First Year Seminar

F i r s t Y e a r S e m i n a r ( S y l l a b u s T e m p l a t e ) F A L L 2 0 1 2

Instructor: Phone:

Email: Office Location:

Class Meeting Dates: August 30; September 4, 6, 11, 13, 18, 20, 25, 27; October 2, 4, 9, 11, 16, 18, 23. Attendance at all class sessions is expected.

Purpose Statement

First Year Seminar is designed to initiate students into the aspects of Christ-centered and biblically faithful education, which is the core of Biola’s mission statement. This not only involves the practice of learning from a Christian perspective, but an understanding of how it can lead us to value and serve one another and the larger community. Students will also be guided to think introspectively regarding their strengths and calling and given the tools necessary for the academic experience at Biola (may pertain to major exploration).

Required Texts

A required course pack is available for purchase at the bookstore. This course pack includes an envelope with a code for the Strengths Finder inventory. You are required to bring this course pack to all class sessions.

Grading

Each student will receive a letter grade for FYS. Grades are calculated according to the following points system: Participation*: 300 (30%) Writing Assignment 1: 150 (15%) Writing Assignment 2: 250 (25%) Reading Response 1: 75 (7.5%) Reading Response 2: 75 (7.5%) Additional Assignments: 150 (15%)

*Participation will be graded based on arriving to class on time, active involvement in class discussion, preparation through the completion of reading assignments, and engagement in the class experience.

Note: If you have a disability that may affect your academic progress, please contact the Learning Center (ext. 5851). Attendance

Your attendance in class is critical. Missing more than 3 class sessions will result in a failing grade in this course. You need to attend class regularly in order to interact with your classmates by sharing your thoughts and ideas. We will have in-class information that you will need for papers and other assignments. While points have not been assigned for attendance, I will subtract 25 points for each unexcused absence. You are expected to email or call me PRIOR to any class that you will be unable to attend, including excused absences.

Important Dates this Semester

September 3: Labor Day Holiday (no class) October 24-26: Torrey Memorial Bible Conference

October 26: Last day to withdraw from classes November 21-25: Thanksgiving Break

Reading Responses

All reading responses are due at the beginning of class and must be typed with your name and the date in the upper right-hand corner (single-spaced). Please see the Reading Response details below for further information and instructions. The purpose of these responses will be to fuel our in-class discussion. Each finished response should be one page (double-spaced) in length. Reading responses are graded on a credit/no credit basis. If you complete the assignment as outlined above, and turn it in on time, you will receive credit. While correct grammar and spelling is appreciated, your credit/no credit “grade” is not affected by minor mistakes or typos. You must turn in a printed paper.

Writing Assignments

All writing assignments must be typed with your name and the date in the upper right-hand corner. The title of the assignment (given in syllabus) should be centered below the name and date. Each finished essay should be three to four pages (double spaced) in length. Please see the Writing Assignment details below for further information and instructions. You will receive a letter grade for each written assignment. Papers must be uploaded and submitted via Blackboard (biola.blackboard.com and must be turned in before class on the day they are due.

Writing Assignment #1: Strengths Exploration

Writing Assignment #2: Research Paper & Reflection

Schedule of Class Sessions and Assignments

August 30: Welcome to First Year Seminar Assignment due Monday (September 3) by email: Set up your biola.edu email account, then send an email to me with two things I should know about you as a student and one prayer request you have for this semester. You should also send us your top five strengths resulting from the Strengthsfinder assessment: [email protected] and [email protected] (Peer Academic Advisor)

Assignment due Tuesday (September 4): Print your “Strengths Discovery Guide (Brief Version)” from the StrengthsQuest website and bring it to class.

September 4: Introduction to StrengthsQuest

September 6: StrengthsQuest, continued

September 11: StrengthsQuest, continued

Writing Assignment 1 due Thursday (September 13): Writing Assignment 1 – Strengths Exploration

September 13: A Christ-Centered Education

September 18: A Christ-Centered Education

Reading and Reading Response 1 due Thursday (September 20): Donald Miller, Searching for God Knows What

September 20: A Christ-Centered Education: Searching for God Knows What

September 25: Major Fair (Meet in Sutherland Auditorium) TENTATIVE LOCATION

September 27: Academic Advising and Choosing a Major

Reading Assignment due Tuesday (October 2): Brenda Salter McNeil and Rick Richardson, The Heart of Racial Justice

October 2: Reconciliation Chapel (Meet in Sutherland Auditorium) TENTATIVE LOCATION

Reading Response 2 and Chapel Reflection due Thursday (October 4): Brenda Salter McNeil and Rick Richardson, The Heart of Racial Justice

October 4: Diversity on the College Campus

October 9: Diversity on the College Campus

Assignment due Tuesday (October 16): Library Research Assignment, resources for Research Paper

October 11: A Theology of Vocation and Calling

October 16: A Theology of Vocation and Calling Reading Assignment due Thursday (October 18): Os Guinness, The Call

October 18: A Theology of Vocation and Calling

Writing Assignment 2 due Tuesday (October 23): Writing Assignment 2 – Research Paper & Reflection

October 23: First Year Seminar Wrap-up Assignment Overview and Calendar

Assignment Description Due Date Introductory Email & Set up your biola.edu email account, then send 9.3.12 Strengths Assessment me an email with two things I should know about you as a student and one prayer request you have for the semester.

You should also email me your top 5 strengths resulting from the StrengthsFinder assessment: - [email protected]

“Five Signature Print your “Five Signature Themes” Report from 9.4.12 Themes” Report the StrengthsQuest website. Bring the report to class. Writing Assignment 1 See description on Writing Assignment prompts 9.13.12 Strengths Exploration in this syllabus. Reading and Reading Reading can be found in Coursepack. 9.18.12 Response 1 - Searching for God Knows What Reading Assignment – The Reading can be found in Coursepack. 10.2.12 Heart of Racial Justice Reading Response 2 See description on Reading Assignment prompts 10.4.12 and Chapel in this syllabus. Reflection Library Research You will be given a worksheet to fill out with 10.16.12 Assignment scholarly resources for Writing Assignment 2. Further details will be given in handout format. Reading Assignment – Reading can be found in Coursepack. 10.18.12 The Call Writing Assignment 2 See description on Writing Assignment handout. 10.23.12 Research Paper and Reflection F i r s t Y e a r S e m i n a r F A L L 2 0 1 2 Reading Responses

All reading responses are due at the beginning of class and must be typed with your name and the date in the upper right-hand corner (single spaced). The purpose of these responses will be to fuel our in-class discussion. Each finished response should be one to two pages (double-spaced) in length. Papers should be 12-point font and have one-inch margins. Reading responses are graded on a credit/no credit basis. If you complete the assignment as outlined above, respond fully to the question, and turn it in on time, you will receive credit. While correct grammar and spelling is appreciated, your credit/no credit “grade” is not affected by minor mistakes or typos. You must turn in a printed paper.

Reading Response 1 Searching for God Knows What by Donald Miller

1. How does Donald Miller use historical, literary, and philosophical tools and research to interpret Shakespeare’s Romeo and Juliet? Provide specific examples. Is this a good approach to the integration of faith and learning?

2. Do you agree with the conclusions Donald Miller comes to about Shakespeare’s intent regarding the underlying themes of Romeo and Juliet? Why or why not?

Reading Response 2 The Heart of Racial Justice by Brenda Salter McNeil and Rick Richardson

1. After hearing from fellow students at the Reconciliation Chapel and reading this excerpt from The Heart of Racial Justice, what is something new that you learned or discovered about diversity in Christian community?

2. The authors identify certain important skills in the engagement of ethnic diversity and reconciliation. What is a skill identified by the authors you hope to develop more fully during your time at Biola? F i r s t Y e a r S e m i n a r F A L L 2 0 1 2 Writing Assignments

All writing assignments are due at the beginning of class and must be typed (double- spaced) with your name and the date in the upper right-hand corner. The title of the assignment (given in syllabus) should be centered below the name and date. Each finished essay should be three to four pages (double-spaced) in length. Papers should be 12-point font and have one-inch margins. You will receive a letter grade for each written assignment. Papers must be uploaded and submitted via Blackboard (biola.blackboard.com). Writing assignments must be turned in before class on the day they are due.

Writing Assignment 1 – Strengths Exploration

In your introduction to Strengths, you heard Marcus Buckingham state, “As you grow, you become more of who you already are.” The Clifton Strengths Finder has given you a vocabulary to better articulate the fundamental characteristics of who you are. Describe yourself by identifying your particular strengths at work in the midst of your journey.

Your description should include:

1. Examples of God using your strengths (whether you realized it or not) 2. Examples of how your strengths have brought you closer to God 3. Examples of the interplay of your strengths as they relate to your important interests, passions, or accomplishments

Note: You are strongly encouraged to interview one or two family members and/or close friends about your strengths and use that experience in this autobiography to help identify examples of your strengths in your life.

Writing Assignment 2 – Research Paper & Reflection

The first portion of this writing assignment is a research assignment, which means it should not include your opinions. Any statements you make should be based on your outside research. Use three to four sources (books or journal articles, one of which must be unique from those found in your course pack and/or class notes) for the research portion. The research portion should be three pages in length and the reflection portion of the paper should be one page in length.

Option 1

Research Prompt (3 pages): Define some of the hallmarks of a Christ-centered and biblically faithful education. More specifically, please address the concepts presented in class from Duane Litfin’s Conceiving a Christian College including Christ as the beginning of truth claims (p. 66), Christ as the centerpiece of an entire curriculum (p. 65), and loving God with all our minds (p. 66).

Examples of scholarly sources to use: Christianity in the Academy: Teaching at the Intersection of Faith and Learning by Harry Lee Poe, Faith and Learning: Christian Faith and Higher Education in Twentieth- Century America by Alexander S. Miller, “Faith in academia: Integrating students' faith stance into conceptions of their intellectual development” by Duna Sabri, Christopher Rowland, Jonathan Wyatt, Francesca Stavrakopouloua, Sarita Cargasa, & Helenann Hartley in Teaching in Higher Education; Feb 2008, Vol. 13 Issue 1, p. 43-54.

Reflection Prompt (1 page): This section of your paper is the chance for you to include your personal perspective on the research above. After the research portion of your paper (three pages), include a one-page reflection on what you hope to gain from this distinctly “Christ-centered” educational experience. Also, how will you take ownership of how to make the most of this unique experience (i.e. to, like Tozer, read Shakespeare on your knees)?

Option 2

Research Prompt (3 pages): Using class readings and Biola University’s Diversity Statement, identify key concepts related to the value of diverse perspectives in the academic experience, more specifically a Christ-centered academic experience.

Biola’s Diversity Statement: http://www.biola.edu/about/mission/diversity/

Examples of scholarly sources to use: The Heart of Racial Justice by Brenda Salter McNeil & Rick Richardson, A Many Colored Kingdom by Elizabeth Conde-Frazier, Steve Kang, and Gary Parrett, “Impelled toward Multicultural Religious Education” by David Ng in Religious Education (Spring 1992, Vol. 87 Issue 2, p. 192-203).

Reflection Prompt (one page): This section of your paper is the chance for you to include your personal perspective on the research above. After the research portion of your paper (three pages), include a one-page reflection on what you hope to gain from a variety of diverse perspectives of your faculty, fellow students, and concepts presented in class. Also, reflect on how your perspective has been shaped as you’ve considered the theological implications of learning from diversity in the kingdom of God.

Option 3

Research Prompt (three pages): Os Guinness writes “The truth is not that God is finding us a place for our gifts, but that God has created our gifts for a place of his choosing—and we will only be ourselves when we are finally there.” Research careers of interest to you with special consideration as to how they will allow you to contribute to the public good. Elaborate (with the use of sources) on a biblical understanding of vocation and calling and how these principles relate to the career you present.

Examples of scholarly sources to use: Vocation by Douglas Schuurman, The Fabric of this World by Lee Hardy, and “Professions as Callings” by James Gustafson in The Social Service Review 56/4 (December 1982).

Reflection Prompt (three pages): This section of your paper is the chance for you to include your personal perspective on the research above. After the research portion of your paper (three pages), include a one-page reflection on how you’ve grown in your understanding of calling and work from the research above. Elaborate on how you will use this understanding in your career decision-making process.

If you are not entirely clear on proper citation for a research paper, please visit this web site: http://owl.english.purdue.edu/. Failure to cite a source used in the paper is considered plagiarism and will result in a failing grade on this assignment. Paper Expectations Student essays will be graded according to the following guidelines. Papers should be 3-4 pages in length, double-spaced.

As stated in the course syllabus, all writing assignments are due at the beginning of class and must be typed (double-spaced) with your name and the date in the upper right-hand corner. The title of the assignment (given in syllabus) should be centered below the name and date. Each finished essay should be three to four pages in length. Papers should be 12- point font and have one-inch margins. You will receive a letter grade for each written assignment. Papers must be uploaded and via Blackboard (biola.blackboard.com) and submitted before class on the day it is due.

Assignment

1. Does the essay address each element of the assignment? 2. Are there strong, analytical assertions related to the writing assignment prompt?

Organization

1. Does the basic structure of the paper develop the main idea through a coherent sequence of paragraphs? 2. Does each paragraph contain a coherent sequence of sentences?

Language

1. Are the sentences fluent, clear, and concise? 2. Are there errors in mechanics, usage, grammar, or spelling?

After answering these questions, the paper can be assigned a letter grade.

The A essay exhibits originality of thought and effectiveness of expression, along with a smooth and logical development of the central idea. This central idea is a highly readable, direct and complex response to the requirements of the prompt. The organization, support, and construction of the A essay are clear and effective. No major deficiencies in mechanics, usage, grammar, spelling, or format are present—an overall superior job. An A paper, as you would expect, is rare.

The B essay clearly and effectively addresses the assignment. The central idea of the essay is clearly stated and well-developed throughout, with strong support and explanation. Largely free of mechanical, grammatical and other surface errors, the B essay might be less complex than a superior essay; its conclusions, while insightful, tend to be simpler than those of the A essay, and the B essay might suffer minor lapses in organization, correctness, and depth. The essay, however, remains a very good response to the prompt.

In the C essay, the central idea is developed with fair and reasonable support; it is competently organized; sentences are satisfactorily constructed; diction and mechanics may suffer from a number of errors, though they are not excessive. The C essay tends to lack the originality and attention-grabbing readability of the A or B essay, and may suffer from a lack of clarity, often stemming from a clunky structure, a weak thesis, wordiness and/or unfocused paragraphs. The D essay is weak in one or all of several areas: organization, argument, support, or correctness. The essay may not demonstrate an understanding of the assignment’s requirements, or it may respond to them in illogical, irrelevant, or underdeveloped ways. Errors in mechanics, usage, grammar, and spelling may be rampant. Often, a D essay is readable, though difficult to follow. The essay does show some spark of creativity that addresses the prompt, but its weaknesses overwhelm its strengths.

The F essay will suffer from one—or all—of the following problems: failure to develop a central idea; failure to respond to the assignment in any discernable way; poor sentence and/or paragraph structure; excessive errors in mechanics, usage, grammar, and spelling.

An instructor may refuse to accept your writing assignment for any one of the following reasons:  The assignment was not followed  Failure to follow directions regarding formatting  Plagiarism, which is also grounds for failing the course (see Student Handbook: Academic Integrity – studentlife.biola.edu/campus-life/student-handbook/academic-integrity)

Adapted from A Student Guide to Writing at UCI, 9th ed.; and Biola English Department English 112 and 113 Information and Standard Policies.