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GU299 General Education Capstone

Course Description

GU299 is the capstone course for Grantham University's general education program. Designed to
bridge the gap between the broad-based learning experienced throughout the general education
courses and the discipline-specific learning students engage in as they move closer toward degree
completion, this course highlights the specific skills and knowledge attained through the general
studies and how to incorporate those skills and that knowledge within the specific academic areas.
Through this process, students should achieve a greater awareness of how knowledge is
intertwined, and better recognize how information drawn from one experience can be applied directly
toward another, leading them to become more actively engaged, socially-aware citizens of the
various communities to which they belong.

Course Objectives

At the successful completion of this course, the student will be able to:

Read and extract information and ideas from a variety of texts;


Express, through writing and presenting, complex and well-researched ideas to a
general audience;
Ask valid and logical questions that promote a deeper understanding of the issues
being examined;
Identify the internal and external factors that affect the process of decision-
making;express a well-informed, personal viewpoint and show an understanding of his or her
own biases;
Consider the viewpoints of others, especially those ideas that challenge his or her
own;
Demonstrate how personal, professional, academic, and communal interests can
positively or negatively affect the way we approach an issue; and articulate how learning
extends beyond the classroom.

Course Textbook
Cress, C. M., Collier, P. J., & Reitenauer, V. L. (2013). Learning through serving: A student
guidebook for service-learning and civic engagement across academic disciplines and cultural
communities, (2nd ed.). Sterling, VA: Stylus Publishing, LLC. ISBN: 9781579229900

Schultz, H., & Yang, D. J. (1999). Pour your heart into it: How Starbucks built a company one cup at
a time. New York, NY: Hyperion. ISBN: 9780786883561

Course Prerequisite(s)
To enroll in GU299, students must have successfully completed each of the following courses:
CO101, CS105, EN101, GP210, GS102, GU100, HU260, & MA105.

Testing

This is a proctored course. Distance Education Accrediting Commission (DEAC)


requires validation that a student who takes the examination is the same person who
enrolled in the program and that the examination results will reflect the students own
knowledge and competence in accordance with stated learning outcomes. (Retrieved
August 28, 2016, from http://www.deac.org/searchresult.aspx?SearchText=proctor).
Grantham University utilizes the services of ProctorU to meet this requirement.

This is a proctored course. Distance Education Accrediting Commission (DEAC)


requires validation that a student who takes the examination is the same person who
enrolled in the program and that the examination results will reflect the students own
knowledge and competence in accordance with stated learning outcomes. (Retrieved
August 28, 2016, from http://www.deac.org/searchresult.aspx?SearchText=proctor).
Grantham University utilizes the services of ProctorU to meet this requirement.

PROCTORED EXAM INFORMATION: This course includes a


proctored exam in Week 6. You must register to take your exam using this
link. You may register for and schedule your exam at any time after the
course start date. To take the proctored exam you must:
Have a webcam
Provide valid picture ID to the proctor before the exam
starts
Use a computer that will allow a live proctor from ProctorU (a third
party) to temporarily take control of your computer
Test must be scheduled at least 72 hours prior to the
time you plan on completing the exam or there will be a $5 fee paid
directly to ProctorU (credit card or debit card only)
Take the exam in a room with no other people,
distractions, or interferences
Review these two links ProctorU How it Works and the exam rules
Weekly Schedule

Week
Read the introduction and chapter 1 in our textbook, Learning through
1
Serving (2013)
Read chapters 1-3 in Pour Your Heart Into It (1999).
Read lecture one: Introduction to Service-Learning and Civic Engagement
Watch the video lecture: Understanding Learning through Serving
Read: Preview of Your Final Project
Participate in the week one discussion: Introduction to Service Learning
Complete the week one assignment: Personal SWOT Analysis
Post to the week one reflection journal

Week
Read chapters 2-3 in our textbook, Learning through Serving (2013)
2 Read chapters 4-6 in Pour Your Heart Into It (1999).
Read lecture one: Community Partnerships
Read lecture two: Becoming Community
Watch the video lecture: Building and Maintaining Community
Watch the video lecture: Becoming Community
Participate in the week two discussion: Being Community
Complete the week two assignment: Researching Community Partnerships
Post to the week two reflection journal

Week
Read chapters 4-5 in our textbook, Learning through Serving (2013)
3 Read chapters 7-9 in Pour Your Heart Into It (1999).
Read lecture one: Groups are Fun, Groups are Not Fun
Read lecture two: Creating Cultural Connections
Watch the linked video: Starbucks Community Service
Watch the video lecture: Community, Group Dynamics, and Cultural
Connections
Participate in the week three discussion: The Developmental Model of
Intercultural Sensitivity
Complete the week three assignment: Preparing for the Final Project:
Outlining Your Goals, Intentions, and Approach
Post to the week three reflection journal
Week
Read chapter 6 in our textbook, Learning through Serving (2013)
4 Read chapters 10-12 in Pour Your Heart Into It (1999).
Read lecture one: Reflection in Action
Watch the video lecture: Reflection
Watch the linked video: Reflection
Participate in the week four discussion: Reflecting on Our Strengths and
Weaknesses
Complete the week four assignment: Preparing for the Final Project:
Literature Review
Post to the week four reflection journal
Complete the Midterm Exam

Week
Read chapters 7-8 in our textbook, Learning through Serving (2013)
5 Read chapters 13-15 in Pour Your Heart Into It (1999).
Read lecture one: Mentoring
Read lecture two: Leadership and Service-Learning
Watch the video lecture: Mentoring, Leadership, and Service-Learning
Watch the video lecture: Five Tips to Give a Great Speech
Watch the video lecture: Presentation Basics
Participate in the week five discussion: Mentoring and Service-Learning
Complete the week five assignment: Preparing for the Final Project: The
Rough Draft
Post to the week five reflection journal

Week
Read chapters 9-10 in our textbook, Learning through Serving (2013)
6 Read chapters 16-18 in Pour Your Heart Into It (1999).
Read lecture one: Failure with the Best Intentions
Read lecture two: Expanding Horizons
Watch the video lecture: The Business Logic of Sustainability
Participate in the week six discussion: Mathematical Ethics
Post your week five rough draft to the discussion: Peer Review
Post to the week six reflection journal
Complete proctored exam

Week
Read chapter 11 in our textbook, Learning through Serving (2013)
7 Read chapters 19-21 in Pour Your Heart Into It (1999).
Read lecture one: Beyond the Grade
Watch the video lecture: Beyond the Grade
Participate in the week seven discussion: Paying it Forward
Complete the week seven assignment: Final Project: Final Draft
Post to the week seven reflection journal
Week
Read chapters 13-14 in our textbook, Learning through Serving (2013)
8 Read chapters 22-24 in Pour Your Heart Into It (1999).
Read lecture one: Start Anywhere; Follow it Everywhere
Read lecture two: Looking Back; Looking Forward
Watch the video lecture: Reflection Be the Change
Participate in the week eight discussion: Be the Change
Complete the week eight assignment: Reflecting on Learning

Grading Policy

Assignment Percentage

Discussions 17%

Assignments 43%

Reflection Journals (Surveys) 22%

Midterm and Proctored Exam 12%


(Tests)

Final Project (Final) 6%

Expected Student Workload


The following table outlines the academic effort required for you to be successful in this course.
While the times in the table are approximate, it is presented to help with your time management. If
you have any questions or concerns, please direct them to your instructor or student advisor.

Week Type of Activity Activity Estimated Hours


Required

1 Online Readings/Lectures 0.8

Discussions 3.0

Assignments 0.0

Preparation Readings 1.6

Discussions 2.0

Assignments 7.0

Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours


Required

2 Online Readings/Lectures 0.8

Discussions 3.0

Assignments 0.0

Preparation Readings 3.3

Discussions 2.0

Assignments 13.0

Clinical/Lab Hours 0.0


Week Type of Activity Activity Estimated Hours
Required

3 Online Readings/Lectures 0.9

Discussions 3.0

Assignments 0.0

Preparation Readings 3.1

Discussions 2.0

Assignments 7.0

Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours


Required

4 Online Readings/Lectures 0.9

Discussions 3.0

Assignments 2.0

Preparation Readings 1.9

Discussions 2.0

Assignments 16.0

Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours


Required
5 Online Readings/Lectures 0.8

Discussions 3.0

Assignments 0.0

Preparation Readings 2.2

Discussions 2.0

Assignments 11.5

Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours


Required

6 Online Readings/Lectures 0.9

Discussions 3.0

Assignments 0.0

Preparation Readings 2.7

Discussions 2.0

Assignments 4.0

Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours


Required

7 Online Readings/Lectures 0.7


Discussions 3.0

Assignments 0.0

Preparation Readings 1.9

Discussions 2.0

Assignments 11.5

Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours


Required

8 Online Readings/Lectures 0.8

Discussions 3.0

Assignments 0.0

Preparation Readings 1.7

Discussions 2.0

Assignments 5.0

Clinical/Lab Hours 0.0

** The numbers listed in the chart above are rounded to the nearest whole