August 30

September 13

September 27

October 18

November 1

November 15

November 22

November 29

Service Component. 1) Each Scholar must participate in at least one all-Paideia service-learning activity. Please sign up IMMEDIATELY on the web for All-Paideia Service Day Sign-up Page. 2) 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. 3) Each Paideia Scholar must spend at least 15 hours during the semester on service (in at least two different experiences). 4) Paideia Scholars will write at least one reflection on their service activities. The reflection should address such questions as why and how the Paideia Scholar selected the project, how the project met (or failed to meet) expectations or goals, what the project accomplished, what the Paideia Scholar gained from the experience, and how the project illustrates connections across the Scholar’s academic life and the other four Paideia strands of Service, Intercultural, Leadership, and Collaborative Research and Creative Works. Finally, you must ask and respond to the question, “What is the broader social problem that caused the need I sought to alleviate during my service activity and what should I do to solve that broader social problem?”

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 two possible experiences. Please see the form.

Leadership Component. We will address this component more specifically in the spring semester.

Collaborative Component. During the Spring, Paideia Scholars will be asked to conduct a short interview with one expert regarding the expert or artist’s work and how they conduct research and/or how the creative process works. .

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. Each Paideia Scholar is to 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. You must make the reading available to the cohort at least one week before the seminar, either in electronic form (preferable) or hard copy. This requirement is intended to help you develop your abilities as an intellectual leader and facilitator. A great liberal arts education cultivates in the student the capacity to teach him or her and others about the world within which we work and live.

Portfolio. Paideia Scholars will begin the development of an electronic portfolio. Please sign up for a training session - 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.).

Reading assignments. You will be assigned readings from various sources including the Paideia Seminar Reader, Making the Most of College: Students Speak Their Minds, by Richard Light (both texts are on 2 hr. desk reserve in the library), and other sources (journals, etc.).

Annotated bibliography. You are to begin developing an annotated bibliography related to the Paideia experience. This semester you must add two entries to this bibliography:

• a book or assigned reading from another class that is then tied back to one of the five Paideia components.
• a book or reading of your choice directly related or tied to one of the five Paideia components.

These will become part of a bibliography that will be made available to all Paideia Scholars and Professors.

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 50% of final grade
Assignments: 50% of final grade