LINCOLN UNIVERSITY Master of Human Services Program: Pre-master s Program COURSE SYLLABUS

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1 LINCOLN UNIVERSITY Master of Human Services Program: Pre-master s Program COURSE SYLLABUS COURSE TITLE: The Graduate Experience (3 cr.) COURSE NUMBER: HUS 500 TERM: Fall PREREQUISITES: none INSTRUCTOR: Stine EXTENSION: 8213 OFFICE: Graduate Center rm OFFICE HRS: W 11 a.m. 5 p.m. Sat. 8 9 a.m., 12:20 1:20 p.m. Additional Office Hrs: online 24/7 MEETING TIME: Saturdays LOCATION: GC 450 COURSE DESCRIPTION Taken in conjunction with HUS 501Basic Writing in the Human Services, this course is designed to enhance skills in three areas essential to graduate student success: critical thinking, academic research (information literacy), and public speaking. In a computer lab setting, students will learn to work effectively in small groups; find and evaluate scholarly information; and present their views professionally, both orally and in writing. REQUIRED TEXT/MATERIALS DiYanni, R. (2003). Making it work: College reading in context. Boston, MA: Bedford/St. Martin s. ISBN Blakesley, David & Hoogeveen, Jeffrey L. (2008). Writing: A manual for the digital age (brief 2 nd edition). Mason, OH: Cengage Learning. ISBN Students are required to have access to a computer with Internet access and either Microsoft Word or a compatible word processing software. PRE-MASTER S PROGRAM GOAL The Pre-master s Program is designed to prepare students for success in the Master of Human Services Program, by providing a structured and supportive environment in which students can Develop and practice effective study habits; Assess individual academic strengths and weaknesses; Strengthen academic writing, speaking, reading, and thinking skills. PRE-MASTER S PROGRAM OBJECTIVES Students completing the Pre-master s Program successfully will be able to 1. Compose short essays on academic topics that contain no pattern of basic grammar error and demonstrate a mastery of the general organizational and stylistic conventions of

2 academic writing, including the ability to incorporate information from outside sources accurately and appropriately; 2. Read academic publications with an understanding of purpose, content, structure and potential bias; 3. Demonstrate themselves to be reflective, independent learners who can work effectively in peer groups to construct, compare, contrast and refine information while exercising respect for others, independent thinking, fair-mindedness and an openness to new ideas; 4. Use technology efficiently to find, retrieve, produce, and present information. COURSE STUDENT LEARNING OUTCOMES Students completing HUS 500 successfully will be able to 1. Retrieve scholarly articles effectively and evaluate information for sound reasoning and sufficient evidence; 2. Reflect in oral discussion and writing an empathy for diverse perspectives and feelings; 3. Create and deliver a persuasive PowerPoint presentation; 4. Design and participate in a group presentation that defends a position with carefully reasoned thesis and well supported evidence. ASSESSMENT MEASURES (TOOLS) DIRECT AND INDIRECT for each SLO Course SLO Direct/Indirect Assessment Measures Program SLO 1 APA exercise, group presentation (rubric), weekly 1,2,3,4 chapter quizzes 2 Online discussions, group class activities 1, 2, 3 3 PowerPoint presentation (rubric) 4 4 Group class activities, group presentation 2, 3,4 CALCULATION OF FINAL GRADES: Activity Weekly online chapter quizzes (Must score 80% or above on at least 9 of the quizzes; quiz may be taken multiple times as necessary.) Weekly online discussion assignments (no more than 2 individual postings may be missed over the course of the semester) Percentage 20% 15% Individual PowerPoint presentation (rubric provided) 30% Group presentation (rubric provided) 20% Complete all assignments and come to class prepared to participate actively in individual and group class activities In-class Final 10% 5%

3 Percentage Grade Percentage Grade A A B B B C C C- Below 70 F SCHEDULE OF LEARNING OPPORTUNITIES (ASSIGNMENTS): Wk 1 Class Overview, Introduction to Critical Thinking MIW: Introduction, Chapter 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Active Reading, Rogerian Argumentation MIW: Chapter 2 Increasing Vocabulary, Putting on Thinking Hats MIW: Chapter 3 Identifying Thesis MIW: Chapter 4 Supporting Thesis Identifying Topics for Group Presentation MIW: Chapter 5 Thinking at the Sentence Level Organizing Group Presentation MIW: Chapter 6

4 Wk 7 Wk 8 Wk 9 Wk 10 Wk 11 Wk 12 Wk 13 Common Organizing Principles Working on Group Presentation MIW: Chapter 7 Thinking at the Word Level Group Presentations MIW: Chapter 8 Making Sense of What We Read Basic PowerPoint Design MIW: Chapter 9 Reading Critically, Ethos/Pathos/Logos Developing PowerPoint Presentation MIW: Chapter 10 First draft: PowerPoint Presentation Making a Persuasive Argument Peer Review: PowerPoint Presentation MIW: Chapter 12 Revised Draft: PowerPoint Presentation Reading Textbooks Effectively Homework for Nov. 17: PowerPoint Presentation; Practice Oral Delivery Oral Presentations

5 Review MIW as needed Wk 14 Wk 15 Final exam Review Individual Goals and Progress Review of Semester I, Preview of Semester II ATTENDANCE POLICY Lincoln University uses the class method of teaching, which assumes that each student has something to contribute and something to gain by attending class. It further assumes that there is much more instruction absorbed in the classroom than can be tested on examinations. Therefore, students are expected to attend all regularly scheduled class meetings. More than two absences will result in a student s final grade being lowered a half grade. More than three absences may result in failure for the semester. Two latenesses equal one absence. Assignments done in class may not be made up outside of class. Students who are absent will receive a failing grade for that assignment. (This applies both to grammar quizzes and to in-class writing/oral presentation assignments.) Students who must miss class will be expected to submit any assignments by the stated due date, via or other agreed-upon methods. Students who miss class are also required to contact the teacher or classmates as necessary about any assignment for the following week and complete that assignment on schedule. STUDENTS WITH DISABILITIES STATEMENT: Lincoln University is committed to non-discrimination of students with disabilities and therefore ensures that they have equal access to higher education, programs, activities, and services in order to achieve full participation and integration into the University. In keeping with the philosophies of the mission and vision of the University, the Office of Student Support Services, through the Services for Students with Disabilities (SSD) Program, provides an array of support services and reasonable accommodations for students with special needs and/or disabilities as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of The Services for Students with Disabilities Program seeks to promote awareness and a campus environment in which accommodating students with special needs and/or disabilities is natural extension of the University s goal. UNIVERSITY ACADEMIC INTEGRITY STATEMENT: Students are responsible for proper conduct and integrity in all of their scholastic work. They must

6 follow a professor's instructions when completing tests, homework, and laboratory reports, and they must ask for clarification if the instructions are not clear. In general, students should not give or receive aid when taking exams, or exceed the time limitations specified by the professor. In seeking the truth, in learning to think critically, and in preparing for a life of constructive service, honesty is imperative. Honesty in the classroom and in the preparation of papers is, therefore, expected of all students. Each student has the responsibility to submit work that is uniquely his or her own. All of this work must be done in accordance with established principles of academic integrity. Full statement available in Desire2Learn and on the MHS homepage.

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