|
|
|
#1 . The course will stress engaged learning and foster student's life long learning skills |
|
Course outcome #1 is from College of Arts and Sciences Gaol (CAS): Life long learning |
|
|
#2. Students will develop integrated histories of an issue or problem. These histories will require building an integrated context by examining issues. The course emphasizes heavily on the development of student's critical, creative, systematic, and collaborative thinking skills. 2.1. to research an issue regarding their community environment that interests them |
* Each student will post his/her ideas and respond to two other ideas from their group's participants. ** Each week a different student will post an issue to the webboard for credit for class participation. The discussion leader should raise questions and encourage different perspectives. |
Course outcome #2 is from |
|
|
#3. The environmental histories will require building an integrated context by examining issues through the perspectives and methods of knowing in the social sciences, natural sciences, and humanities. 3.1 Students will research, analyze, and explore the historical development of environmental subjects by different disciplines, including their chosen field. |
* Student essays can cover areas such as Art, Architecture, Ecology,
Landscape architecture, Archaeology, Music, poetry, or drama, and other
chosen subject areas. |
Outcome #3 is from University Outcome 7A -- Understand the multidisciplinary and interdisciplinary nature of knowledge and CAS Goal -- Liberal Arts Perspective. |
|
|
#4 . Students will become aware of the issues involved in promoting sustainability through ecotourism. |
Questions for reflection: What type of community awareness and involvement has the ecobusiness utilized? What are your concerns? What is your impression on the future of other such businesses? What can we learn from this experience? |
Outcome #4 is from Univesity Goal 9 -- Community Awareness and Involvement and University Outcome 9A -- Know and understand the important and complex relationships between individuals and the communities in which they live and work. |
|
|
#5. Develop skills in the sophisticated use of communication, information, and educational technologies. |
** Studenst will maintain electronic portfolios with their picture, their learning goals and with links to their assignments |
Outcome #5 is from University Goal 8 -- Technological Literacy. |
|
For purposes of this course the week begins on Monday at 12:01 a.m. and ends on Sunday at 12 midnight. In general, all assignments will be due by Sunday midnight of the week they are listed in the syllabus.
|
|
|
|
Monday Aug 23, 1999 8:00-10:45pm BHGIII-205 |
|
|
|
S02. Tuesday, August 31, 1999. 8:00-10:45 pm. BHGIII-114 |
1. Create two bibliographic references per topic (session) with annotations 2. Post personal goals to portfolio. |
|
|
Week of September 6, '99 |
Population: Anthropology's approach Webboard discussion: Discuss pros and cons of medical advances and the impact on population growth. Moderator: Dr. Susan Stans |
1. Read the Introduction 2. Post annotated bibliography to portfolio. 3. Discusss topic selected by the instructor on the webboard. |
|
Week of September 13, 1999 |
Webboard discussion: Topic on ecology selected by group moderator. |
1. Read the introduction 2. Write and post your Short Paper 3. Discusss topic(s) selected by group moderator. 4. A-student exercise |
|
S05 . Week of September 20, 1999
|
Webboard discussion: Topic on the Everglades selected by group moderator. |
1. Read the introduction. 2. Write and post your Short Paper on the Everglades 3. Discusss topic(s) selected by group moderator. 4. A-student exercise |
|
S06. Week of September 27, 1999 |
"A Land Remembered" by Patrick Smith--Human Use of the Land. Webboard
discussion: Discuss the relationship between the characters,
the plot and the environment in the book by group
moderator. |
1. Read the book (I hope you have done this already!) 2.Write and post your Critique 3. Discusss topic(s) selected by group moderator. |
|
S07 . Week of October 4, 1999
|
Webboard discussion: Topic on human habitation selected by group moderator |
1. Read the introduction. 2. Write and post your Short Paper 3. Discusss topic(s) selected by group moderator. 4. A-student exercise |
|
S08 . Week of October 11, 1999 |
History of Landscape Design, Landscape Architecture, Xeriscapes, Landscaping with Indigenous Plants Webboard discussion: Topic on human landscape selected by group moderator |
1. Read the introduction. 2. Write and post your Short Paper 3. Discusss topic(s) selected by group moderator. 4. A-student exercise |
|
S09. Week of October 18, 1999 |
History of Landscape in Art, Dance, Photography, Drama, and Music Webboard discussion: Topic on human view of landscape & art selected by group moderator |
1. Read the introduction. 2. Write and post Short Paper. 3. Discusss topic(s) selected by group moderator. 4. Evaluation of self-learning goals (Due next week) 5. Evaluation of the course(Due next week) 6. Midterm critique (Due next week) |
|
S10. Week of October 25, 1999 |
1. Evaluation of self-learning goalsdifferent?) (Due) 2. Evaluation of the course (Due) 3. Midterm critique (Due) 4. Field Trip to the Badcock Ranch (Saturday Oct. 30) |
|
|
S11. Week of Nov. 1, 1999 |
Human
Recreation Webboard discussion: Topic on human recreation selected by group moderator |
1. Read the introduction. 2. Field Trip to the Badcock Ranch (Saturday Oct. 30) 3. Write and post your Short Paper 4. Discusss topic(s) selected by group moderator. |
|
S12 . Week of Nov. 8, 1999 |
Webboard discussion: Topic on food getting selected by group moderator |
1. Read the introduction. 2. Write and post your Short Paper 3. Discusss topic(s) selected by group moderator. 4. A-student exercise |
|
S13. Week of Nov. 15, 1999 |
Webboard discussion: Topic on conservation of resources selected by group moderator |
1. Read the introduction. 2. Write and post your Short Paper 3. Discusss topic(s) selected by group moderator. 4. A-student exercise |
|
S14. Week of Nov. 22, 1999 |
Webboard discussion: Topic on population issues selected by group moderator |
1. Read the introduction. 2. Write and post your Short Paper 3. Discusss topic(s) selected by group moderator. 4. A-student exercise |
|
S15. Week of Nov. 29, 1999 |
Webboard discussion: Topic on the role of the land in "Killing Mister Watson" selected by group moderator |
1. Read the introduction. 2. Write and post your Short Paper 3. Discusss topic(s) selected by group moderator. 4. Final critique due next week. |
|
S16. MONDAY Dec. 6, 1999 8:00 - 10:45 BHGIII 205 |
Final Critique Evaluation Class Self-learning goals |
At the heart of the FGCU Liberal Studies Degree the Collegium of Integrated Learning provides a 21 semester hour, upper division core of courses designed to help Arts and Sciences students become a community of inquiry. Students and faculty members work together in these courses to explore the cultural, social, historical, philosophical, moral, scientific, and humanistic roots of contemporary issues and how they have developed across time. Individually and in teams, and in collaboration with faculty from various disciplines, students develop "intellectual histories" for specific contemporary issues and problems in each of the five Issues courses. These "histories" require students to build an integrated context by examining issues through a variety of perspectives and methods and to formulate their own interpretations and responses.
Because the courses are structured to encourage problem-based learning, students are called upon to learn in ways that they may not be accustomed to, requiring critical, creative, systematic, and collaborative thinking and demanding the ability to find and intellectually defend connections among multiple points of knowledge. In addition, success in this integrated core will rely on the sophisticated use of communication, information, and technological skills.
The chief aim of the integrated learning core is to prepare for the 21st century by reaching a deeper and more coherent understanding of how and why our world is changing. By bringing all multiple perspectives to bear on contemporary issues and analyzing carefully their historical foundations we are more apt to develop a fuller understanding, and perhaps, an ameliorative sense of ethics if not actions.
The common ingredients that run through the liberal studies curriculum from Styles and Ways to the Collegium Capstone are human ideas: our ideas of who we are as individuals; our genius, stupidity, prejudices, nobility, and brutalities; the mythical, social, and religious systems we have engineered throughout history to justify and explain our actions and to make us happy--on earth as well as in a variety of heavens and golden isles; the art and literary works we have fashioned out of an immense creativity to give shape, beauty, and meaning to our lives. Through it all, the constant that characterizes us as a species is our human curiosity, our quest to know, to pursue an understanding of who we are, why we are, where we have been, and where we are going. It is this passion for knowing and learning that brings us back again to the purpose of the unique liberal studies degree offered by the College of Arts and Sciences at Florida Gulf Coast University: to understand how and why our world is changing and what it means to us for the 21st century.