignments must be submitted on time. No late
work is accepted. Plan to submit early to avoid last minute distractions, emergencies, or
technical glitches.
ALL Interdisciplinary Studies courses require students to submit all papers, unless otherwise
noted by the professor, using APA 6th edition (October 2010). The APA Manual is a required
text for all courses, and students are to abide by that writing style. The APA Manual can be
purchased from the University bookstore.
Microsoft Word
ALL Interdisciplinary Studies papers are to be submitted as Microsoft Word documents
(.doc), unless otherwise noted by the professor. If students submit papers using other
writing programs (i.e., WordPerfect, Microsoft works, MAC programs, etc.), they may lose
points and/or not have their paper accepted/graded. It is imperative that students follow the
guidelines and directions of each professor.

When submitting assignments/documents for your Interdisciplinary Studies courses, submit
them in Microsoft Word.doc format and make sure that the document saved name does NOT
include any special characters (i.e., ^%$#@!*()}[ or anything else similar. DO NOT PLACE
your RESPONSES, PAPERS, or ANSWERS in the Comment box/area in Blackboard. When
submitting assignments, ALL assignments (unless otherwise directed by that course
professor) are to be submitted as Microsoft Word attachments (doc.files) in Blackboard
through the Assignment manager link.
In accordance with Section 504 of the 1973 Rehabilitation Act and the Americans with
Disabilities Act (ADA) of 1990, if you have a disability or think you have a disability, contact
Supporting Students through Disability Services (SSDS) for information regarding programs
and services to enhance student success.
Location: Student Services Building, Suite 110D
Telephone: 757-823-2014
Let the professor know immediately of any special requirements, services, etc.within the first
2 weeks of the course! It is students responsibility to notify Dr. Miller at the beginning of the
course.
Learner Interaction Policy
The primary method of instruction is active and participatory. The teacher serves as a tool to
direct and assist students in owning knowledge that is useful and purposeful in their
academic pursuits. Instructional methods include online lecturing, discussions, group
activities, and assessments.
Related University-Wide and Course Specific Requirements:
The following competencies will be required and assessed in this course: (1) writing, (2)
information technology literacy, and (3) critical thinking. As a 300-level course, students
should be able to write clearly, concisely, and analytically. Students writing should include
demonstration of reading completion and comprehension, application of course concepts
when necessary, and critical thinking (independent thinking, analysis, synthesis and
argumentation). Students critical thinking abilities will be assessed on their presentation of
ideas (others and their own), questioning, problem-solving capabilities, synthesis,
evaluation, and analysis and clarity of thought (including language use and comprehension).
Academic Integrity Standards

Papers are to be free of plagiarism; if any of your papers is found to be plagiarized, you will
receive a zero on the entire assignment. If the plagiarism is significant enough, you may fail
the entire course and be reported according to the current edition of the Student Handbook.
Attendance Policy
As an online course, students are to attend daily during our work week, which is Monday
thru Friday. Assignments for this course will be due during the work week, which is Monday
through Friday. For the purposes of this course, our week begins on Monday and ends of
Friday, regardless of holidays. Even if the University is closed, unless an official holiday or
time off (i.e., Thanksgiving or Fall Break), since we are not bound by the confines of physical
walls, ALL assignments, expectations, participation, etc. are still required. If there is an issue,
Dr. Miller will EMAIL students an alert of any changes, updates, etc.

Weather Policy:
In case of inclement weather, students should listen to major radio and television stations;
visit the NSU website at www.nsu.edu; and/or call the University operator at 757-823-8600.
Additionally, students should sign up for University text alerts. If the University cancels
classes, students should check their NSU email and the Blackboard course site for additional
course information. As an online course, we still meet regardless of weather.
Special Instructions & Policies
Required Software
Minimum requirements to take this course are a Windows 7, Word 2007, Outlook 2007, and
internet access. You will also need to sign to the course at NSU to have access to blackboard.
All navigational buttons provide you with information on how to work the system and allow
you to proceed with the rest of the course. It is important that you familiarize yourself with
all the navigational buttons and controls of the Blackboard system.
Communication
Blackboard Announcements Area
The Blackboard announcements area is specifically designed for communicating with
students in this course. Whenever there are special instructions to all students in this class,
such as a class cancellation, a change in schedule or assignments, etc. a message will be sent
via the announcement page. Please note that the announcements area is a messaging system
that relates only to the members of this class. Announcements for other courses will be
contained in the respective courses announcements area.
You can access your announcements by selecting the announcements button, located on
the main page menu. You are required to check the announcements page daily for any new
information. Any message that you need to send to your instructor in this class is best sent
via Blackboard email.
Email Policy
NSU email is the only email system to be used for this course; private email addresses cannot
be used. Always title your messages; be sure the subject line reflects the topic of discussion.
Email messages should always be courteous and follow etiquette protocols. You should be
respectful to those who are receiving your email; never send SPAM to other classmates.
Remember that these documents are never deleted from the system and nothing is ever
private. Also, always check your spelling before sending a message.
Success Policy
The best policy for success in any course is preparation, organization, and active
participation, reading completion and comprehension, effective time management and
constant, consistent communication with the instructor. Remember, this is YOUR
educationbe responsible and accountable.
Assessment in this course will include a quiz, two short papers, application activities and a
final portfolio (electronic). For this course, we will use Rubrics to guide the two short
concept papers.

Example of a Rubric: (Actual rubrics are posted with assignments in Bb)

Criteria
Excellent (50)
Very Good
Good (20)
Poor (10)
(30)
Organization Your presentation Your work had a Your presentation The work was
of material
was logical and
clear
was generally
poorly organized
superbly organized introduction,
organized, but
or ideas were
body and
lacked some
presented
conclusion.
clarity.
randomly
Use of
Your material was Your material Some of your ideas Some of your ideas
resources
clear and added to did not connect were
were incorrect and
the content
to the content inappropriate
inappropriate
Presentation Your material was There were
The material
The material was
of material clearly presented some ideas
stated some
vague and
that did not
concepts, but
contained errors
connect
lacked some
clarity.
Learner
Participates equally You participate Your participation You do not
Interaction/ with other group
in some
is not equivalent
demonstrate
Participation members in
sessions
to that of others
participation and
researching,
leaving others who are in charge interaction in
writing, and editing in charge of the of the work.
class
group work.
Overall
Outstanding
Covered all the Could have put more Generally sloppy.
Quality
overall quality. A
main points
effort during the
Weak presentation
powerful and
and it was
preparation and
skills. You have the
memorable
generally well design stages to
ability to do much
presentation.
increase the overall better.
quality.
Points
___/20
___/20
___/20
___/20
___/20
Total Points ___/100

All written work is expected to reflect an undergraduate, upper-level use of grammar,
spelling, and organization of material. Work with errors of this nature will be penalized.
All presentations must reflect undergraduate, upper-level ability to offer information in an
explicit and persuasive manner.
Assignments:
Participation (includes synchronous meetings/discussion boards): 200
Quiz: 100
Autobiographical map: 50
10
Article evaluation: 100

Research map: 50
Short Paper: 150
Employment Preparation assignment (resume and job site review): 50
Final Project/Portfolio: 300
TOTAL: 1000

Please note: The number and/or weights/percentages of graded assignments may change as
per the discretion of the instructor. Students will be notified of such changes by the instructor.

All students have the potential to earn an A. It is each students responsibility to assertively
and actively participating, and administrating his/her learning experience. By completing all
assignments, participating in all classroom discussions, projects, assignments, presentations,
and reading all assigned material, in an engaging and meaningful educational manner,
students work to earn an A. Although a large content of the material for this course is
subjective, an objective (or as objective as humanly possible) will be utilized for grading
students.
Grading criteria includes: (1) engagement with materialthis means that students will
read, comprehend, actively think about, digest, evaluate and analyze the materialasking
and answering questions as well as application; (2) writing, articulation and expression
this means that students will be able to clearly convey their thoughts (spelling, vocabulary,
grammar and content); (3) scope/comprehensivenessthis means to what extent is the
student able to analyze and synthesize course material/information, this can include
consideration of patterns, biases, caveats, allusions, assumptions, etc.; (4) submission
timeliness---this means that assignments are submitted before or on time; and (5)
correctness/accuracythis means that Dr. Miller will subjectively assess whether students
responses are on a spectrum of correct analysis in regards to general course content; of
course, this includes bias, but there is a line of distinction between on the right track and
totally off base.
Grade Scale:
100-95 = A (1000-950 points)
94-90 = A- (949 900 points)
89-86 = B+ (899 860 points)
85-82 = B
(859 820 points)
81-79 = B- (819 790 points)
78-75 = C+ (789 750 points)
74-71 = C
(749 710 points)
70-68 = C- (709 680 points)
67-65 = D+ (679 650 points)
64-62 = D
(649 620 points)
61-59 = D- (619 590 points)
58 & below = F
(589 points and less)
Note: As part of the INT Core/major, students must earn a grade of C or better in order to
gain credit towards graduation and receipt of B.S. in Interdisciplinary Studies.

11

There is NO Extra Credit for this course. However, there are bonus assignments, each
successful assignment completion and submission on time can count up to 5 points each. Bonus
assignments include: (A) Attend, participate and write a response paper to at least three (3) of
the Universitys Black History Month Activities (see the University calendar of events for more
information); (B) An online assignment to be posted during week three/four

Please note: As part of the INT core/major, students must earn a grade of C or better in order
to gain credit towards graduation and receipt of B.S. in Interdisciplinary Studies.
Calendar of Assignments:
Course Outline (please note the course calendar/outline can change at the discretion of the
professor and/or depending on the progress of the class. It is the students responsibility to
stay abreast of all changes, amendments, deletions, and additions and to respond
accordingly. The professor will notify students of any such changes.)

For this course, our week begins on Monday and ends on Sunday, regardless of
Holidays.

Session & Time
Course Description
Week 1
(January 19-23)

INTRODUCTIONS, syllabus review, course terms, policies, assignments, etc.

Beginning the process of Interdisciplinarity. READ: Week ONE readings. Review
course site. Introduce yourself to classmates online via Bb. Review Course
Documents for assignment particulars. Autobiographical map due Friday,
January 23, 2015.
Week 2
(January 26-30)
Interdisciplinary Studies REDEFINED. READ: Week TWO readings. Review

course site. Complete Discussion Board. Review Course Documents for
assignment particulars. Participate in LIVE Session on Tuesday, January 27,
2015 @ 9:00pm, EST. Complete and Submit QUIZ #1, Friday, January 30, 2015,
11:59pm, EST. Begin working on eportfolio (review websites and pick one:
weebly.com or wix.com)
Week 3
(February 02-
06)

Major Components of Interdisciplinary Studies. READ: Week THREE readings.

Review course site. Complete Discussion Board. Review Course Documents for
assignment particulars. Complete and Submit Article evaluation, Friday,
February 06, 2015, 11:59pm, EST. Work on eportfolio (start collecting,
reviewing and sorting data; work on narratives).
Week 4
Applying Major Concepts in INTGlobalization, Philosophical Ideas, and

Researching Interdisciplinary Studies; Advantages and Disadvantages of
12
(February 09-
13)
Interdisciplinary Studies. READ: Week FOUR readings. Review course site.

Complete Discussion Board. Review Course Documents for assignment
particulars. Submit Resume and Job Description for review and set up
appointments for mock phone interviews, site visits (virtual and physical), by
Thursday, February 12, 2015. Continue working on eportfolio. (collect
supporting documents, professional development, resume, cover letters,
graduate school review, etc.)
Week 5
(February 16-
20)
Actualizing Interdisciplinary Studies: Get ME A JOB! READ: Week FIVE

readings. (including local newspapers). Review Course Site. Complete
Discussion Board. Review Course documents for assignment particulars.
Prepare for and complete your phone mock interview with Dr. Miller. Submit
Research Map by Wednesday, February 18, 2015, 11:59pm, EST.
Week 6
(February 23-
27)

Actualizing Interdisciplinary StudiesDemonstrating and Living

interdisciplinarily. READ: Week SIX readings. Review course site. Complete
Discussion Board. Review Course Documents for assignment particulars.
Continue MOCK phone interviews. Short paper due Friday, February 27, 2015,
11:59pm, EST. Email Dr. Miller a link to your eportfolio for a pre-view.
Week 7
(March 02-06)
Actualizing Interdisciplinary Studies: This is my major and this is what I will do

with itWrap up! Answering the question: what is interdisciplinary studies?
Review weeks folder. Review Course Documents. Complete Discussion Board.
Submit final project: eportfolio Friday, March 06, 2015, 11:59pm, EST.
13

Merged Document 2

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Merged Document 2

Uploaded by

Copyright:

Available Formats

Norfolk State University

Instructional Methods and Strategies

Computer Literacy Requirements

Course Goals and Measureable Intended Student Learning Outcomes

Instruction during Inclement Weather and/or University Closing

NSU Incomplete Grade Policy

NSU Assessment Policy

Academic Support Services

Retention Alert Advisory

Late Assignments and Make-up Policy

American Psychological Association Writing Manual Requirement

Assignment Submissions: Course file format standards

Americans with Disabilities Act (ADA) Statement

Learner Interaction Policy

Related University-Wide and Course Specific Requirements:

Instruction during Inclement Weather and/or University Closing

Evaluation (Criteria)/Assessment Methods and Grading Standards

Lesson quizzes = 40%

Mini-lit review assignment (Lesson 9) = 10%

Your presentation was

Very Good (30)

Your work had a clear

Your presentation was

The work was poorly

The material stated

Generally sloppy. Weak

Session & Time

Arroyos Philosophy of Teaching and Learning (PTL)

Defining a Research Project

Required reading: See Blackboard

Review of the Literature (Lit Review)

Special Instructions & Policies

Norfolk State University

Instructor: Dr. Denise Snowden-Langley

Basic knowledge of computer is absolutely essential. For example, students must

Familiarity with Microsoft Office applications such as Word and PowerPoint is

Familiarity with NSUs email system to guarantee effective communications with

Knowledge of Blackboard Learning Management System (LMS) is

Students will understand the reciprocal relationship between thought and

Students will participate in discussions boards as to develop interest in certain

Students will be able to solve problems, analyze issues, recognize different

Course Materials/Require Textbook/Supplementary Reading

Related University-Wide and Course Specific Requirements

American Psychological Association Writing Manual Requirement

otherwise directed by that course professor) are to be submitted as Microsoft Word

Format for submitting assignments:

THIS COURSE REQUIRES A MINIMUM GRADE OF C IN ORDER TO PASS,

Overall discussion/participation grade given at the end of the semester = 20%

Overall Discussion/Participation Grade: Class Participation Rubric and Guide

L.B. Brooks Library, room 240, Assisted Tech Lab

University Assessment Statement

MID-TERM EXAMINATION PERIOD

FALL BREAK (NO CLASSES)

Part Three: Understanding Arguments

Chapter 10 The Role of Criticism

Discipline Specific Writing Assignment

Chapter 12 Evaluate Your Argument/Issue

Review of course content, directions for presentation

Final Power Point Presentations/overview of critical thinking

Writing Assignment Rubric

- Content is incomplete. Major points are not clear

- Paper lacks many