We continue to weave together intentionally the strands of Paideia: academics, intercultural, collaborative, service, leadership. The Paideia Program seeks to assist the Paideia Scholars in their search for a life that is connected, thoughtful, and authentic. Our seminar and tutorial sessions are designed to assist each seminar member in the pursuit of such a life.
The following shared values, methods, and procedures will serve to clarify
our approach to learning in this seminar.
--we will take a proactive approach to learning, one that requires personal goal setting, self-directed study, and self-evaluation.
--we will develop our goals and objectives with intentionality (that is, careful consideration and planning).
--we will reflect on our experiences, and the experiences of others, in an attempt to evaluate our own preconceived ideas and feelings; to challenge or reinforce our own values and beliefs; to discover other ways of thinking about complicated issues; and to explore different attitudes and viewpoints involving diverse perspectives.
--we will endeavor to maintain a supportive learning environment, one in which everyone’s opinion is valued and ideas that differ from our own are welcome.
--we will seek out and establish connections between what we are learning in our academic studies and the world at large.
--we will strive for personal growth and this will serve as a measure of our success.
Therefore, this seminar will require all of us to “stretch” beyond our established frames of reference, limits of understanding, and levels of comfort. The end result will be the integration of diverse learning experiences and progress toward the realization of our respective personal goals with regard to our educations.
Paideia Plan. Please revise your plan to show how you have further developed your goals and objectives since you started the program. Remember to ARCHIVE your old version in your e-portfolio before making changes to it. Your revised plan should pay special attention to how the strands of Paideia link to your goals at and after Southwestern. You should emphasize what you have learned about yourself and the world through your service and intercultural experiences as well as your academic experiences.
You will also engage in at least two substantive service activities other than the all-Paideia projects. Substantive means you will be actively engaged in this activity. You will need to have a sense of whom you are working with, their needs, and how you are participating to meet these needs. Substance is more important than the mere accumulation or documentation of service hours, although you should log the types of activities and the number of hours you devoted to each in your e-portfolio. You will write at least one reflection on your service activities. Your reflection should address such questions as why and how you selected the project, how the project met (or failed to meet) your expectations or goals, what the project accomplished, what your gained from the experience, and how the project illustrates connections across your 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?”
Facilitating sophomore cohort. Each of you will help to lead a sophomore cohort seminar session, if you did not do so last fall.
Academics. The Paideia program is integrally related to your academic life at Southwestern. It should not be considered as simply an enrichment program although it will certainly enrich your education. Everything we do in this seminar is designed to help you forge connections among the many facets of your life as a student, a member of a student organization, perhaps as an athlete or artist, and always as a unique human being. It is essential to look for and establish connections between what you are experiencing (reading, discussing, doing) in the seminar and what you are learning about in your other classes.
Intercultural. You should continue to add (by means of your e-portfolio) reflections pertaining to cultural/diversity events and activities on and off campus. You are also expected to amend your intercultural experience proposal by adding a discussion of your semester abroad destination. Surf the Internet or read a good book that explores the demographics, culture, geography and politics of the country you plan to live in. You should also revise your earlier discussion of your concerns and aspirations about your semester abroad.
Leadership. Last year you interviewed a leader (student, faculty, staff, or off-campus adult) about what leadership meant to him or her. We learned that “leadership” means, at the minimum, the interaction of leaders and followers in specific situations or contexts seeking to achieve common ends. This semester you will explore in a reflection your experience as an active participant (helping to organize, implement, and support an event or organization) on or off campus. Use this reflection to discuss what you see as your strengths, weakness, and style as a leader and as a follower. Be sure to draw upon the reading we have and are doing on leadership to offer insight into your leadership style and abilities.
Collaborative Research and Creative Works. You will develop a proposal describing your plan for a research or collaborative experience for next year. Your proposal should describe in detail what you seek to achieve, with whom you plan to collaborate, what methodology or artist approach you will employ, and what outcomes (questions answered, skills or talents developed, final product) you want to accomplish. Your proposal should reflect your interaction with the on or off-campus expert with whom you plan to work. The Paideia website has the format for your proposal. This is a step towards your Senior year experience doing collaborative research or creative work with an expert in your chosen field.
E-Portfolio. Continue to add both your essays and your personal contributions to your e-portfolio. You should think of your LiveText portfolio as your portfolio. You are encouraged to personalize it with your own art, video clips, music, photos, and reflections—anything you want to preserve in the portfolio and make available to others. At the end of three years your portfolio should be as unique as you are.
Attendance at On and Off Campus Events. You are required to reflect on at least three campus events that you have attended. You should chose events for a reflection that were a “stretch” or especially inspiring for you. You should address which events were “stretches” or especially inspiring, why, and what was learned from the experience. A suggested format for these reflections will be distributed in the seminar. You may, if you wish, offer a reflection through a medium other than an essay. Talk with me before you do a non-written reflection. One example of an acceptable non-written reflection may be a photomontage of an event that captures, to your eye and mind, what are the meaning and import of the experience. The list of required events is found under Grading below.
Annotated Bibliography. You will continue to build your annotated bibliography that includes at least one reading from a Fall Semester course that has helped you to make a connection among the many facets of your intellectual life; and a reading that is the personal choice that you found seminal in guiding your thinking about the connections among the different strands of your academic and personal life. This reading can duplicate the personal selection you facilitate for the seminar discussed in the next paragraph. Your annotated entries will be collected into a master file for future Paideia Scholars to read.
Facilitating a Class Discussion. You will choose one reading (normally no more than ten pages long) from a source that you find personally stimulating, fascinating, abhorrent, or simply puzzling. You are responsible for distributing that reading one week before the seminar meeting in which you will facilitate discussion on the reading. The discussion will normally be no longer than 15 minutes. 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 herself and others about the world within which we work and live. In brief it makes the faculty (me) dispensable.
Attendance Policy. Attendance in your Paideia Seminar and at your Paideia one-on-one appointments is required. Because attendance and participation are such integral parts of this program, students who miss either a seminar session or a one-on-one meeting with their Paideia Professor due to an unexcused absence will receive a lower class participation grade (see below). In addition, they will be placed on probation with the three-year Paideia Program. Any additional unexcused absences during the duration of the Paideia Program will typically result in your termination from the Program. All probationary cases will be reviewed by the group of ten Paideia 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
- 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
Honor Code. The Honor Code applies to the Padeia Program. Students will be expected to complete their work as defined by the course. At times, students must work alone, at other times with other students and professors.
Accommodations. Southwestern University will make reasonable accommodations for students with documented disabilities. To arrange accommodations students should contact Deb McCarthy, the Academic Services Coordinator within the Office of Academic Services (Cullen Building, 3rd floor; phone 863-1286; e-mail firstname.lastname@example.org). Students seeking accommodations should notify the Academic Services Coordinator at least two weeks before services are needed. It is the student’s responsibility to discuss any necessary accommodations with the appropriate faculty member.
Semester Schedule (very tentative)
Selection of readings
Volunteer for meeting each student will lead
Sophomore cohort mentoring: scheduling
Collaborative Research general discussion
Leadership (student selected)