The Liberal and Integrated Studies Paper

Finding My Path

Student Name

101 Campus Road

Springfield, IL 62702

[email protected]

[email protected]

618-207-8566

UIN: 666111555

LIS 451 / Senior Seminar

Professor Eric Hadley-Ives

Fall 2011 Table of Contents

Student Name Fall 2011 1/9/18 Page 2 Section I

Acknowledgments

I first want to thank God because without you nothing is possible. I wanted to thank my wife for supporting me in every way while I returned to school in pursuit of my degree. My daughter, though only two, continues to inspire me, and motivates me to be a great role model. To my parents who allowed me the freedom to find my path in life and school, which has led me to who and where I am today. Finally, all the professors and teachers throughout this process, you have been not only a source of knowledge, but also a source of encouragement and friendship.

Student Name Fall 2011 1/9/18 Page 3 1. Introduction

I have attended college for over nine years and found that education is a lifelong endeavor. Each student has their own learning preferences as well as expectations of their degree. The interests of every student vary greatly and traditional programs often don’t take this into account. Students need the freedom to design a program and evaluate their progress. This is what led me to the Liberal Studies program at the University of Illinois at Springfield. Their mission statement reads:

The Liberal Studies Program is designed to help students develop and plan a course of study that enhances critical thinking and problem-solving skills, inspires living as an engaged and responsible citizen, instills a habit of considering the ethics and consequences of actions, and brings familiarity with a broad and integrated core of knowledge.” (Droegkamp, 5) Their mission statement summed up my own philosophy of education. I have never had a specific career goal, and other traditional degrees seemed too focused, but the broad yet integrated degree from the Liberal Studies Program has been a perfect fit. My goal was never focused on a career, but I know the skills and knowledge I have gained will lead to rewarding employment.

When I started I had no idea this would become a journey of self-discovery. This program has allowed me to explore who I am, what I have done, and who I want to be. At the same time I have become a better friend, husband, and father. I hope to inspire others to continue their education in any venue and at any time in their lives. The following paper is a testament to the time, effort, and commitment I have given to this degree, and also to the skills and knowledge I have gained.

Student Name Fall 2011 1/9/18 Page 4 2. Presentation of Self

From as far back as I can remember I have never found that thing in life I wanted to pursue. As my life progressed, I floated from one idea to the next. The constant uncertainty was found in many aspects of my life. Even though I have never had a definite path, I always continued forward, but forward without any particular goal, avoiding regressing backward to a more ignorant or brutish existence. That was my mission, to continually grow as a person. I have subscribed to the idea of lifelong learning, often telling my friends to never be complacent. Until I came to the University of Illinois at Springfield, my life and educational path were undefined. I had a general direction without a specific goal, and this idea started early in my childhood.

Some people growing up follow in their parents’ footsteps, others just seem to know what they want in life. I was not one of those kids. My parents were nurses, and the thought of someone getting germs on me was not appealing. My interests did not help because mine were many and varied. Progressing through school no one really pressured me to figure anything out. I was getting good grades, so apparently they figured my calling— my life mission— would come to me in time. Well, it did not. My parents were no different; they were thrilled with my performance in school. There I was, plenty of talent, but no direction. This was reinforced in middle school when twice I was messing around in class and two different teachers kept me after. The other students were allowed to leave even though they had been doing the same things. The teachers told me that the others did not care as much. They said that I had a gift and needed to focus more. This idea my teachers had—that I had a gift— had a big effect on me and still does to this day.

High school came and with it came new challenges. In high school I enjoyed the greater freedom to control what classes I could take. I did not know at the time, but later I would crave the ability to design my degree. I moved along until I reached my junior year of high school. I knew I needed to decide a path to follow but had no guidance. The one constant throughout my life was the military. Both of my parents served, as well as extended family. I decided that a career in the military was what I would do.

After one semester in junior college I left for basic military training. I had joined the Air

Student Name Fall 2011 1/9/18 Page 5 National Guard for six years as a hydraulic technician. I did not have any idea of what I wanted to do, so I picked a job with a nice bonus. I have mixed feelings now about the whole experience, but I came away with a multitude of skills. I learned how to manage my time extremely well and also to work under pressure. There were many other skills I learned and character traits I developed such as dedication, discipline, and integrity. Coming into technical training I knew very little about hydraulics. While other airmen were more concerned with their new freedom, I studied very hard. I excelled in my classes, earning Distinguished Graduate and Airmen of the Month. I also received The Ace Award. I still did not feel like I was meant for a military career. I made the decision to use the military as a resource to find what I wanted in life.

Returning home from my military schooling I reenrolled in college. This was also when I moved into my first apartment with my new girlfriend Erica (who would later become my wife). I still had not decided on a major, but acquiring skills and learning came naturally to me. I was completing an associate’s degree at Southwestern Illinois College. The time spent there gave me a solid base of writing, communication, and critical thinking skills. The only thing I was missing was a major. They say that your time completing lower division classes will lead to discovering a major, it did not.

I finished my Associates degree and enrolled at Southern Illinois University Edwardsville to pursue a bachelor’s degree. This was the first time I really went to see a counselor. I did not like Edwardsville; no one seemed to be able to tell me what classes I needed, or give me advice on a career path. This did not help because I felt I had to rely on myself, and I still had no goals in mind other than to success. Erica informed me of how good I was at fixing things, so I decided on a degree in computers. After a semester at Edwardsville I returned to Southwestern Illinois College to obtain a computer science degree.

During this degree I had the opportunity to travel outside the country with the military. I was sent to Japan for three weeks. This was my first time experiencing another culture in this manner. I enjoyed it so much, and my time there created my love for studying culture.

I graduated with my second associate’s degree. This degree gave me the ability to work on and use computers. I also acquired my A+ certification and I was hired as a Personal Computer (PC) Technician. I was starting a two year period away from school. I enjoyed the

Student Name Fall 2011 1/9/18 Page 6 work, but the job did not challenge me to reach higher. The job was not very rewarding, other than the paycheck. I gained a desire to have a satisfying career where I can make a difference, not just increase a company’s stock value.

It was around this time that I got married. This brought me to the discovery that I wanted to be able to take care of my family and also enjoy my career. I knew a formal education would be my ticket to satisfying both of these goals. Out of nowhere, two unexpected events came along that changed the course of my life. My wife was given a full time position in the Army, and she was pregnant with our daughter. The news meant we would be moving to Springfield, IL.

My wife and I decided the best thing would be for me to go back to school, and become a stay at home dad. I applied to the University of Illinois Springfield. I chose a major in sociology and over the course of the semester changed it three times. I knew I could not settle into the same old routine. I thought back to what interested me and what I wanted to get out of a bachelor’s degree. That is when I came to the conclusion that maybe my inability to decide on a major had more to do with the programs being offered and not my interests. For me, it seemed traditional programs funneled students into a certain career. I needed to grow personally, as well as gain skills and knowledge for employment.

I researched and came across the Liberal Studies Program. The program seemed like a great fit. It would allow me to direct my own learning, based on my needs. I found out that that the program allowed for a broad yet integrated curriculum. I could use the Boyer categories to broaden my love of culture outside a traditional anthropology degree. I discovered different aspects of culture and different cultures in all of the Boyer categories and learned to see how they connected. Through the help of the program I am starting to figure out what I want to do. I might want to rejoin the military as an officer or maybe go into an intelligence field. I am taking my love of different subjects and combining them into one degree.

Since then I have never looked back. I have gained so many valuable skills through education, family, and life in general. With the knowledge and skills I have obtained, I feel confident in my ability to take care of my family and find a meaningful career. No matter what field I join, I will be happy knowing I strived to be a better person. I am excited to see how self-

Student Name Fall 2011 1/9/18 Page 7 directed education will turn out now that my path is clear and my options seem limitless.

Student Name Fall 2011 1/9/18 Page 8 Section II

3. Degree Overview

A. Summary of Degree

Arriving in the Liberal Studies program I knew that I wanted to study culture, but in a non-traditional manner. I did not want the strict curriculum of the Sociology/Anthropology major. I was looking to create an interdisciplinary approach to cultural studies. I wanted to understand the cultural aspects of politics, technology, and even economics. Fortunately for me, the program “is based on Ernest Boyer’s comprehensive study of higher education conducted by the Carnegie Foundation for the Advancement of Teaching published in College: The Undergraduate Experience in America” (qtd in Droegkamp, 4). In LIS 301 Self Directed Learning, I was able to place the context of my learning needs into Boyer’s theories on higher education. This approach permitted me to study cultural theory, practices, and institutions from a wide range of disciplines.

B. Philosophy of Higher Education

The philosophy of education I choose to frame my degree around was presented by Ernest Boyer in College: The Undergraduate Experience in America. In the Liberal Studies program we just call it the Boyer Model. This model can best be explained by Boyer’s own words: “General education is not a single set of courses. It is a program with a clear objective, one that can be achieved in a variety of ways, and while there may be great flexibility in the process; it is the clarity of purpose that is crucial” (Boyer, 101). The framework is not just a hodgepodge of randomly selected courses. Students must integrate the material from their classes, and form “connections across disciplines” (Boyer, 91). These connections bring about a more enlightened and informed view of society and the world. This world view in turn promotes individuals to become more involved in and accountable for the communities they live in, which is in line with the mission statement of the Liberal Studies program.

The variety of ways in which the program’s objectives are met is through the use of subject categories. The subject categories included in the model used at the University of Illinois

Student Name Fall 2011 1/9/18 Page 9 Springfield are: Art, Heritage, Identity, Institutions, Language, Nature, Tools, and Work. This model is then satisfied by completing all of the University’s general education and ECCE requirements. In addition to these, students must select at least at least two upper-division courses addressing each of seven categories.

At first, I was personally unsure about the Boyer’s philosophy on education. In the beginning the different subject categories seemed to broad and diverse. As I progressed through LIS 301, I learned that was the beauty of it. This framework permits a broad education to become integrated. I enjoy how classes do not belong to only one category, but overlap to provide the integration desired. I am aware that other frameworks are accepted in the program, but I am thankful that the Liberal Studies program uses Boyer’s model. Without Boyer’s theories I would never had the opportunity to design this degree in the way I did.

C. How this degree fits a model of quality undergraduate education.

The degree plan I have designed satisfies the requirements outlined by the University of Illinois at Springfield, The Liberal Studies Department, and Boyer’s Model. UIS defines a bachelor’s degree as:

A student with a bachelor's degree should be able to comprehend written and spoken communications --from simple narrative to scholarly exposition, novels, and poetry--and should be able to use and apply abstractions, principles, ideas, or theories to concrete situations. Content as well as form is important to a baccalaureate education. The student should have broad familiarity with the social sciences, humanities, sciences, mathematics and English. In addition UIS mandates a special understanding of public affairs in the broadest and most humanistic sense. (Droegkamp, 4) I have fulfilled the universities requirements by completing the Liberal Studies degree program, specifically using the Boyer Model. All the courses in my degree plan have increased my communications skills, as well as given me the opportunity to not only learn theories and principals, but to also apply them. These skills combined with the broad set of knowledge create engaged and socially responsible graduates.

I completed this model in two ways. First, I completed all of the general education and ECCE requirements. These courses provided both depth and a broad understanding of different disciplines. The second way my degree plan fits into the Boyer Model is through the use of the

Student Name Fall 2011 1/9/18 Page 10 Boyer categories. In Appendix 1, I have arranged two upper division courses that satisfy each of the eight Boyer categories. In addition to the courses listed, Appendix 2 displays a list of all the courses I have taken to satisfy the 60 credit hours of upper division credit needed in the Liberal Studies program. Each of these courses not only falls into the Boyer category listed, but also can be included in several others. The Boyer models need for “connections across disciplines” is achieved by courses crossing categories (Boyer, 91). As I will show in the following section, my degree is the integration of classes from many different disciplines, but with a clear, focused objective.

ART: Computer Literacy (CSC 318) and Introduction to HTML / Web Development (CSC 320)

INSTITUTIONS: World History (HIS 201) and Introduction to International Relations (PSC 373)

HERITAGE: Human Evolution (SOA 304) and Politics / Religion: Culture Wars (HIS 422)

IDENTITY: Understanding Culture (SOA 302) and Teen Talk: Culture / Adolescence (SOA 426)

LANGUAGE: Memoirs Across Culture (LIS 458) and Self-Directed Learning (LIS 301)

NATURE: Culture / Health / Power (SOA 428) and Human Geography (POS 303)

WORK: Economic Geography (GEO 202) and Macroeconomics (ECO 202)

TOOLS: Prior Learning Portfolio (EXL 305) and Senior Seminar (LIS 451)

Student Name Fall 2011 1/9/18 Page 11 4. Integrated Course Analysis

Summary Statement.

In other academic disciplines the objective is clear; learn about the subject matter in preparation for a job. How does a person study subject matter if they have no career in mind? That is the question I asked myself time and time again. Coming into the Liberal Studies program, I had a little knowledge about the process of designing a degree. I also had a few ideas of how to focus that plan. The things I did not have were concrete goals. I knew I wanted to succeed, but I had never sat down and thought about whom I was and what I wanted. From the first day of LIS 301 I knew I was about to embark on a journey of self-discovery. This journey has given me the ability to clearly define what and who I want to be. Know Thyself is an aphorism that entails discovering selfhood and avoiding the opinions of the masses. For these reasons, Know Thyself became the theme of my degree.

I began to explore myself in three different ways. The first of these was through Required Self-Indulgent Academic Inquiries. These classes helped satisfy University, ECCE, and Boyer requirements. They were chosen for not only those reasons, but they also helped me discover who I was as an individual, and as a citizen of multiple communities. Some courses were chosen based on my personal interests. All contributed to a greater understanding of my needs and desires. These courses feed my appetite for finding me. In the end they contributed to my overall theme and fulfilled the requirements of a broad yet integrated education.

The next way I would come to know myself was looking at Society: The Cultural Construction. Culture is defined as “learned, shared patterns in thought and behavior, and material culture” (Manthei, 3). Religion, food, and beliefs systems are all examples of culture. Culture envelopes almost every aspect of human life. If I was going to understand myself, I had to become familiar with the way culture constructs society. In many instances, how a person feels, thinks, and acts on a variety of subjects is the result of their culture. This is what is meant by cultural construction. I needed to become aware of reasons why and how I became the person I did, if I was going to figure out the person I wanted to be. These classes illuminated this problem, and made me more aware of the diversity of culture around the world.

Student Name Fall 2011 1/9/18 Page 12 Finally, no probe into selfhood would be complete without understanding The Historical Social Web. These are the systems throughout history that connect everyone and shape the lives we live. I needed to learn about the history of institutions, and reflect on the organizations I am a part of. This would facilitate a better construction of how I fit into these systems. Awareness of these concepts could help me become active in responsible organizations. These classes included a broad set of historically relevant systems of social interaction, and to understand them you have to understand their particular history. I was able to do this in a multidisciplinary way, which held together my use of the Boyer model.

Required Self-Indulgent Academic Inquiries.

LIS 301: Self Directed Learning, 4hrs, Spring 2010

LIS 301 was an introduction to the liberal studies program. The course focused on theories and practices of self-directed learning, self-assessment, as well as designing a degree plan. Some of the key skills developed in this course were writing, communication, and critical thinking skills. All of these were evaluated by articulating my learning needs, educational philosophy, goals, learning autobiography, and my learning strategies/degree plan. The class was taught by Mary Addison-Lamb. Although she responded when needed, I felt very alone in discovering the concepts of the course. The semester I had LIS 301 was her final one teaching, so maybe that was a factor. The textbook I found then and still today very helpful is the Liberal Studies Handbook. This course set the stage for all future learning.

I took this course in hopes of finding a place to develop my broad interests. I was curious because this course focused on the search for identity. The course was taught online, with weekly reading and discussion assignments. At different times throughout the course major assignments were due; these included all of the previously mentioned evaluations. Students in the discussion boards seemed too wrapped up in their own work, and gave less than needed feedback. To succeed in this course I had to become self-reliant, which helped me assess my learning needs and objectives. I was able to overcome any hindrances by planning, adapting to, and then executing all requirements. By cutting the cord, I was forced to really define who I am and what

Student Name Fall 2011 1/9/18 Page 13 I wanted out of my education and life.

One of the assignments in the class was to describe our philosophy of education. The following piece highlights the reason I began this class and the program. It also shows just how in line my philosophy was to the liberal studies curriculum:

I have always enjoyed taking classes from multiple disciplines. A degree should not come prepackaged. I don’t want to just settle for a degree program that is offered. Many students do just that, they have no idea what they want to do, but end up choosing a degree program. They then end up settling on a career to match their degree. I want to base my degree on my interests, because I would like my career to be based on my interests. (Xmal, My Philosophy 3) Students don’t come in standard sizes and shapes and neither should education. I hold this belief just as strongly now as I did then. My time in the program has helped me learn a great deal more about my interests and future.

I learned a lot about myself, how I learn, and what my goals are. I gained a clearer understanding of my degree aspirations and how to obtain them. That is exactly why this course fits with my overall theme. This class also fits into the Required Self-Indulgent Academic Inquiries sub-theme. This course was a requirement, but I am glad for that, because it allowed me the time and atmosphere I needed to develop a well thought out plan for my future.

Boyer Category: Identity: The search for meaning. “Ultimately, the aim of common learning is the understanding of oneself and a capacity for sound judgment” (Boyer, 98). This course is a good match for the identity category because it permitted me to explore who I am by looking at a multitude of areas. Once I gained this understanding, I was able to use sound judgment to plot a course of study, as well as determine goals for the future.

LIS 451: Senior Seminar, 3hrs, Fall 2011

This course is designed to allow students to apply the theories and practice learned in LIS 301. This is accomplished by reflecting on the meaning of my education, assessing the meaning of the courses I selected, and reviewing how course material is integrated. This course helped me to inventory the skills and knowledge I have gained by reflecting on my learning experiences. The objective was to provide a logical argument that the course work I completed satisfies the requirements of a bachelor’s degree. The class was taught by Professor Eric Hadley-Ives. The

Student Name Fall 2011 1/9/18 Page 14 professor was a constant source of encouragement though comments on the discussion board. There were no major textbooks assigned for this course, just online material. The Liberal and Integrated paper was the main source of evaluation.

I took this course to fulfill the program requirements, but it ended up becoming the culmination of all my hard work throughout the years. I learned that what I had achieved in my courses was exceeded by the personal growth I experienced. To achieve this, I had to do an extensive amount of reflection and reading. The assignments were rigorous, requiring excellent use of time. One of the main keys to my success was the encouragement of students and the professor. Their encouragement, mixed with the way the course was designed to be completed in stages, made the course manageable. Commitment and determination to finish what I started was a very powerful force behind my success.

The other day I was completing the weekly readings and found a quotation that summed up the way I felt about education. Neil Portman wrote about the two contradictory reasons for schools, he said:

One is that schools must teach the young to accept the world as it is, with all of their cultures’ rules, requirements, constraints, and even prejudices. The other is that the young should be taught to be critical thinkers, so that they become men and women of independent mind, distanced from the conventional wisdom of their own time and with the strength and skills enough to change what is wrong. (60) The latter of the two is the kind of people this world needs. The program I am completing has enabled me to establish new ideas and modes of thought, as well as the desire to become more engaged in the world. This passage sums up the transformation that many students in the liberal studies program are feeling.

This course fit into my overall theme because it gave me the chance to look at the ideas and thoughts I had at the beginning of my journey, and compare them with my current ideologies. This process gave me a great understanding of the growth I have undergone in the process, and evaluate the potential of my future. I also included it in this sub-theme because it was required by the program.

Boyer Category: Tools. “Courses and other learning experiences involving math, statistics, research methods, computer skills and library research fall into this group” (Droegkamp, 27). This

Student Name Fall 2011 1/9/18 Page 15 course falls into the tools category because I was able to inventory the skills I had learned, but also because of the intensive use of research, reasoning, and analytical skills necessary to complete a paper of this magnitude.

EXL 305: Credit for Prior Learning, 3hrs, Summer 2011

This course was designed to give students an overview of the theory and practices surrounding experiential learning. This was done by assessing learning activities that occurred outside a traditional campus classroom, and equating this learning to a college level. The objectives of the course were to develop communication skills while describing my prior learning and its significance to higher education. The class was taught by Ross Garmil. The course was entirely self-directed, so instructor interaction was limited to feedback. My progress was evaluated by completing the prior learning portfolio.

I took this course to satisfy the ECCE requirement of engagement. I was able to learn a lot about the skills and experiences I already possessed, and how they could be integrated into my continuing education. By doing so, I gained a clearer picture of my future goals. To realized this by completing a credit for prior learning portfolio. As previously stated, the course was self-directed so interaction with the instructor was minimal. This made it essential to complete the prescribed work on time. I had to complete different portions of the paper at different intervals. To succeed I employed time management skills, and analyzed the lectures for help. I was able to succeed because of my excellent record keeping skills. I really enjoyed this course because it highlighted that I am always learning.

One of the assignments was looking back through my life and finding moments of learning. I wrote the following passage in my credit for prior learning portfolio because my family is very important to me:

My daughter was born in May of 2009. Being a father gave me many skills. I learned patience, time management, and everyday parenting skills. They say any man can be a father but it takes someone special to be a dad. I know what that means now. It means that you have to put everything into being a dad; it is something you continually do. My daughter has completed our family. Now that my family is complete I feel ready to finish my formal education. Family has been the binding glue through it all. (Xmal, Credit for Prior Learning Portfolio, 13) I became so inspired because I was not only doing this for my own personal growth, but to act as

Student Name Fall 2011 1/9/18 Page 16 an inspiration to my daughter. I want to prepare her to become a responsible and engaged citizen as well.

Most courses are focused on what you are learning. This course examined the learning I had already completed, while assessing that learning in relation to future learning. I discovered a lot about myself, through examining different stages of my life. For these reasons, credit for prior learning fits into my overall theme of Know Thyself. This course was also required, but found a home in the cohesive degree I was creating. This made the course a natural fit in this sub-theme.

Boyer Category: Tools. I initially selected this course to fulfill the ECCE requirement of engagement. During the course I was able to catalog the skills and tools I had gained through experiential learning. Tools include courses and other learning experiences involving math, statistics, research methods, computer skills and library research fall into this group (Droegkamp, 27). This class fit the Boyer model because the skills I was able to inventory were integrated into almost every course I took

CSC 318: Computer Literacy, 4hrs, Fall 2010

This course is aimed at building interest and experience with personal computer software. The software used included the Microsoft Office suite, internet web browsers, and email applications. The course was designed to give students broad familiarity with the computer software in use today. The course was taught by Susan Gundy. The instructor was very hands off, which allowed students to learn through hands on experience. We used Microsoft® Office 2010: Introductory Microsoft Office 2010 Introductory Concepts and Techniques Windows 7 Edition in this course. The book provided lectures as well as step by step instructions. Throughout the course I was evaluated by weekly assignments, quizzes, and four projects.

I took this course to become better familiarized with the software employed by employers. I learned everything from how to design word documents, spreadsheets, and databases, to information retrieval through the internet. These skills helped me greatly throughout my education. I was constantly asked to read chapters while following hands on exercises. I then created original work using the same techniques. The assignments were great;

Student Name Fall 2011 1/9/18 Page 17 they provide time to apply the concepts being taught. The structure of the course allowed me to succeed.

Because this course is so centered on acquiring skills to produce an output, the best way to show what I learned is through my work. This PowerPoint slide is just one of the many documents I was able to create.

Using these tools not only gave me practical skills, but also allowed me to become more creative, which transferred to other areas of my education. This new creative interest pushed me to take the next class on the list.

This course was a personal interest of mine, as well as a requirement, so this class fit perfectly with the sub-theme Required Self-Indulgent Academic Inquiries. I was also able to grow as a person by sparking a desire to become more creative. The class was definitely an unconventional way of achieving my objectives.

Boyer Category: Art: The Esthetic Dimension. I included this course in the art category because I see beauty and culture in the designs of PowerPoint, Excel and, Word documents. Boyer said that “There are human experiences that defy the power of words to describe them” and art is one way of expressing them (Boyer, 93). I believe that through the medium of computer software, human experiences can be recorded and viewed in a very artistic

Student Name Fall 2011 1/9/18 Page 18 way.

CSC 320: HTML Web Design, 4hrs, Spring 2011

This course is designed to introduce students to web page design. The primary mode of building a web site in the course was the use of Hyper Text Markup Language (HTML). The course also went into the details of publishing a website to the internet. The main objective was to learn the concepts and design principles in use today. This included everything from the use of video, pictures, and interactive content. The class was taught by Albert C. Whittenberg. Much like the last class, the instructor was there to provide feedback when needed, but allowed each student creative control. The textbook used in the course was Web Site Design Made Easy by Dennis Gaskill. The book provided structured weekly exercises. The main form of evaluation was the final website design, along with weekly discussion board topics.

I selected this course because I needed to fulfill the Boyer category art. I have never really enjoyed what is considered classic art. I have always been into video games and web page designs, so the course satisfies my own interest as well. I gained a better understanding of art culture and the different ways art is enjoyed, and by doing so learned to appreciate art. I enjoyed being able to create art in an unconventional manner.

In this course the book was the main form of instruction. The class was more self- instructional. The teacher would only really comment when asked for clarification or when giving feedback. Also, the discussion board was used to bounce ideas around the class and give feedback to others. While reading the book I would design practice samples. These hands on portions allowed me to become successful at web design, and I followed them up with my final presentation. I succeeded because I took the time to practice what was being taught, and design the site. In this course students could not just study the material; they had to do the practice work.

This class was very focused on experimentation and design principles. There is no better way to explain what I learned then by showing my final webpage design. The site I created can be viewed by following this link: [This link has been removed]

Not only is this a representation of the skills I learned in this class, but also my desire to become

Student Name Fall 2011 1/9/18 Page 19 more engaged. I wanted to tackle an issue I felt others could as well.

This course fit with my overall theme because I was allowed to explore what I consider art. In other institutions and to other students web design is not art. I was able to acquire design skills and learn about myself. This class fits into the Required Self-Indulgent Academic Inquiries sub-theme as well. I was fulfilling a requirement, but uncovered a love of unconventional art and art culture.

Boyer Category: Art: The Esthetic Dimension. Boyer defines this category by saying “Students need to understand the unique ability of the arts to affirm and dignify our lives and remain the means by which the quality of a civilization can be measured” (Boyer, 94-95). This course gave me another way of looking at the arts, and the ability to create art. Both of these skills I either did not have or did not pursue. I learned to recognize the symbolic nature of art and the way it is used to enhance and enrich humanity. These are all qualities found in a solid undergraduate education, and were accomplished through this Boyer category.

Society: The Cultural Construction.

SOA 302: Understanding Culture, 4hrs, Fall 2010

This course looked at social organizations and beliefs with the tools of cultural anthropology. Major themes throughout the class included; the cultural construction of gender and race, political and economic systems, and colonization thru globalization. Illustrations of the main points came from Australian Aborigines, The Masai, Hindus in India, and indigenous peoples throughout the world. Course objectives were to strengthen writing and research skills through the examination of course concepts using the anthropological toolkit. The course was taught by Dr. Jennifer Manthei. This was the second class I had with the professor. Her extensive knowledge of the subject matter provided vivid examples of class material. The professor used many PowerPoint presentations, as well as Conformity and Conflict: Readings in

Student Name Fall 2011 1/9/18 Page 20 Cultural Anthropology. The textbook seemed to be more of a compliment to the in class material, instead of the focus. During the semester my learning was assessed with two papers and four exams.

My desire to understand people naturally led me to a course on understanding culture. I wanted to increase my critical thinking and analytical skills while learning how different societies have changed over time. I learned about the mistakes of the past when examining culture, such as; ethnocentrism, armchair anthropology, and unilinear cultural evolution. These were followed by 20th century methods of cultural relativity, historical particularism, and holism. All of these concepts were used to look at social issues.

Lectures and discussions dominated the class, but we also employed presentations and group work. Writing and research were involved in all of the assignments. The final paper involved researching a topic and issue of our choosing. I spent much of my time searching for articles to use in my paper with the Brooken’s online database. I had seldom been required to find outside sources for papers, and while it initially required some instruction, I found the skill invaluable in other classes. Time management was a very large factor of my success in the class. Also, my ability to find sources and material that validated my paper helped tremendously. Dr. Manthei’s skill in varying the content and presentation kept my interest high.

The final paper was the most rewarding part of the class. I choose a topic for the final paper that the professor was highly knowledgeable about. This provided some difficulties, but also allowed me to use the professor as a source. Here is a section of the paper I wrote on maternal detachment:

Mothers believing their children don’t have the will to live, or leaving their children to die are concepts that are hard to grasp for people who live in a society of abundance. Anthropologists are divided on the role played by mothers in this situation. Regardless of the role of the mothers, child mortality in Northeast Brazil is very high. Mothers there have come to accept the death of their children with a form of detachment. This ideology has been produced by inequality and the inactivity of the government. The people of Northeast Brazil are battling for their lives on an unequal playing field. Problems of this magnitude can be avoided with careful planning in all sectors of government and with the help of world agencies. Brazil is just one country that demonstrates the widening gap between rich and poor, and the problems it causes. Using anthropological tools allowed this practice to be viewed in a holistic manner which helps to create solutions, while not just pointing fingers. (Xmal, Maternal, 6)

Student Name Fall 2011 1/9/18 Page 21 As a father the practice of maternal detachment seemed horrific, but I was able to overcome these feelings by looking at the whole picture and not just the parts. Through this research I became aware of a problem that I would otherwise never known.

This class presented ways humans view cultures other than their own. I was taught to not only look at other cultures from the inside, but look at my own from the outside. This technique can be difficult, but opened me up to self-reflection. I included this course in Society: The Cultural Construction. This class laid the foundation for understanding, interacting, and viewing different societies and cultures, and gave me the tools to interpret cultural meanings and ideologies. That process is at the heart of this sub-theme.

Boyer Category: Identity: The Search for Meaning. Boyer said that “Ultimately, the aim of common learning is the understanding of oneself and a capacity for sound judgment” (Boyer, 98). How can a person come to understand themselves if they are looking through lens that have been constructed to see in a certain way? It may not be possible to totally throw off cultures influence, but understanding how these constructions came to exist can help in filtering the information passing through them. SOA 302 teaches the tools to understand oneself in a broad context, which gives way to sound judgment. These are the reasons this class fits the identity category.

SOA 304: Human Evolution, 4hrs, Spring 2011

This course teaches biological diversity and evolution from an anthropological perspective. The main areas of study were human genetics and variation, non-human primates, and the fossil record from early human ancestors. The main objectives of the course were to gain an understanding of natural selection, cultural behavior among humans and animals, and to use multiple approaches in defining human species. Dr. Lynn Fisher taught the course. Dr. Fisher’s enthusiasm for the subject was a constant source of encouragement. I did not want to let her down in any way, which made me study harder. The main source of material was the text book and lectures, but Jane Goodall’s Through a Window: My Thirty Years with the Chimpanzees of Gombe was an unexpected pleasure to read. My learning was evaluated in numerous ways. My competency was judge by a combination of, assignments, essays, exams, and presentations.

Student Name Fall 2011 1/9/18 Page 22 In addition to taking this course for requirements, I had a desire to learn about human evolution. I never had the opportunity in the past, and this knowledge seemed essential to understanding humans and their culture. This class helped me understand human nature and social structures, which is helpful not only in academics, but also everyday life. Throughout the course assignments and readings were given on a weekly basis. I came up with a system that broke down the assignments into phases, which helped me to progress through the course. The assignments were challenging, but my interest in the subject matter, alongside an excellent instructor, were the reasons for my success.

One of the first compliments I received from Dr. Fisher was very influential to my success in the class. In response to my first paper Dr. Fisher wrote:

This is an excellent, thoughtful, and carefully prepared paper! In fact, this is about the best paper I’ve ever received in response to this assignment, which I’ve used for some years. Your paper is well-informed and insightful about evolutionary theory, and is very well-written with a clear logical structure. You do a very good job of framing your inquiry in evolutionary terms, identifying the limitations of your data, focusing in on factors Boyd & Silk argue are important for understanding female primate reproductive success, and relating your comparison of 3 Gombe females to those factors. You do a great job in writing structured comparisons based on a careful use of available information. Very nice! (Xmal, Chimpanzee, 8) This was one of the highest compliments I had ever received from a professor. From that moment on I knew I not only wanted to succeed for myself, but also to show my instructor how much I appreciated their commitment and support. This taught me a lot about the kind of level I want to perform at.

This course not only matches up with my overall theme by looking at human nature in general, but also by fitting in with my sub-theme. Society: the cultural construction is all about learning how society has come to feel, think, act, and the systems that support them. Learning about the origins of humans and their culture was the beginning of this journey.

Boyer Category: Heritage: The Living Past. Boyer says that “It is imperative that all students learn about the women and men and the events that have contributed consequentially to our own history and to other cultures” when discussing heritage (Boyer, 94). That is why it was imperative to study the history of human evolution and culture. Today, this is the best theory

Student Name Fall 2011 1/9/18 Page 23 scientists have in explaining where humans came from and how we evolve. No exploration into the living past is complete without it.

LIS 458: Memoirs Across Culture, 4hrs, Spring 2011

Memoirs Across Culture covered the reading, writing, and analyzing memoirs in order to better understand the genre. We studied a variety of writers from an assortment of world regions. Some of the writers included Daoud Hari from Darfur, Frank McCourt from Ireland, and Azadeh Moaveni from Iran. The objectives of these readings were to develop an awareness of different cultures through their own works. I also gained respect for the diversity of different cultures. Another objective was to enhance students’ abilities to interpret written sources and express intricate ideas through written work. The class was taught by Professor Lan Dong with the use of many different texts. The one that had the most influence on me was The Motorcycle Diaries: Notes on a Latin American Journey by Ernesto Guevara. Throughout the course I was evaluated by weekly discussions, an autobiographical paper, two short reflective papers, and a group critical analysis.

I took this class because, unlike other courses where I learned about culture through scientific fieldwork, this course taught cultural diversity through direct reflection. At the same time I was hoping to improve my writing skills through a formal English course. I really enjoyed reading about all the different experiences that each author had, and trying to analyze them through theories I had discovered in different courses. I constantly had to read one novel after another, while critically examining the content. To accomplish this I employed time management techniques as well as effective note taking ones. The course was challenging because there was very little professor interaction except feedback, but student feedback was continually given. My success was in large part due to the amount of time I put into the reading and revision of my work.

I had taken classes that discussed Marxist philosophy, but usually the work was from political analysts. In this course I was fortunate to be able to read work by Ernest Guevara; providing a different perspective. One of the more memorable passages from his work was:

I wanted to succeed, as everybody wants to succeed, I dreamed about being a famous researcher, I dreamed of working tirelessly to achieve something that could really be put at the disposal of

Student Name Fall 2011 1/9/18 Page 24 humanity, but that, at the same time , would be a personal triumph. I was, as we all are, a child of my environment. (Guevara, 167) I took a moment to reflect on his words and found they did reflect our society. Many of us want to help people, but frame the process in personal rewards. This paradox must be solved in order to reconcile the needs of society with the desires of the individual. This statement was just another confirmation of the reasons I sought a higher education.

Not only was I able to read about the lives and culture of others, but I was also able to reflect on my life. I gained a better perspective of the things I wanted and the life I want to live. For these reasons, Memoirs Across Culture fit into my overall theme. At the same time my discovery of others voices and self-reflection led me to include this course in Society: The Cultural Construction.

Boyer Category: Language: The Crucial Connection. Throughout this course I was exposed to the written language of cultures much different than my own. I learned that hearing others words and experiences can be a great teacher; leading to personal growth. Bower commented that “the sending and receiving of sophisticated messages set human beings apart from all other forms of life. As humans, we take infinite pains to reflect on and interpret our experiences” (Boyer, 92). Most of the writers I read went through great pains to transmit their stories so that others could learn from them, and hopefully bring about profound change. I have included Memoirs Across Culture because of the in-depth look at cross-cultural connections through language.

POS 303: Cultural Geography, 3hrs, Spring 2009

Cultural Geography explored human interaction with the environment through cultural practices. The main focus was on ethnicity, religion, language, politics, agriculture, and economics. These concepts were covered using the themes of; cultural regions, diffusion, ecology, interaction, and landscapes. The objective of the course was to learn how human culture creates places, how these places interact to form larger systems, and how the environment interacts with culture in the formation of varied settings. This course was taught by Dr. Hilary Anne Frost-Kumpf. The professor started the class by giving a basic geography test. Very few students answered more than a few right; which showed how geography has been disregarded by

Student Name Fall 2011 1/9/18 Page 25 much of academia. We used The Human Mosaic: A Thematic Introduction to Cultural Geography in this course. The book provided a precise structure that when followed highlighted each weeks lectures. Although tests and participation were used in evaluation, the research paper provided the chief method to assess my learning.

I received an associate’s degree in geography, but mainly studied economic and physical geography. I wanted to take a course that examined the human side of the discipline. My primary learning need was to evaluate how human culture and the environment affect each other. I learned how to look at individual regions of the world, and assess their characteristics, use of environmental resources, and the similarities and differences with other regions. All of these were based on the five themes previously listed.

In order to accomplish these goals the class used examples in the lectures to support course themes. The readings and bi-weekly assignments complimented class discussions. The research paper was the “meat and potatoes” of the course. I had to pick a current events topic and relate it to course themes. To do this I relied on research skills I had been developing, as well as help from my classmates. Keeping up with the weekly reading assignments was a key to my overall success.

The current events paper gave me the opportunity to explore a topic in the news, but from angles not typically covered. I selected the region of Tibet because of the lack of coverage shown on this issue. The following is part of my analysis on the reasons behind a lack of outside involvement:

The Chinese have reportedly tried to pressure the South African government into denying the Dalai Lama access to a conference in their country. The South Africans deny that the Chinese had anything to do with their decision, but it should be noted that the Chinese recently set up a new building in South Africa to handle billions of dollars in investments.

A Californian bill that would recognize the Tibetan revolt got side tracked into a rules committee recently. The Chinese had lobbied hard to stop the bill. Again, it should be noted that billions of dollars come into the United States from China through shipping of goods to California. A similar bill passed the United States Congress recently, although the Chinese were very displeased about the resolution. The Chinese have also had harsh words for French leaders because they have met Student Name Fall 2011 1/9/18 Page 26 with the Dalai Lama. Most countries seem willing to discuss the situation with the Dalai Lama, but will not do anything to cause a disruption between themselves and China. (Xmal, A Free Tibet, 4) I had no idea the lengths the Chinese government has gone through, or economic leverage it has used to quiet this matter. Researching this topic did show how globalization and the spread of information can have positive effects.

Through this course I was able to reflect on the region and places I call home. These places and landscapes are a reflection of the culture of the area. This was just another way I explored myself. I was able to study Society: The Cultural Construction, but from a different way. In this class the construction happened in the environment. The way humans use, and to some extent try to control the environment is largely based on their culture.

Boyer Category: Nature: Ecology of The Planet. Cultural Geography exposed me to the interconnectedness of all things on the planet. I also saw why places across the world are different or the same. The subject was covered in a multidisciplinary way, which was critical to understanding how multiple aspects of human life are related to the environment. Boyer stated that “It is through science that students explore the elegant underlying patterns of the natural world and begin to understand that all elements of nature are related” (Boyer, 96). In this case, the patterns were explored through the human element.

SOA 428: Culture, Health, Power, 4hrs, Summer 2010

This course introduces the discipline of medical anthropology by looking at a variety of theories and relating them to current issues. Throughout the course I studied cultural constructions in regards to women’s bodies, maternal detachment, and disease etiologies. The objectives of the course were to demonstrate mastery of core concepts and vocabulary, as well as analysis of materials. The class was taught by Dr. Jennifer Manthei who has become very influential to my education. Dr. Manthei advises me on meeting the requirements of my anthropology minor. During the semester, the textbook Understanding and Applying Medical Anthropology by Peter Brown was used. The book provided a thorough understanding of medical anthropology and its applications. I was evaluated on four exams. As well as

Student Name Fall 2011 1/9/18 Page 27 accomplishing some interviewing, creating a database, analyzing the raw data, and integrating it with course themes.

I wanted to take this course because I have always been fascinated by culture, and I had never explored it through health. I wanted to learn about the healthcare and pharmaceutical industries, and the interactions between the environment and cultural practices. I did cover these topics, but also learned to use anthropological methods of analysis. Some of these techniques include; holistic approach, historical particularism, cultural relativity. One of the more interesting topics covered was The Hot-Cold theory of disease. In Puerto Rican culture diseases are grouped into hot and cold classes, while medications and foods are also grouped and used for treatment. For example, cold remedies are used for hot diseases.

During the semester my main responsibility was conducting and analyzing interviews over health systems. This included looking for patterns in the responses of over 50 people. The exams were completed online and included short answers to essay style questions. The course was only four weeks, which intensified the amount of work that needed to be accomplished each day. This was the main challenge of the course. Remaining focused was the key to completing the course. Highlighting examples of key concepts in the textbook was the best way to take in all the material.

The concept of race was a revolving theme throughout the course. Race is a hot topic and I had never been exposed to it in a classroom setting before. One of the questions asked how race and ethnicity can and cannot be used in research. My answer included:

Race and ethnicity are useful to researchers because they are tools used to study people around the world. This can be done by grouping people based on race and ethnicity. These tools are culturally constructed and have a big impact “on people’s lives, access to wealth/power/prestige, and health” (Race, Ethnicity and Power, 3). These terms are not useful for researchers to use in a biological context when analyzing people. Brown states that “it is not possible to define a race in terms of either physical appearance or genetic makeup” (259). Researchers cannot use race and ethnicity to group humans biologically, but they are helpful when looking at social identity and inequality. (Xmal, SOA 428 Exam 1) Dr. Manthei was the first to discuss cultural constructions, and specifically race. I found out a big misconception in our society is that race is formed through a biological context. This realization helped me to see the world in a different way.

Student Name Fall 2011 1/9/18 Page 28 I was learning that certain aspects I used to define me were actually the constructions of society. This allowed me to do some self-reflection, which is the overall theme of my degree. This sub-theme looks at the systems, structures, and practices of society, and how they are assembled. I included this class in Society: The Cultural Construction because this course communicated that even something as universal as health care is a construction of the societies that use them, and often bypass other systems based on taboo.

Boyer Category: Nature: Ecology of The Planet. Boyer wanted the nature category to include “the processes of nature, common learning also must include a study of how science and technology are joined, and consider the ethical and social issues that have resulted from this merger” (Boyer, 96). This class covered the scientific and technological aspects of western biomedicine, and issues that have arisen from their use. Also, the explanations of non-western health systems illuminated the ethical problems of the systems in place. All of the coursework was viewed in a broad holistic manner capturing the essence of the Boyer model.

SOA 426: Teen Talk: Culture/Adolescence, 4hrs, Fall 2011

Teen Talk explored the use of adolescence in literature and films from an anthropological perspective. During the semester we covered The Outsiders, Coming of Age in America, and The Catcher In The Rye to name a few. The main focus was to examine what was being said about culture, how gender roles affected the characters, and why adolescent characters were used. I studied how culture affects adolescence and what adolescence tells us about culture. I was evaluated by weekly participation in class, as well as three tests, and a final paper covering a book of my choosing. The class was taught by Dr. Jennifer Manthei. This was the third class I had taken with the professor. Dr. Manthei would always start classes out with wonderful piece of knowledge to get the mind thinking broadly. In this class at the end of the first lecture she stated that “It’s only when we meet somebody from another culture that we notice culture at all. For those who are part of a cultural majority, their own culture tends to be ‘invisible’ to them”. I found this to be true, take a grocery store where the only food classified as ethnic is Latin and Asian, yet everything in the store could be classified that way. I really enjoyed this aspect of the class; looking at something narrow like my personal culture and examining it in a broad interconnected way.

Student Name Fall 2011 1/9/18 Page 29 I needed one final credit for my anthropology minor, and since adolescence has a huge impact on people’s development, I thought this class would be a chance to examine my own adolescence. My learning need was to understand why our society has constructed the roles and expectations placed on adolescence, and how they may have affected me. I learned that adolescence is a generality, that some cultures don’t even have this category. One of the main things I came away with was that adolescence has a base in biology, but is a highly socialized institution.

The course was online, and so the course was reading intensive. I had to read the lectures and a book a week. This would be followed by class discussions on blackboard. The discussions were problematic because most students did not post till Saturday or Sunday, and new discussions started on Monday. We would never have an in-depth conversation. The professor on the other hand, made the research paper very enjoyable. She divided the paper into sections with different stages due at different times. This was one way I had succeeded in other classes. I was very comfortable breaking down the reading and discussions to meet the assignment schedule and complete all objectives.

This course like many in this sub-theme delves into societal constructions. One such issue is gender and gender roles. We live in a world where these boundaries are constantly changing. The following is an answer on an exam that seeks to clarify gender:

Sex is the biological aspects that categorize people into “female” and “male” categories in the U.S. Gender is the cultural meanings attached to the categories of sex, such as expectations and traits. As I stated above, the way people perceive men and women in terms other than biologically is the result of their culture not something that is imprinted at birth. So to say gender is culturally constructed means that, the meanings attached to females and males (sometimes others) come from each society and culture. The way “men” and “women” are supposed to feel, think, and act can vary from one culture to the next and are not biological. An example comes from lecture four as “girls are socialized to feel vulnerable and powerless; their changing bodies and shame contribute to these feelings” (Xmal, SOA 426 Exam 1)

Everyone wants to believe that the way they think, act and feel is ultimately of their own design, but society places roles and expectations on everyone. This knowledge permits people to examine their belief structures and understand themselves and how they fit into society. A

Student Name Fall 2011 1/9/18 Page 30 greater sense of autonomy can be secured from this knowledge.

Teen Talk fit very well into both my overall theme and the sub-theme of Society: The Cultural Construction. I examined the socially constructed phenomena of adolescence, and at the same time was able to explore my own. I was able to do some self-reflection by taking a look at the societal pressure I myself endured.

Boyer Category: Identity: The Search for Meaning. Boyer commented that “Knowledge is significant when it shows us who we are as individuals and citizens, and touches the hopes and fears that makes each of us both unique beings and a part of corporate humanity” (Boyer, 98). Teen Talk highlighted the integration that humans as individuals and as communities have. Knowledge of this connectedness shows how each person comes to be both unique individual and part of the larger population. I was able to do some self-reflection by studying the mechanisms that contributed to my adolescence.

The Historical Social Web.

HIS 201: World History, 3hrs, Spring 2009

Although this course was a history course it was taught in an interdisciplinary way. Throughout the course we covered the social, economic, political, and cultural transformations in a historical setting. To do this we studied the Mediterranean, the Near East, and the Middle East from the Neolithic to the Bronze Age and beyond. The objective was to understand the culture and traditions of this region and how they impact the world today. This course was taught by the very first person I meet at UIS and my advisor at the time Dr. Elizabeth Kosmetatou. She was a pleasure to have as an instructor. She developed the content through her own real world experience. The main text-book that we covered was A History of the Ancient Near East ca. 3000-323 BC, although Dr. Kosmetatou’s power points provided additional information. My progress was assessed by a combination of two short papers, a midterm, and final exam.

I initially took the class to fulfill a requirement for my history major, but the course was taught in such a way it changed my perception on education. I have always had a love for history. We studied the language, social structures, art, government, and philosophies of everyone from the Mesopotamians to the Greeks. The assignments required a lot of reading,

Student Name Fall 2011 1/9/18 Page 31 followed by analyzing the work. To accomplish this, I had to devise a system of note taking so that I could easily go back and reference ideas. One of the main reasons for my success was the professor. She understood that we were not going to “to reinvent the wheel”; she just wanted us to understand the main concepts and be able to produce work that showed critical and independent thinking.

This class was a prime example of how the integration of multiple disciplines can come together. I gained a better understanding of what my learning needs are, as well as improved my writing and analytical skills. One of the quotes used in a class presentation inspired me to seek a broad integrated education. When explaining the excavation at Ur, Leonard Wooley said;

The importance of our archeological material is that it throws light on the history of men very like ourselves, on a civilization which is bound up with that of today. (qtd in Kosmetatou) Like Leonard Wooley, I wanted to understand how the past is connected with the present, and how all things are connected. This was one of the first classes that bridged the gap between disciplines.

This course sheds light on current affairs through the lens of the past. This in turn affects society, which shapes everyone, including myself. I placed this course into The Historical Social Web because of the broad knowledge of early civilization I gained. I can now analyze current social systems with an understanding of the past.

Boyer Category: Institutions: The Social Web. Boyer said that we should ask “what institutions have to do with us, how we are influenced by them, and how we can direct our institutions toward constructive ends (Boyer, 95). I placed this class in the institutions category because I learned where the institutions of today evolved from. This knowledge can hopefully be used to help shape future intuitions in a positive direction, and influence the organizations I wish to be a part of.

POS 231: Ideas and Ideologies, 3hrs, Spring 2009

The course was designed to expose students to the well-known ideas and ideologies of western politics in the last few centuries. To accomplish this broad objective we studied the philosophies of Hobbes, Locke, Malatesta, Marx, and Sartre to name a few. The objective was

Student Name Fall 2011 1/9/18 Page 32 to look at the role these theories had in shaping politics and history, and then view modern events through those ideologies. The class was taught by Dr. Richard Gilman-Opalsky. The professors created an excellent atmosphere for discussing political ideas by keeping his personal philosophy out of class discussions, and I enjoyed that part very much. At the Café: Conversations on Anarchism was a required reading that had a very profound effect on me. To gauge my progress in the course the instructor assigned three papers over broad topics of our choosing based on the material.

I decided to take this class because at the time I was undecided on a major and needed to complete my ECCE requirements. I wanted to become familiar with political philosophies outside of those in the United States mainstream. This would help me to see others point of view. I was exposed to political philosophy that is often considered taboo or dangerous in American culture. I learned that anarchism is not a bunch of kids spray painting cars and setting fires, but a philosophy based on a lack of government, where individuals come together under common norms and values. The course was writing and reading intensive. I would read two to three different ideas, and write an essay based on them in terms of current conditions. My interest in the subject matter was very helpful, but I succeeded in this course because of the method of note taking I had developed. From my notes I was able to interpret the material in a quick, organized manner.

As I stated above, some of the readings from this course exposed me to philosophies that are often portrayed as wrong. My writing started to reflect my new understanding of political theories. In a paper about the negative aspects of a capitalist society I wrote:

Capitalism has set up this system of “look out for number one first, then try and help others”. Malatesta goes on to say that “If in order to live well you need to treat others harshly, only a few will have the strength necessary to resist the temptation” (Malatesta, 128). Even if people willing to reform capitalism get into a position to do so, they will almost always go into a mode of looking out for themselves. In the capitalist system this means stepping on others to do so. Once you have tasted that kind of power it is hard to turn your back to it. The examples of this are so numerous in the United States government it is almost humorous. (Xmal, Communism, 7). This passage reflects my changing attitudes toward the political and economic systems that are in place, and the effects they have on popular culture. Realization is one of the first steps to correcting the problems that plague society. This course gave me one such moment.

Student Name Fall 2011 1/9/18 Page 33 I grew as a person by being exposed to other ideologies in this course. This growth contributed to my theme of self-discovery. I placed this course in The Historical Social Web because of the broad reflection on the systems in place that control our daily lives and history behind them. These factors shed light onto the way individuals and nations interact.

Boyer Category: I did not use this course directly for a Boyer category. I used this course to complete my ECCE requirements. This course could have been placed into the institutions category. The class provided a successful approach to deciphering political and economic institutions and the effects that are produced by them.

PSC 373: Introduction to International Relations, 3hrs, Fall 2011

This course introduced me to the history and theory involved with international relations. We studied the theories of realism, liberalism, and radicalism. All of these theories were discussed in relation to historical events such as the Cold War, The war in Iraq, and World War 1. The main objective of this course was to use these theories to explain contemporary issues and economics. The course was taught by Dr. Steve Schwark, the head of the Global Studies Department. One of the text books used in the course was Force and Statecraft: Diplomatic Challenges of Our Time. This text provided a very in-depth historical examination of International relations since the Thirty Years War. The class was evaluated in a very straight forward manner. Over the semester we had two tests and one paper. I enjoyed how as soon as a theory was introduced I immediately began analyzing current events with them.

I took this course in my last semester, and wanted to gain a better understanding of the systems and institutions involved in global politics. I wanted to know how the world has arrived in the state it is and the contributing factors to it. I was able to learn how integrated the world system is, and how each society has to come together and find a way to agree on a set of norms and values to gain collective security. I accomplish my learning needs by learning these theories, and now I can put them to use in future conversations and discussions on these topics.

The class was required a lot of time and discipline. Normal political science courses are very lecture intensive, and this class was no different. The problem was the instructor can only explain so much in an online lecture, which made it essential to critically analyze all the material.

Student Name Fall 2011 1/9/18 Page 34 Weekly discussions provided lively debate on current event topics, and a chance to use source material. This was the only source of feedback during most of the semester. The tests were mainly a chance to apply the knowledge I gained in regards to current events. My success came because of the knowledge and study skills I have developed throughout the years, and my interest in the subject matter. This was my last semester and my desire to graduate was a major contributor.

During the semester I was able to read many books concerning international relations. Force and Statecraft was one I found particularly intriguing. One chapter covered the negative aspects that the introduction of public opinion had on diplomacy, and a former Secretary of State stressed that:

The necessity of serious education to help citizens learn lessons from history and acquire a knowledge of the fundamental and essential facts and principles upon which the relations of nations depend. (Lauren, 54) This echoed the kind of education I was seeking out of this class, and also out of my degree. Policies in all levels of institutions; whether government or otherwise, are often influenced by citizens with less than necessary facts and principles. This class helped me become better informed and engaged.

I am a part of many different communities on many different levels. I had studied personal and national levels of connectedness, and this course gave me a global perspective. This information influenced me to reexamine my place and actions in this system, allowing for personal growth (Know Thyself). The Historical Social Web fit this class because of the cohesive way that history and global systems were explained to affect everyone.

Boyer Category: Institutions: The Social Web. Humanity as a whole has become globalized and interconnected. Much of this comes from the financial, political, and social structures that bind us. From them, individuals can live in a multitude of ways. This course examines these structures and that is why I included the class in this category. Boyer stated that “The curriculum we have in mind would look at the characteristics of institutions: how they came into being, grow strong, become oppressive or weak, and sometimes fail (Boyer, 95). This course illuminated the way international systems have evolved and from them, the society’s people live in.

Student Name Fall 2011 1/9/18 Page 35 GEO 202: Economic Geography, 3hrs, Spring 2004

Economic geography looks at the physical, cultural, and economic patterns in relation to the earth. The main areas of focus were the production, consumption, and circulation of the world’s leading economic activities. I studied the ways people make a living in a different places and regions. The course studied the connections between these activities in a rapidly expanding world. On top of demonstrating my analytical, critical thinking, and communication skills, the objective of the class was to understand major concepts and models of economic geography and apply them to settings outside the classroom. Another objective was to be able to recognize how these processes connect and affect people across the globe. The class was taught by Professor Jeff Arnold at Southwestern Illinois College. Professor Arnold brought so much enthusiasm to the classroom. He would use unconventional examples to help clarify class material. This not only helped me learn the material but also enjoy doing so. Professor Arnold was one of the few teachers at SWIC that explained the interconnectedness of multiple disciplines and the world. The primary textbook was Rand McNally’s Goode’s World Atlas. I still to this day have it, because Professor Arnold stressed the importance of always having a map. During the semester I was evaluated by a series of small weekly assignments based of that week’s material, but the main evaluation tool were the four major tests.

I took this course because I had taken a few of Professor Arnold’s classes and was becoming interesting in exploring the world through different subject matter. My main learning needs were the exploration of the work people do throughout the world and why, and what effect does globalization have on regional economic activities. I studied the concepts of central place theory, economic growth and decline, and the Malthusian theory to name a few. More important for me, was to understand how the work of people across the globe affects others across the world. One of the final things I was able to learn in the class was some of concepts behind sustainable, environmental, and ethical development.

The class relied heavily on lectures the professor developed in PowerPoint. This allowed him to spend more time providing real world examples instead of writing. My central task was to be able to take core concepts and apply them to world developments. I did this by studying my notes and looking for connections in the media. This helped me prepare for tests, which

Student Name Fall 2011 1/9/18 Page 36 consisted of short answers and essay questions. My technique of studying material and applying it to current events helped me succeed in this course.

I had this course over seven years ago, and at the time assignments were not completed and turned in electronically. For this reason, I am unable to find any of my work from this class. So I offer a passage from the class text pertaining to the importance of geographical study:

Every person should know how to use maps in studying the people, places, and environments of the earth, because localities both large and small are used to identify individuals, groups and cultures. These human defined regions stand apart from the ecosystems of Earth. Humans modify and affect their environments just as natural systems influence human activities. The uses of geography include interpreting the past and present to plan for the future. (vi) Studying geography encompasses studying the Earth. Studying the Earth goes beyond physical landscapes and entails politics, history, economics, and culture to name a few. I was exposed to the integration of academic disciplines in this course. I thank Professor Arnold for helping me discover a different way of looking at things.

Like all the class I have included, economic geography explained that the work I will do has an affect not only on me but people across the globe. Knowing this information has allowed me to explore the possible ways I can contribute to the betterment of the communities I am a part of. This contributed to my quest of self-knowledge. The Historical Social Web was also satisfied because of the insight gained into the broad way human economic activity takes place, exposing the historically tangled interactions that lead to work humans pursue and perform.

Boyer Category: The Value of Vocation. Boyer purposed that “The characteristics of a culture can, in fact, be defined by looking at work: who works; what work is valued; how is it rewarded; how do people use their leisure time” (Boyer, 97). Economic geography examined why people work by looking at everything from their culture, resources, and their consumption habits. Human activity is not fixed but rather influenced by ever changing force, and this class was a very informative way of displaying them.

ECO 202: Macro Economics, 3hrs, Spring 2008

This class was designed to teach students the principles and theories of national economics and how they function. Macroeconomics introduced me to national economic

Student Name Fall 2011 1/9/18 Page 37 activity through the use of production, income, employment, and prices, as well as government involvement. The course objective was to use course concepts to understand the economic world that unfolds each day in the news and appreciate the importance of economics in our everyday life. The course was taught by professor Warren Richards at the Southern Illinois University at Edwardsville. Because this class occurred almost four years ago I am unable to find or remember the textbook used. The textbook was an introduction to macroeconomics book and is probably similar to the one used at UIS. My evaluation during this semester came from three exams and a final paper.

I have always had a fascination with the stock market and economics in general. I thought this course would give me greater insight into the financial systems that affect my life and the world. One of the learning needs I had was to understand was how economics influences the work people do. I was able to accomplish this by learning causes and consequences of unemployment, inflation, international trade, and how all these can be affected by government involvement, such as setting interest rates. The work and assignments were all straight forward. I would read chapters and apply what I learned through in class worksheets. The tests consisted of both short answers and math problems, followed by an essay. I was able to grasp the concepts by performing the in class work. Other students used this time to sleep or text on their phones, but these exercises helped reinforce the week’s objectives.

This was the first economics or business course I had ever taken. From the first exercise I was beginning to understand the affects economics has on people’s lives. This is an excerpt from an exercise:

Economics is the study of individual’s and society’s use of scare resources and how to satisfy unlimited want. Economics is about getting more out of less. This discipline is important to me because it encompasses everything from the jobs that are available to me, to the things I buy. It also relates to how much money I make. Economics controls supply and demand of everything from products to services. In a large sense, economics determines the quality of life for people. At the same time, economics is very abstract. It is so large that you have to simplify it to make sense of it. People make assumptions to do this. This allows us to see the most important details. (Xmal, Writing Journal) This class gave me the ability to better understand the economic forces at work, especially with the unrest in today’s society over jobs. I gained insight into the forces that create and destroy the

Student Name Fall 2011 1/9/18 Page 38 work being done. These are excellent skills because too often people’s opinions are swayed by emotion and not facts and information.

Everything is touched by the invisible hand of economics. My knowledge of this system helped me conceptualize my place in this system, which led to personal growth. Macroeconomics is no different than any other class in The Historical Social Web. Economics is a structure long rooted in history with influence over the lives of not only humans, but also the environment.

Boyer Category: Work: The Value of Vocation. Not only is economics an educational discipline, but a job for many people. This class showed the difference between wants and needs, consuming and producing, and the work people perform for these rewards. At the same time this was done in a broad, overreaching way. These principals are what Boyer intended when he wrote “It is important for colleges to help students to consider the universal experiences of producing and consuming, and put their work in larger context” (Boyer, 98). I was able to connect people’s everyday experiences to a larger setting.

HIS 422 Cultural Wars: Politics/Religion, 4hrs, Summer 2009

Cultural wars surveyed the connections between politics and religion in the United States, and with the help of a global perspective. Some of the content covered in this course was; the separation of church and state, Christian fundamentalism, and the rise and spread of Islam. These components were then related through discussion. Some of the objectives of the class included; understanding the role of religion in the public sphere, basic terms and ideas central to Islam, and the role of religion in the United States. The class was taught by a collective of instructors from multiple disciplines. The primary instructor assigned to me was Professor Heather Bailey. Evaluation for the course was based on discussion participation and three short essays based on content and substance. No god but God by Reza Aslan was the first book I had read concerning the religion of Islam. I found it very interesting when the author was discussing the clash of monotheisms he said the “what is most desperately needed is not so much a better appreciation of our neighbor’s religion, but a broader more complete understanding of religion itself” (xxv). I was learning this approach in many of my classes; look at the whole picture before you focus on the parts.

Student Name Fall 2011 1/9/18 Page 39 I took this class to satisfy a requirement when I was a history major. Times changed and after coming to the Liberal Studies program I found Cultural Wars was very relevant to my learning needs. I wanted to find out how the institution of religion affects the United States, and how others view the United States in response to these positions. I found what I was looking for, but also learned to view United States policies through others perspectives. I also added a basic familiarity with the Islamic faith, which is helpful in analyzing world events. I learned how to discuss controversial topics in a polite and respectful ways, which encourages growth.

This was both an online and summer course. The class was fast paced and intensive, which required daily participation and reading. My daughter was born three weeks before the start of the semester and it was a very busy time. The main focus was on the readings, with small lectures clarifying material, so staying on top of the readings was essential. The discussion board accounted for 40% of my total grade, which was based on the reading. The tests were manageable, but in order to do well in discussions, I had to develop detailed and original ideas. In order to do this I carefully examined the readings after looking at the weekly discussion questions. I was able to highlight quotes and evidence I would need to support my work. This technique helped me stay ahead of the schedule.

One of the papers I wrote examined the perceived war between the West and the Middle East, or as I said before a clash of monotheisms. From the readings in the class it became clear that the conflict involved a different set of players. The following is what I found:

The struggle in the Middle East today is an internal conflict within Islam. This conflict is a civil war between Muslims. The problem is there are no boundaries on the Islamic faith, so the battle has been carried out not just in the Middle East, but all over the world. This is what led people to believe it is the West against the Middle East. The events of 9/11 were just a wakeup call to the West that this war was going on. More attacks may happen on western targets, but they are just casualties of a much bigger war for the fate of Islam. (Xmal, Struggle, 2) This divide between different sects of Islam is only briefly portrayed on western news outlets. The class highlighted the power struggle for Islam and how it is played out throughout the world because of globalization. My work also pointed out how the media and governments use these tragedies to promote their agendas.

My journey of selfhood would not have been complete without an examination of

Student Name Fall 2011 1/9/18 Page 40 religion in this country, or the institution of religion in general. I examined the secular nature of this country and found my own upbringing to be rather secular. I wanted to learn about the history of the main religious debate of my time, so I placed this class in The Historical Social Web. The answers to this question are found in the past, by looking at the events that form our society’s opinions. The class fit perfectly into this theme.

Boyer Category: Institutions: The Social Web. The two main institutions that have captivated the word in the last decade are religion and economic systems. In many ways the two are very much connected. Cultural Wars outlined how religion came into, shaped, and defined American culture. Religion not only influences opinion but also policy. I was able to look at how I have been influenced by religion. To Boyer, “the successful approach will always ask what institutions have to do with us, how are we influenced by them, and how we can direct our institutions toward constructive ends” (Boyer, 95). Culture Wars integrated multiple disciplines to study a controversial institution in the hopes of creating positive outcomes. This class did an excellent job of fulfilling the intent of this category.

Student Name Fall 2011 1/9/18 Page 41 Section III

5. Bachelor’s Degree Outcomes

Skills gained or enhanced

While working toward my bachelor’s degree I was able to gain and improve many skills. I strengthened my ability to read and analyze material. I enhanced my writing skills throughout my course work. I have a greater ability to express complex thoughts through both written and oral communication. My reasoning skills have been expanded. I improved my capacity to work collaboratively with others. I improved my research, planning, and problem-solving skills, as well as my ability to make decisions. I have amplified my capacity to learn by understanding my preferred learning style. My education also boosted my time management skills, my attention to detail, and my capacity to work independently. I now have greater discipline and organizational skills. I enriched my aptitude with computer software and applications. Generally, I also improved my math skills and geographical awareness. Finally, I learned how to assess and analyze the skills I already possess.

Values and Attitudes

I decided to further my education for my family, as well as for my own personal growth. My family is something I hold very dear, and I wanted to be a role model for my daughter. Throughout my entire journey, this commitment has only been strengthened. I have changed my attitudes toward viewing others. I now try to see others and the world from different perspectives, instead of through the experiences and cultural lens I am accustomed to. I now have a greater appreciation and awareness of cultural diversity. At the same time, I seek to understand ideas and ideologies different from my own. I have changed my attitude on the types of careers I would like. I have a desire to not only provide for my family, but also help others and society. I want to foster positive change in both my personal and social communities. My commitment to lifelong learning has been reinforced. I have always sought out new knowledge and skills, and now I also encourage others to do so as well. I continue to value the traits of hard work, commitment, and dedication. I have employed all of these traits in my pursuit of this

Student Name Fall 2011 1/9/18 Page 42 degree. All of these changes come from my knowledge of the interconnected and integrated world we live in.

Major theories and ideas

Many of the major theories I encountered came from the anthropological toolkit. Many of these are attributed to Franz Boas. Historical particularism is the idea that each culture is the product of their particular history; look at the history to understand the culture. A second theory is cultural relativity. Cultural relativity approaches every culture with respect, knowing each makes as much sense or nonsense as the rest. Finally, the holistic approach looks at the whole culture before examining the parts. I also was able to take a course on the theory of evolution by Charles Darwin. This theory explored the changes over time in inherited traits of individuals and populations.

I was also fortunate enough to gain knowledge of different political theory. Some of the ideas I covered were; communism/Marxism by Carl Marx, anarchism by Errico Malatesta, and existentialism from Sartre. I studied realism, liberalism, and constructionism in regards to international relations and foreign policy. All of these were very influential because in the United States, politics are viewed through two positions; Democrats and Republicans. Exposure to these others theories gave me material in which to compare and analyze the systems I was familiar with. I was introduced to the ideas revealed by Mohammed in the teachings of Islam. I realized many people discuss this topic without any real knowledge of it.

I also was shown economic and geographic theories. Some of these include; rational choice theory, central place theory, the core-periphery model by Johann Thunen, the Malthusian theory, and finally the theory of supply and demand. All of these helped me understand the broader workings of globalization. These ideas are handy when interpreting world events and market fluctuations.

From all of the theories and ideas I have been exposed to over the years, I now have a few new ones concerning myself. I have seen the interconnectedness of both academic disciplines and world systems. I now want to become engaged in these processes, and promote positive change. I want to contribute to society as well as my family. Sometimes in America

Student Name Fall 2011 1/9/18 Page 43 people get lost in themselves, but having a liberal studies background gave me a new perspective on the bigger picture. I am a spoke in a larger wheel, and to strengthen the whole I need to continue learning. My new theory involves giving back.

Questions answered

The biggest question I had coming into college was how did human society get to this point, why do humans act the way they do, and where do we go from here. Because of all the events that have happened in my life time, I needed to find out what systems, beliefs and phenomena affect and shape human lives. I found that there are so many different variables that make up the human experience, that the answers to my questions require hundreds or thousands of hours of study, reflection, and integration, and then communicating the answers all at once would be nearly impossible, although I think I can now say many accurate things about some of humanity’s best answers so far to questions about how we got here and why we do what we do. Some of the things that influence humans are “connecting with each other through language, art, work and institutions; understanding the present in historical context; discerning all forms of life as interlocked; and achieving a meaningful individual and social identity” (Droegkamp, 6). Just as the Boyer categories are interconnected and integrated, so is each human’s existence. I have learned that you can’t take one specific aspect of human life and use it to define the whole. On the contrary, a solid understanding of the bigger picture is needed to understand the parts. There is no “one size fits all answer” to my question, but by gaining the skills and knowledge I have, I can now better approach and analysis the question.

Much like the previous question, I wanted to understand my place in society, achieve a better understanding of who I am, and find out if I could finish my degree. I became more aware of my place in the world by examining the overall aspects of human society, as addressed in the first part. One of the ways I was able to understand myself better was to write an autobiography. I did this in multiple classes and for different periods of my life. I was able to reflect on my past and plot a path for my future. The final question that has been on my plate for a long time is can I finish my degree? I have no doubts about that question now, and look forward to what comes after.

Student Name Fall 2011 1/9/18 Page 44 Unexpected outcomes

More than anything, the one outcome that was unexpected was also the main theme of my degree; self-reflection and knowledge. I came to college to gain some direction and find a career. I was not overly concerned about self-understanding. Throughout this journey I have come to realize my goals, desires, and learning needs. Because of these, all aspects of my life have improved. The skills I have gained have strengthened all of my relationships from the personal, to the public. Ultimately, I have a broad and wide ranging knowledge of the world and an ability to see things in multiple perspectives. I now want to contribute in whatever way I can to both my family and society. My growth as a father, husband, friend, and person is one of the best and most unexpected outcomes of my degree. From this I have a greater need to contribute and help others. My new passion is to set an example for my daughter.

Learning about learning

Through the use of the Kolb Learning Style Inventory, I learned that I have a very balanced learning style. I have found that depending on the situations I am in, I employ different methods. Different problems require different solutions, and learning is no different. We all must be flexible in the ways we learn and approach life. This adaptability has been very helpful to both my education and everyday learning. I have noticed that my strengths and abilities have amplified, as well as the capability of knowing when to employ certain techniques. I am better able to learn because I have improved my ability to see things from different perspectives. I cannot be fixed in my values and ideas on subject matter, to do so would limit growth and understanding. By reflecting on my college experience, I have come to realize that I will always be learning, and most of the learning is of my choosing. I am now more capable of understanding when, what, and how I am learning, which will help me to reflect on the meaning of those experiences.

Non-credit experiences

During my college experience I became a parent. I left the workforce to become a stay at home father. My life over the past two years has revolved around this. I increased my level of patience, learned to put my daughter first and set good examples, and gained a desire contribute

Student Name Fall 2011 1/9/18 Page 45 to society. Even from such an early age, my daughter reflects the attitudes and behaviors that I have. I have to show her how to become an ethical, moral, and engaged citizen as well. I was able to increase my communication skills while completing my degree, and also the ability to be empathic. These skills have helped strengthen all of my relationships, particularly my marriage. I can now see things from her point of view better, and work to find common ground. I was able to travel during my nine years in the military. One of the experiences I had was learning to appreciate human diversity. My time overseas helped me interact with others and bridge cultural barriers. These interactions established my need to understand humans as a whole. I have been reading and following the news more since I went back to school. The skills I learned have helped me in interpreting and analyzing current events. Overall, I have found out that learning is a lifelong process, and that all experiences are an opportunity to learn.

Student Name Fall 2011 1/9/18 Page 46 6. The Future

Short-term future

I am not going to lie; after this semester ends I would like to take a few weeks off, and use it to spend time with my daughter and wife. They have both been a big reason for my success, and they have been really understanding of the time I needed to complete this degree. They deserve a vacation and so do I. I am really excited to see what type of opportunities I will find outside of academia. I hope to find a career that will allow me to earn enough so that my wife can leave the military and pursue her education. She could then stay home and raise our daughter while I worked. Learning is contagious, and I want to share my passion for learning with her. My immediate future will include a search to find a rewarding career.

Long-term future

In the long term, as far as vocation goes, I hope to be working for a non-profit or non- governmental organization. I want to spread my love of learning and encourage others to better themselves. I want a career where I feel like I am contributing to something other than a company’s bottom line. My career aspirations are not based on financial compensation. I want to contribute to society in whatever way I can, be it big or small. I want to have a career that allows me plenty of time to raise my daughter. Family is very important to me, and I want to be there every step of the way for them. In a decade or two I would like to be firmly established in a career, and helping my daughter prepare for college. My parents completed college, and so did I. I hope my accomplishments inspire my daughter to continue her education as well. I would like to have some land in the country. This is one of my dreams. This would be a place to get away from the hustle and bustle of the city. Overall, I want to look back and know I made a difference; that I did not just take and consume. I would like to know that I had a hand in facilitating positive personal and social change. I can start by inspiring and motivating my daughter. Through all these I will know my life had purpose and meaning.

Student Name Fall 2011 1/9/18 Page 47 7. Conclusion

This entire journey has truly been a life changing experience. I have undergone amazing personal growth. I came back to college trying to find a career, but wound up embarking on an exploration of selfhood. This degree will however open opportunities that otherwise would have been blocked. College is more than just classrooms and books; it is an entire set of experiences. During my education life threw the unexpected at me, and at times this process seemed to be more than I could handle. Many times it would have been easier to just give up, but I was determined to see this through. My desire to succeed and inspire my daughter ultimately won out. A bachelor’s degree takes more than just intellectual ability; it requires commitment, hard work, and dedication. My life has been enriched by this process, and I have found the journey incredible rewarding. I hope in the future I am able to encourage others to take that step toward becoming a self-directed lifelong learner. I would like to thank the faculty at UIS, especially in the Liberal Studies department. Everyone there provides individual attention that I have never encountered before. Thank you for showing me alternatives to traditional learning.

Student Name Fall 2011 1/9/18 Page 48 Appendices

Appendix 1, Courses listed by category

ART: CSC 318 Computer Literacy Fall 2010 4 CSC 320 Introduction to HTML/Web Spring 2011 4 Development Institutions: HIS 201 World History Spring 2009 3 PSC 373 Introduction to Fall 2011 3 International Relations Heritage: SOA 304 Human Evolution Spring 2011 4 HIS 422 Politics/Religion: Culture Summer 2009 4 Wars Identity: SOA 302 Understanding Culture Fall 2010 4 SOA 426 Teen Talk: Fall 2011 4 Culture/Adolescence Language: LIS 458 Memoirs Across Culture Spring 2011 4 LIS 301 Self-Directed Learning Spring 2010 4 Nature: SOA 428 Culture/Health/Power Summer 2010 4 POS 303 Cultural Geography Spring 2009 3 Work: GEO 202 Economic Geography Spring 2004 3 ECO 202 Macroeconomics Spring 2008 3 Tools: EXL 305 Prior Learning Portfolio Summer 2011 3 LIS 451 Senior Seminar Fall 2011 3

Student Name Fall 2011 1/9/18 Page 49 Student Name Fall 2011 1/9/18 Page 50 Appendix 2, Courses listed in summary

Course Number: Course Name: Semester: Credits:

GEO 202 Economic Geography Spring 2004 3

ECO 202 Macroeconomics Spring 2008 3

POS 231 Political Ideas and Ideologies Spring 2009 3

POS 303 Cultural Geography Spring 2009 3

HIS 201 World History Spring 2009 3

HIS 422 Politics/Religion: Culture Wars Summer 2009 4

LIS 301 Self-Directed Learning Spring 2010 4

UNI 301 Speaker Series Spring 2010 1

SOA 428 Culture, Health, and Power Summer 2010 4

CSC 318 Computer Literacy Fall 2010 4

SOA 302 Understanding Culture Fall 2010 4

SOA 304 Human Evolution Spring 2011 4

LIS 458 Memoirs Across Culture Spring 2011 4

CSC 320 Introduction to HTML/Web Development Spring 2011 4

EXL 305 Prior Learning Portfolio Summer 2011 3

LIS 451 Senior Seminar Fall 2011 3

PSC 373 Introduction to International Relations Fall 2011 3

SOA 426 Teen Talk: Culture/Adolescence Fall 2011 4

Student Name Fall 2011 1/9/18 Page 51 Appendix 3, Changes in plan

1. HIS 470 Topics in World History was replaced with: HIS 201 World History.

I replaced this course because the course topics added to the theme and goals of my degree, and mirrored the course already selected. HIS 201 also allowed me to take a broader focused course.

2. HIS 302 Understanding U.S History was replaced with: SOA 426 Teen Talk.

I replaced this course because I changed my minor to Anthropology from History. This course satisfied elective credit for the minor.

3. HIS 301 Historians Craft was replaced with: SOA 304 Human Evolution.

I replaced this course because I changed my minor to Anthropology from History. This course satisfied elective credit for the minor.

4. LIS 362 Interdisciplinary Study of Work was replaced with: PSC 373 Intro to International relations.

I replaced this course because it was not offered in the fall of 2011. I had already completed courses in the Boyer category Work, so I instead chose to take another course in the Institutions category.

Student Name Fall 2011 1/9/18 Page 52 Extras

A, Visual Representation of your degree

Student Name Fall 2011 1/9/18 Page 53 B, Memorable Aphorisms and Observations

“What is the good of experience if you do not reflect?” ~ Fredrick the Great

“The true use of history should be not to make leaders more clever for the next time but to make them wiser forever.” ~Jacob Burckhardt

“The best form of saying is doing.” ~ Jose Marti

“Often we realize how mistaken we were in concepts we knew so well; they had become part of us and, automatically, of our consciousness.” ~ Che Guevara

“If in order to live well you need to treat others harshly, only a few will have the strength necessary to resist the temptation.” ~ Errico Malatesta

“Good questions are always more important than good answers, but it takes the courage to ask.” ~Ben Mikaelsen

“The concept of progress acts as a protective mechanism to shield us from the terrors of the future” ~ Frank Herbert

“Good government never depends upon laws, but upon the personal qualities of those who govern. The machinery of government is always subordinate to the will of those who administer that machinery. The most important element of government, therefore, is the method of choosing leaders.” ~ Frank Herbert

“Bureaucracy destroys initiative. There is little that bureaucrats hate more than innovation, especially innovation that produces better results than old routines. Improvements always make those at the top of the heap look inept. Who enjoys appearing inept?” ~ Frank Herbert

Student Name Fall 2011 1/9/18 Page 54 Appendix 4, references and significant works encountered

A, Bibliography

Aslan, Reza. No god but God: The Origins, Evolution, and Future of Islam. New York: Random House Trade Paperbacks, 2006. Print.

No god but God explores the evolution of the Islamic faith. The book covers the beginnings of Islam with the Prophet Muhammad, and continues all the way to the Muslim community being split into different sects. The later portions of the book dive into European colonialism’s impact on Islam. Aslan finishes the book with a look at what he calls the Islamic Reformation, which encompasses the conflict between traditional Islamic practices and the encroaching modern world.

I enjoyed that the book provided the back drop to the current conflicts in the Middle East. I had never had the opportunity to learn about Islam, and found I had many misconceptions concerning it. The book was also enjoyable because Aslan provided a different way of looking at the supposed battle of monotheisms.

I now have a different view of Islam and Muslims in general. I was able to apply many of the theories of anthropology while looking at Islam. I have been employing this new knowledge when reading articles and watching the news. I have had the pleasure of trying to correct others misconceptions of Islam.

Boyer, Ernest L. College: The Undergraduate Experience in America. San Francisco, CA: Jossey – Bass Inc, 1987. Web.

Brown, Peter. Understanding and Applying Medical Anthropology. London: Mayfield Publishing Company, 1998. Print.

Peter Brown introduces 45 essays looking at different perspectives and issues in the field of medical anthropology. These essays covered topics such as; ethnicity and health care, gender and women’s health, and international health programs. All of the topics were examined through a multitude of cultural lenses, exploring causes and healing practices. The book examined these in a broad holistic way.

The textbook did a very good job of providing breadth to the topic of medical anthropology. Each of the authors provided a different prospective to issues concerning this field. I also enjoyed Peter Brown’s introductions. They provided a summary of the article and main points to look for.

In the United States biomedicine dominates the healthcare field. This book allowed me to explore different medical systems. I found this exploration helpful in examining my own beliefs on these topics. I was able to apply what I learned about different cultural practices in SOA 302 Understanding culture, where I wrote a paper on maternal detachment in mothers of Northeast Brazil.

Droegkamp, Jan. Liberal Studies Handbook. Springfield, IL: University of Illinois, 2007. Web.

The Liberal Studies Handbook contains information relating to the Liberal Studies program at the University of Illinois Springfield and the course LIS 301. The book gives an overview of the program and curriculum. The handbook also guides students through program procedures. Requirements of LIS 301 are discussed; these include the goals statement, learning autobiography, and personal philosophy of education. The final parts of the handbook deal with senior paper and independent research.

The Liberal Studies Handbook was very helpful. This book taught me what the Liberal Studies program consisted of and what would be expected of me. I referenced this guide throughout my entire educational experience. I liked how it was divided into sections and each went into great detail. The guide was easy to use and understand.

The Liberal Studies Handbook was a guide book for my degree, so I relied heavily on it for guidance and information. I used it when selecting classes and writing papers. This book was also very influential. After reading parts of it, I decided to enter the Liberal Studies program.

Feldman, Noah. Divided By God: America’s Church-State Problem- And What We Should Do About It. New York: Farrar, Straus, and Giroux, 2005. Print.

Frosch, Mary., ed. Coming of Age in America: A Multicultural Anthology. New York: The New Press, 1994. Print.

Gaskill, Dennis. Web Site Design Made Easy. 3rd Edition. Englewood: Morton Publishing Company, 2008. Print. Web Site Design Made Easy introduces the basics of web design primarily through the use of HTML and CSS. The book was 18 chapters and 514 pages long. The principals of planning a website and publishing one were also covered. Each chapter is dedicated to a different element of web design. The chapters are short and to the point. Topics included; frames, tables, forms, and styles. The entire textbook offered step by step instructions.

I enjoyed Gaskill’s commentary throughout the book. Most technical books are rather boring, but Gaskill kept my interest. The step by step instructions made this book very useful. The hands on examples helped reinforce the principals outlined in the book.

The internet is such an integral part of everyday life and is used as a source of expression and is a reflection of society. As being such, this book allowed me to explore art in a non- traditional manner. I had taken traditional art courses and can appreciate traditional art, but I think a well-designed website is a work of art. This book allowed me to create art I find meaningful.

Goodall, Jane. Through a Window. Boston: Marinar Books, 1990. Print.

Through a Window is a documentation of the thirty years Jane Goodall spent at the Gombe Research Center. During her time there Goodall studied the lives and habits of chimpanzees, in particular one certain group. Jane studied how the chimpanzees used power, sex, love, and other forms of social interaction and behavior. This was in the hopes of trying to understand the behavior of our common ancestor and early humans. The book included twenty chapters that covered 312 pages.

The book was helpful because it highlighted chimpanzee behavior in great depth, instead of just saying the two had a common ancestor. I enjoyed that the book read like a field journal, Jane made observations and then reflected on the experiences. The only thing that I did not enjoy was the overly biased conclusion on humanities part in the destruction of chimpanzees and their habitat. I am all for protecting chimpanzees and their habitat, but when books get too preachy, it takes away from the important message that the reader should have come to on their own.

The book was full of fantastic examples that reinforced class material. Since evolution is the best theory available and highly controversial, I felt it important to be aware of the facts surrounding it. I am able to apply what I learned to recent news articles covering evolution and reflect on their relevance.

Guevara, Ernesto. The Motorcycle Diaries: Notes on a Latin American Journey. Melbourne: Ocean Press, 2003. Print.

The Motorcycle Diaries is the personal memoir of Ernesto “Che” Guevara. The memoir details his journey across South America. During his travels Ernesto discovers his love for South America and its people. The book gives an inside look into Ernesto’s personality and cultural background. His adventure leads to self-discovery and change. The memoir shows the part of his life before he became a revolutionary icon.

The memoir was well written, and also structurally sounds. I enjoyed the fact that it showed a side of the man that is often left untouched. Usually Guevara is seen very negatively in this country. The book was helpful because I was able to see the formation of his ideologies. The memoir was also very interesting because Ernesto described native cultures throughout the book.

The memoir was very beneficial because it showed the formation of communist thought in an individual. In previous classes I was only shown works by Karl Marx. The book was also very helpful in my future studies of international relations and anthropology.

Hinton, S.E. The Outsiders. New York: Penguin Group, 1967. Print.

The Outsiders tells the story of a group of social outcasts referred to as “greasers”. The story follows one boy named Ponyboy over the course of a few days. During this time he deals with killing a boy, running from the police, and saving children in a burning church. The book deals with social classes, fitting in, and the expectations placed on adolescence by their culture. Ponyboy comes to realize that the two groups fighting in the book are very similar, and are going through the same confusion associated with coming of age.

The book was very entertaining, but at the same time dealt with issues that often affect teenagers in America. This helped to highlight the social pressures put on adolescence to conform and fall victim to the stereotypes associated with cultural groups. I liked that the book was written almost 45 years ago but still holds relevance. After reading the book, I was able to reflect on my own adolescence from an outside perspective. I saw that although my situation was different from the boys in the book, certain themes were present. I felt some of the same pressures to conform, confusion about the future, and expectations from different groups. The book provides a meaningful look at how adolescence period is described and what that says about our culture.

Hudson, John C., ed. Goode’s World Atlas. 20th ed. Rand McNally, 2000. Print.

Kolb, David A. Kolb Learning Style Inventory: LSI Workbook. Hay Group, 2007. Print.

The Kolb Learning Style Inventory is a booklet designed to explore the ways people learn. This included where, what, and how learning occurs. The book first explains the four phases of learning, which are divided into ways people take in an experience and ways they deal with them. Students then take a test and plug their results into formulas to determine their learning style. The book then goes over ways to strengthen and develop these styles, as well as working in teams, resolving conflict, managing money, and considering careers. The booklet concludes with a worksheet that allows students to explore various elements of their learning.

I thought it was very helpful to examine the cycle of learning and see the different learning styles. On the other hand I thought the questionnaire was very subjective. Each answer could be one through four, but sometimes the difference was so small to me in terms of the most and least liked. Plus, the questions would say when I learn, and then I would answer. My answer to the question needs to be based on what I am learning. I don’t approach each learning activity in the same way. I felt the test puts students in categories that are very subjective.

The book reinforced what I already knew. I adapt my learning style to the situation. Some situations require hands on training, while others require analyzing and reflection. Throughout my education, I would use different techniques when the situation warranted it.

Kosmetatou, Elizabeth. Agetha Christie and Archeology. Class power point, University of Illinois at Springfield, Springfield, IL, 24 Jan, 2009. Web. Lauren, Paul, Gorgon Craig, Alexander George. Force and Statecraft: Diplomatic Challenges of Our Time. New York: Oxford Press, 2007. Print.

Force and Statecraft gives a historical account of the evolution of diplomacy and the use of force in international relations. The book is broken down into three sections, with twelve chapters, and 298 pages. The first section covers the history of international relations from the time period of the Thirty Years War to present day. The next section delves into the theories of negotiation, deterrence, coercive diplomacy, and crisis management. Examples are given to showcase and link theory with practice. The final section covers restraints and then reflects on the entire work.

The book was very helpful. The authors stayed unbiased throughout the book. They merely presented the historical information, and provided viewpoints from multiple sides. This gave the book more credibility in my eyes.

I was able to gain knowledge about the evolution of diplomacy, and because of the examples, I can now use these theories when looking at current events. I have been able to apply many of the books theories to past events such as the Iraq War. The book is valuable because it teaches students to use the experiences of the past when dealing with today’s problems.

Malatesta, Errico. At The Café: Conversations on Anarchism. London: Freedom Press, 2005. Print.

At the Café was based on conversations Errico Malatesta had with a variety of people at a café. The book uses dialogue to analysis the arguments for and against anarchism. Some of the other topics brought up are nationalism, fascism, and communism. Malatesta also debates the institutions of private property and capitalism.

I liked that the book was presented in dialogue form. It was very easy to digest the information, and at the same time keep my interest. The novel portrayed anarchy in a way often unseen in the western world and this was very helpful.

I have probably quoted this novel more than any other. At the Café displayed a different way of looking at governments and their role in society. I learned that most people’s ideas of anarchy are filled with misconceptions; anarchists don’t want chaos, they just don’t want government. I am currently applying what I learned to an international relations course.

Manthei, Jennifer. Biomedicine as an Ethnomedicine. Class Lecture 3 SOA 428, University of Illinois at Springfield, Springfield, IL, 7 June, 2010. Print.

McCourt, Frank. Angela’s Ashes. New York: Scriber, 1996. Print.

Xmal, Student. Chimpanzee Families. Class Assignment SOA 304, University of Illinois at Springfield, Springfield, IL, 14 Mar. 2011. Print.

Xmal, Student. Communism and Anarchism. Class Assignment POS 231, University of Illinois at Springfield, Springfield, IL, 4 Mar. 2009. Print.

Xmal, Student. Credit for Prior Learning Portfolio. Class Assignment EXL 305, University of Illinois at Springfield, Springfield, IL, 24 July. 2011. Print.

Xmal, Student. Credit for Prior Learning Portfolio. Class Assignment EXL 305, University of Illinois at Springfield, Springfield, IL, 24 July. 2011. Print.

Xmal, Student. SOA 426 Exam 1. Class Assignment SOA 426, University of Illinois at Springfield, Springfield, IL, 18 Sept. 2011. Print.

Xmal, Student. A Free Tibet. Class Assignment POS 303, University of Illinois at Springfield, Springfield, IL, 05 May. 2009. Print.

Xmal, Student. Maternal Detachment. Class Assignment SOA 302, University of Illinois at Springfield, Springfield, IL, 14 Nov. 2010. Print.

Xmal, Student. My Philosophy of Education. Class Assignment LIS 301, University of Illinois at Springfield, Springfield, IL, 26 February, 2010. Print.

Xmal, Student. Struggle. Class Assignment HIS 422, University of Illinois at Springfield, Springfield, IL, 09 July, 2009. Print.

Xmal, Student. Writing Journal. Class Assignment ECO 202, University of Southern Illinois at Edwardsville, Edwardsville, IL, 26 April, 2008. Print.

Moaveni, Azadeh. Lipstick Jihad: A Memoir of Growing Up Iranian in America and American in Iran. New York: Public Affairs, 2005. Print. Nussbaum, Martha. For Love of Country?: In a New Democracy Forum On The Limits Of Patriotism. Boston: Beacon Press, 1996. Print.

Portman, Neil. The End of Education. New York: Vintage Books, Web. 15 Sept. 2011

Rundle-Schwark, Elaine. The Credit for Prior Learning Handbook. Springfield, IL, University of Illinois, 2006. Web.

Sacco, Joe. Palestine. Korea: Fantagraphic Books, 2001. Print.

Salinger, J.D. The Cather in the Rye. Boston: LB Books, 1951. Print.

The Cather in the Rye tells the story of a confused adolescent. The novel follows Holden Caulfield on his journey through New York City as he waits to go home. He recently got expelled from school, and is confused about life and his place in it. At the same time, Holden tries to portray himself as an intelligent and suave person, and pretends to be very mature. In the end, the pressures of growing up overcome him; he has a break down and returns home.

Although the novel seemed over the top at times, the book appeared to capture some of the confusion and tendencies associated with adolescence. The novel was a very useful tool. I was able to use it to analyze and reflect on some of the ways adolescents are portrayed. I did not care much for the language used in the book. I realize the purpose was to show the immaturity level of Holden, but it became repetitive and distracting.

After reading the novel I was able to understand some of the cultural constructions built around adolescence. I was then able to reflect on my own time in this stage and analyze the way I was, as well as the pressures and expectations applied to me. This is the source of meaning that The Cather in the Rye holds.

Shelly, Gary, and Misty Vermaat. Microsoft® Office 2010: Introductory Microsoft Office 2010 Introductory Concepts and Techniques Windows. 7 Edition. Boston: Course Technology, 2010. Print.

This textbook introduces students to the newest software editions in the Microsoft Office suite. The book encompasses 1176 pages and is broken down by topic. The book starts with an introduction to the internet followed by chapters on Word, Excel, Access, and PowerPoint. The chapters guide users through step by step and screen by screen instruction. All chapters end in exercises and assignments.

This textbook was very helpful because of the way it breaks down tasks. I found it useful to be able to see what I needed to do in case I got stuck. By the time the lesson was done, the end of chapter exercises gave me an opportunity to evaluate my knowledge on the subject. The structure of the book made it a very helpful learning tool.

I have been able to apply the knowledge I learned from this book in all areas of my life. I have used the techniques from the book at school, at home, and more than likely in my future career. The skills taught in this book are essential in today’s world, so learning them was vital.

Spadley, James, David McCurdy. Conformity and Conflict: Readings in Cultural Anthropology. 13th ed. Boston: Allyn & Bacon, 2008. Print.

Terry G. Jordan-Byrchkov et al, The Human Mosaic: A Thematic Introduction to Cultural Geography. New York: W.H. Freeman and Company, 2006. Print.

The Human Mosaic provided an introduction to cultural geography. The book does this by exploring places and regions with an emphasis on cultural topic areas. The book was divided into twelve chapters covering 464 pages. Each chapter looked at a different subject. Some of these included; industries, urbanization, and politics. The subjects of each chapter would then be examined through five themes. The five themes are cultural regions, diffusion, ecology, interaction, and landscape.

The textbook was extremely valuable. The use of examples helped expand upon course topics. I enjoyed the systematic approach to chapters. Each one was structured in the same way, just with different content. This made the book very easy to follow.

Cultural geography was one of the first classes I had that taught a subject in an interdisciplinary way. This book displayed how subject matter can be explored in an integrated manner. This book played a role in my decision to seek out similar classes and the Liberal Studies department.

Van de Mieroop, Marc, A History of the Ancient Near East ca. 3000-323 BC. 2nd ed; Oxford: Blackwell Publishing, 2007. Print.

Waldman, Steven. Founding Faith: How our founding Fathers Forged a Radical New Approach to Religious Liberty. New York: Random House Trade Paperbacks, 2009. Print.