August 29, 3:00-5:30, FWO 302
October 17, 3:00-5:30, FWO 302
November 14, 3:00-6:00, FWO 302

Service Component. 1) Each Paideia Scholar will research various service project needs in the area (Williamson County), and present the results to the seminar. The seminar will select one project, to be completed by the group by the end of spring break 2004. 2) Each Paideia Scholar must spend at least 15 hours during the semester on service (in at least two different experiences). 3) Paideia Scholars are to maintain a reflective journal on all service activities. The journal shall address such issues as why and how the Paideia Scholar selected the project, how the project met (or not) expectations or goals, what the project accomplished, what the Paideia Scholar gained from the experience, and how the project relates to the four Paideia components and to classes.

Intercultural Component. Paideia Scholars will prepare proposals for the anchoring intercultural experience (the experience normally occurring during the junior year). This invloves meeting with the Director of Intercultural Learning at least twice, with the Paideia Professor at least once. By November 25, each Scholar must submit to the Paideia Professor proposals for three possible experiences. Please see the Intercultural Proposal Form.

Leadership Component. Paideia Scholars are to maintain a reflective journal on leadership. Scholars should reflect on different kinds of leadership, observe and reflect upon campus, community, and global leadership, and reflect upon some personal leadership experience.

Collaborative Component. 1) Paideia Scholars will collaborate on 15 minute presentations on their group service projects. 2) Each Paideia Scholar will maintain a reflective journal on the notion and experience of collaboration.

Paideia Plan. Each Paideia Scholar is to prepare a Paideia Plan. Scholars will develop and reflect upon a set of goals for their Paideia experience. In doing so, they will articulate how service, leadership, collaboration, and intercultural learning fit into these goals.This is to be a dynamic document that incorporates, and responds to, reflections during the three years of the program.

Attendance at Campus Events. Paideia Scholars are asked to reflect on campus events that they have attended. They should address what about the experience was a stretch and why, and what they learned. Each Scholar must attend campus events as follows. At least two or three must be a stretch for the Scholar:

lectures within department or area of academic interest (>=1/semester)
lectures outside of the department or area of academic interest (>=1/semester)
Fine Arts event (>=1/semester)
Sporting/Athletic event (>=1/semester)
Cultural or diversity event (>= 2-3/semester)

Current Events. For each seminar meeting, read and be prepared to report on one article from the most recent issue of one of the following publications: The New York Times, The New Yorker, Harper's, Scientific American, Art News, or another general-interest publication of your choice. By all means, write about the article in your reflective journal, stating not only why you read it and what its most important points were but also how it relates to your studies and the community outside Southwestern.

Reflective Journal. Each Paideia Scholar is to maintain a general reflective journal, to include reflective obeservations on various aspects of the four basic Paideia components, current events, extracurricular campus events, and other appropriate activites.

Portfolio. Paideia Scholars will begin the development of an electronic portfolio. Training sessions on LiveText will be offered early in the semester - each Scholar must attend one of these sessions. Written work will be included in the portfolio, and, prior to initiating the portfolio, Scholars should prepare and save such work in some sort of electronic format (word processing, web, etc.).

The class is offered on a P/D/F basis:

70%-100% = P
60%-69% = D
<60% = F

Reflective essays will be graded according to the following scale:

• High Pass(95%). Such essays will contain a clearly, succinctly
  stated thesis and exemplary supporting evidence; they
  will also be stylistically excellent (that is, be well
  organized, worded, and presented).
• Pass (85%). Such essays will contain a clearly, succinctly
  stated thesis and good supporting evidence; organization,
  word choice, and argumentation will be good but not
  excellent.
• Low Pass(65%). Such essays will contain a thesis and
  supporting evidence but clearly lack clear
  organization, word choices, and overall effect.
• F (50%). Such essays will either lack a clear thesis,
  supporting evidence, or be so stylistically flawed as
  to make it impossible to determine the thesis.
• F- (0%). Written assignment not turned in

Class/Program participation 40% of final grade
Reflective Essays (to be assigned): 60% of final grade