RSP 101 Section EF

Course Description: This course in Creighton’s Ratio Studiorum Program introduces freshmen students to life at Creighton University. It examines key elements of collegiate life including the meaning and value of a liberal arts education; the University’s Jesuit, Catholic history and key Ignatian values; and the vocational aspirations and challenges common to all freshmen. Students are introduced to the CCAS Ratio Studiorum, that is, “plan of study,” including the College’s six learning objectives and the degree requirements (major and Core). Students learn about the culture of scholarship and academic integrity. During the fall semester we will also be reading The World Without Us, a book that will allow opportunities for self-exploration and self-discovery is assigned and will be discussed in class.

10 pts. Attendance (one unexcused absence permitted): 5 points per absence. After 3 absences you risk receiving an AF (automatic failure due to excess absences). This includes absences for required scheduled advising appointments and other required co-curriculars or events

10 pts. Advising Sessions: There are two mandatory individual advising meetings with me (though you are welcome to schedule others as you need to).

#2 With Two-Year Plan: 8pts. (after fall break, in preparation for registration)

20 pts.* Co-Curricular Participation. Please note that none of these replaces a class meeting.

*Students for whom any of these mandatory co-curricular events creates a conflict with another course or lab will be given an alternative means to complete the assignment by the instructor. Proof of the course conflict is required.

Extra Credit If you complete the quiz for all 6 short modules for the library's LEO (Library Encounter Online) you will earn 5 extra credit points added to the 100 points total. The website is available at

You need to complete all 6 module quizzes (the entire process of reviewing the modules and taking the quizzes should take no more than an hour). Please be sure to enter your name and all other identifying information for our class so that the library staff can report to me that you have completed the module quizzes. To earn the extra credit, you must complete all 6 short quizzes by Friday, December 5th at noon.

A (90-100); B+ (87-89); B (86-80); C+ (77-79); C (76-70); D (69-60); F (below 60).

1. Attendance: Attendance for class, advising sessions and co-curricular activities is mandatory. Students are allowed one unexcused absence. Subsequent unexcused absences from class sessions drop the attendance grade by up to 5 points each, as determined by the Faculty Preceptor. Failure to appear for individual advising meetings, to appear unprepared, or to appear significantly late (more than 10 minutes), drops the advising session grade by up to 5 participation points. If you must miss or be late for an advising appointment, please notify me as early as possible. There are four co-curricular events required. The dates and times of these are listed in the schedule. Please mark your calendars now. If you have a course conflict please let me know as soon as possible so alternate arrangements can be made. No other conflicts are recognized.

2. Academic Honesty: All violations of the University Policy on academic honesty will receive a grade of 0 for the assignment. (Multiple violations are reviewed by the Dean.) The University Policy and College procedures for dealing with violations can be found in the Undergraduate Bulletin.

3. Class Cancellation: Students will be notified by the Faculty Preceptor through BlueLine.

4. Make-Up: If extenuating circumstances prevent a student from completing an assignment or from attending an event, the student may make it up, at the discretion of the Faculty Preceptor. A late penalty of 1 point per day will be assessed on all assignments not turned in on the date and time indicated in the syllabus.

1. Learning in the Academy: An Introduction to the Culture of Scholarship (on-line)

Accommodations: Please let me know if you need accommodation of any sort. I will work in conjunction with the appropriate offices to provide what you need.

Introduction to RSP 101—objectives, policies, grading, schedule, first assignment

Reading/discussion: Dr. Wayne Young, Jr., On Becoming a Creightonian (BlueLine)

Reading/discussion: An Introduction to the Culture of Scholarship (on-line)

Sept 11 First reading and discussion of The World Without Us (pp. 1-101)

Recommended attendance at Involvement Fair (Sept. 10)
Individual advising appointments start on Sept. 15

Sept 11 AT 9pm Co-Curricular Activity on Alcohol Awareness (required) - Student Center Ballroom.

Sept 18 Obstacles to Learning (Decurion)
DUE: Reflection paper on book, 2-3 pp.; No weekly paper due

Sept 25 Second reading and discussion on The World Without Us (pp. 102-200)

Oct 16 Third reading and discussion on The World Without Us (pp. 201-75)

Reading/discussion: Larry Gillick, SJ, From the Mountain to the Hilltop (BlueLine)

Nov 5 Required attendance at Major/Minor Exploration Fair (collect artefact as assignment)

                                   Reading/discussion: Dr. Theodore E. Burk, Liberal Education at Creighton University (BlueLine)
                                   Designing a Two-Year Plan
                                   DUE: Bring in an artifact from the Major Exploration Fair to prove your attendance

Reading/discussion: Dr. Eileen Wirth Becoming a Whole Person: CU Co-Curriculars (BlueLine)

The quality of the class for everyone is in large part dependent on the quality of preparation and visible engagement of each individual participant. Below are concrete descriptions of different levels of participation. Please realize that although you may have prepared the readings or other assignments, and may be actively listening to others, if you do not actively demonstrate your preparation and ideas in discussion, there is no way to see and hence evaluate the quality of your preparation and participation. We will perform self-evaluations at least twice during the semester for you to reflect upon your participation and receive a non-binding provisional grade from me. Below are guidelines to help you attain the participation grade you desire:

A Level: These students are visible and obvious class leaders. Such a student contributes consistently, regularly and enthusiastically to class discussion. But such a student also does not dominate. Talking a lot doesn't guarantee an A. Rather, talking in a way that develops the conversation, builds on the comments of others, and is thoroughly grounded in the text under discussion will lead to an A. A-level participants don't ramble. Perhaps the most noteworthy characteristics of the A participant is that s/he always has very clear evidence from the text when relevant (being able to point to relevant passages and concrete details). Moreover, s/he doesn't just talk to the instructor. S/he engages everyone in the class, asks questions or builds on the comments of others, and addresses others' remarks as well as promoting his or her own position. These students are excellent and exceptional in their performance in every class.

B Level: These students contribute regularly to each class meeting. The B-level student has much in common with the A student; what differentiates the two is the degree of consistency of performance. The B student is sometimes a class leader, but not always. The B student is reliable in giving concrete evidence and details, but less specific than the A student. S/he always does good work, usually engages others, but may not do so every class meeting. These students are above average in their contributions in terms of both content and delivery.

C Level: These students give useful and relevant ideas and opinions; however, they may not tie their ideas with evidence from the text or they may not contribute very frequently. The C student only rarely engages others in the class by asking questions or furthering points. These students are very obviously not the class leaders, although they come prepared to all class meetings and are productive members of the class. They are average in their work, doing only what is required but no more.

D Level: These students are physically present and actively listen, but do not contribute with any regularity, or if they do, their contributions are vague and not carefully articulated. Their preparation and participation is never reliable and they do not make an effort to engage with others in the class.

F Level: These students are often absent. If they attend regularly, they are obviously and frequently unprepared and inattentive. An F-level student may also be one who makes insulting and unproductive comments, talks while others have the floor, or engages in other disruptive or disrespectful behavior. Numerous absences or flagrant rudeness should guarantee a failing grade.

Each week (or at least almost every week) you will turn in a 200-250 word paper (about 1 double spaced page) in which you will reflect upon one thing that stood out for you during the previous week (or since last turning a reflection paper in). It might be something that you learned in class or it might be something that you learned about yourself as you are exposed to new ideas, meeting new people, and negotiating new situations. The subject may be something deep and serious or it could be something trivial, but I would hope that by the end of the semester, there would be a few more serious reflections than trivial ones. I will read your essay each week and I will return it to you the next week, with brief comments and feedback; if you have done a creditable job you will receive a point. If not, you will receive no points. Keep these weekly essays and do not thrown them out, as they may be useful in writing your final reflection paper. For further details see Paper Grading Criteria, below. Please note that as always, spelling, grammar and punctuation do count (I am an English professor, after all). Significant technical errors indicates a less than creditable effort and will mean that you will not get the point for that week.

Choose one of the two topics listed below and write a 2-3 page (500-750 word) reflective essay. If you would like to propose another topic, related to the book, that you could write about reflectively, you may do so provided you receive advance approval from Dr. Keegan.

To help build your library research skills, in conjunction with your introduction to the Library and through our discussion of the book, you will prepare a 3 page (750-word) essay based on one of the following topics. You will be summarizing and assessing your research findings, with the goal of teaching your reader the important points about your topic.

You will need to document your use of library research databases in pursuing your topic, and you will need to consult a minimum of 3 sources, one of which must be a real book. You may not use google or wikipedia to complete this assignment. Only legitimate scholarly sources are permitted; if you are uncertain whether a source you are consulting is reputable, please see me. Make a copy of the title page and first page of each of your three sources to submit with the final version. You will need to integrate quotations and properly document all sources, even the ones you paraphrase. If you have any questions or concerns about this, please see me. The essay should be a minimum of 750 words, not including your Works Cited Page. For other details see "General Information about All Written Work," below.

If you would like to propose another topic, related to the book, that you could research, you may do so provided you receive advance approval from Dr. Keegan.

1. How do environmental issues relate to what you will do in your major or in your chosen career or profession? Is there a specialization for environmental issues?

2. Focusing on your hometown (or another particular place that is important to you) can you find out what it was like before human habitation? What kinds of plants/animals were native? How much of the native flora/fauna remains today? What is dominant now and where did it come from? What are the biggest environmental threats to the area today?

3. What can Creighton do as an institution to help promote sustainability? What are we currently doing and what could be done to make an impact in the future? Design a proposal to present to Father Schlegel reviewing the plusses and minuses (e.g. "Blue Jay Bikes" - communal bikes that students could ride and leave at designated sites on campus - see information on similar program sponsored by the city of Paris)?

4. What is the view of your faith tradition on environmental issues? Does your faith tradition have any policies or statements on the environment? What do you think of them? To what extent is the environment a spiritual as much as a practical/scientific/ political issue?

For this paper I would like you focus on your academic goals, now that you have a semester of college experience. Choose the description below that best fits you and write a (minimum) 3-page paper on that topic. For each of the topics, include a brief description for why you chose Creighton University.

a. I came to Creighton with a clear idea of what I wanted to major in or, at minimum, what career I ultimately want to pursue. After one semester I remain convinced about my path and I will explain why in this paper. (If this description fits you, try to explain what it is about the major that interests you and/or how you know about the career path and why it is right for you.)

b. I came to Creighton with a clear idea of what I wanted to major in or, at minimum, what career I ultimately want to pursue. After one semester I am not as sure as I was several months ago. (If this description fits you, try to describe what has led you to change your mind or have doubts? Is there a new path that attracts you? What more information will you need to decide?)

c. I came to Creighton without a clear idea of where I want to be in four years. (If this description fits you discuss what resources or evidence you think you will need to help you decide your path while at Creighton. Alternatively you can discuss why you think it is not important that you know your path at this time.)

For all of the assignments described above, I am happy to review drafts and provide feedback, provided drafts are supplied to me well in advance of the deadline.

Please note that even for the short weekly writing assignments spelling, grammar, and punctuation count. Thus you will always want to pay attention to style and mechanics. PROOFREAD YOUR WORK CAREFULLY, even if it is only a one-page assignment. You may wish to have a friend also proofread. Errors of inattention, such as typographical flaws, are easily avoided. Moreover, they can adversely affect your grade.

Any time you rely on an external source (even if you are paraphrasing), you are required to use proper documentation (MLA style) for both in-text citations and your Works Cited page. If you have any questions about MLA style, please ask; otherwise, I will assume you know it, and expect you to use it properly in essays.

All essays should be typed, double-spaced on standard 8 1/2 x 11 paper. Top, bottom and left margins should be 1", with the right margin (unjustified) approximately 1" also. Type size should be standard 10 or 12 point and printed in letter quality. Put your name and course number in the upper right or left corner. For papers longer than one page, do not number the first page, but put a number in the upper right corner of all following pages. You do not need a binder, folder, or separate title page. Do not staple your pages; use a paper clip to hold them together.

I am always happy and eager to meet with you at any time to discuss your writing for this class and (with proper advance notice) look over drafts. Please do not hesitate to contact me if you have any questions or need further guidance in writing for the class.

LATE PAPERS ARE NOT ACCEPTED. If you don't turn your work in at the beginning of class on the day that it is due, then you will receive an F. If you run into trouble, please let me know as soon as possible, so we can figure out a way to solve your problem. Always back up your work: every five minutes isn't often enough. Be sure you have plenty of extra paper and ink cartridges. Don't just save your essay on the hard drive. Back it up on a CD or flash drive so that when your computer crashes (which they like doing best during midterms or the week before finals), you can work on your paper at school or elsewhere. Don't wait until the last minute to start work on your writing -- if you do, it's more likely that your grade will be jeopardized if a problem occurs. Trust me: your computer will crash at the most inopportune moments. Don't lose your work. We've all had disasters strike and we all know there are very simple ways to prevent them from recurring.

The A Grade: Outstanding or "A" essays feature a well-defined and manageable thesis, highly specific and relevant evidence, accurate, original, and insightful analysis. Arguments and evidence are carefully arranged and organized around central ideas lending support to the main thesis. All points are clearly and sufficiently motivated, explained, supported, and developed. The arguments and observations reveal not only close attention to details but also awareness of and ability to exploit nuances of form and signification. Whenever necessary, while probing the evidence and assessing the implications of the analysis, the writer appropriately qualifies the main and subsidiary theses. The "A" essay is an example of thinking where analysis prevails over mere paraphrase. This essay is very well written, elegant in style, and free of spelling, grammatical, and syntactical errors. It has a unique "voice" that reflects an individual writer behind it, and will speak with authority and clarity. Its treatment of the topic avoids a feeling of "anonymity." It addresses the assignment directly without avoiding specific requirements.

The B Grade: The "B" essay shows a very good understanding of the issues raised and adequately relates them to the textual evidence. The writer makes effective arguments and marshals appropriate and adequate support in the form of properly discussed examples and illustrations. The argument is of sufficient length, has a clear focus, and balances the general with the specific, as well as analysis with paraphrase. This type of essay shows a very good effort at organization, is clearly written, and is free of major errors in spelling, grammar, and syntax. The B essay differs from the A essay in its degree of originality, specificity, engagement of evidence, quality of reasoning, depth of vision, and overall balance in the handling of all aspects of the arguments. The writer of the B essay may show a certain tendency to ride on the strength of a particular point or observation at the expense of a fuller, richer, and more in-depth development/support of the ideas under consideration. Its sense of audience is clear. The B paper addresses the assignment directly and satisfies almost all of its requirements. The B grade is not given to a paper that is not clearly and demonstrably above average.

A grade of B+ may be given to a paper whose elements place it in the upper range of B papers, but which is still not of A quality.

The C Grade: The "C" essay shows an adequate awareness of the nature of the problem or thesis under consideration. While showing some weakness in focusing and controlling the argument, it makes no major errors in understanding the texts involved and reveals a competent ability to relate general issues to particular examples and illustrations. The writer may overlook important aspects of the evidence, neglect to use pertinent examples, or not go far enough in interpreting and analyzing the text(s). The ideas chosen may exhibit a certain dependence on points raised and developed in class or other outside sources. Overall, this essay shows a need for development, clarification, and precision in the handling of textual evidence; its structure and organization may seem mechanical, loose, and somewhat random. This essay often tends to privilege paraphrase over analysis and may contain a number of errors in spelling, syntax, and grammar. It addresses the assignment directly and relatively clearly, but without significant depth or clarity. The tone and voice of a C paper are fairly clear but often lack a sense of individuality of author or sense of authority. A C paper often has an "anonymous" quality to it, restating standard opinion or assertions without going into significant depth. A C paper is in control of its subject in a reasonable but not yet comprehensive manner.

It is important to note that a C grade on a paper does not mean that the writing, or the student's performance, is in any way poor or substandard. A C means that the work is basically solid and acceptable.

A grade of C+ may be given to a paper whose elements place it in the upper range of C papers, but which is still not of B quality.

The D Grade: The "D" essay does not clearly identify its thesis; relies on unsubstantiated opinion; neglects to offer relevant evidence; or is analytically superficial and poorly organized. In general, such an essay often fails to meaningfully engage the text(s) in its own thinking process; is too short; and may seriously misread/misinterpret a text. The inadequacies of its language and reasoning substantially compromise the integrity of its analysis and the expression of its ideas. It addresses the assignment only in a brief way, avoiding some of the requirements of the assignment. It is kept from being an F paper by the fact that it does address the assignment in some way and that it has some structure and does make coherent points.

The F Grade: The "F" grade is used in cases where an essay fails to address the substance of the assignment and is illogical or incoherent; exhibits gross incongruities between the thesis and the evidence used to support it; seems incapable of distinguishing between the general and the specific; shows no discernible pattern of organization; is very poorly developed; or is marred by the frequent occurrence of major errors in writing. A paper which may be acceptable in style and development, but which does not address the assignment at all, may also be given a grade of