| objectives | | competencies | | texts | | class schedule | | room schedule |
| assignments & points | | policies | | honor code & academic integrity |
| diversity | | student support |
Learning Community Description:
How does change occur, in communities large and small, in institutions and in nations? And what is the responsibility and role of the knowledgeable individual in generating positive change? This learning community introduces you to the complex interplay between theoretical research, practical reasoning, active learning and positive intervention in the world around us.
You will learn to design a community-based research project, choose from a rich array of qualitative and quantitative approaches that draw on the strengths of multiple learning styles, and learn from individuals and organizations outside the classroom. This semester-long community research project will help you to understand more fully the relationships between academic research, individual acts and society’s social and political structures.
And throughout the semester, you will continue your practice, begun in NCLC 101 & NCLC 102, of critical reflection, the application of relevant information and communication technologies, and the presentation of original research through multiple media formats.
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The overarching goal for the learning community is to enable you to emerge with a better understanding of the relationship between Individual acts and social and political structures in society. Specific learning outcomes include:
- Develop basic knowledge of quantitative/qualitative methodologies;
- Enhance skills in oral, written, and technologically mediated communication;
- Understand, critique and apply appropriate research methodologies to problems;
- Systematically work through a problem (understanding the basic need, background information and ways to address the problem);
- Practice critical reflection through various media forms;
- Explore underlying systemic issues that impact societal problems;
- Learn how to work within a community of learners to develop action plans for change.
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- Enhance your competency in communication through interviews with constituencies and research participants, and dissemination of an action research proposal;
- Develop strategic problem-solving skills in the creation of a research plan, a cohesive group project, and a final proposal to further address a social problem;
- Build your competency in group collaboration through extensive group work focused on action research and a final presentation;
- Strengthen information technology skills through: 1) public dissemination of the project to faculty and other students; and 2) analysis of various technological media to understand and develop effective citizenship.
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Stringer, Ernest T. Action Research, 3rd Edition. Thousand Oaks, CA: Sage, 2007.
Faigley, Lester. Writing: A Guide for College and Beyond. 2nd edition. New York: Longman, 2010.
A collection of additional readings will also be available on the webspace and through e-reserves.
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Tuesday, Thursday, 9:30-12:00 (there will be occasional days when time is traded with NCLC 103)
Spring break: March 8-March 14
Last day of class: April 29
Last assignment: due May 6
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Seminars:
- 001 (Muir) Room B
- 003 (Smith) Room C
- 004 (Owen) Room D
- 005 (Wagner) Room E
Literacy Rings:
- Families (Muir) Room B
- New Media (Smith) Room C
- Education (Owen) Room D
- Poverty (Wagner) Room E
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Assignments and Point Distribution
1. Research Inquiry Group Project (RING) = 400 points
- Management Plan (25)
- Project Worksheet & Research (100)
- Final Group Presentation (75)
- Public Presentation of Information (e.g., Innovations 2010) (50)
- Final Group Portfolio with group analysis (100)
- Individual Assessment of ring peers (50)
2. Quizzes (2) – 100 points
3. Individual Praxis Essay = 150 points
- Phase 1 (25)
- Phase 2 with peer response (50)
- Final Essay (75)
4. Class Engagement = 150
- Participation
- Reflective Writings
5. Event Analyses = 100
- Attend four events that address community issues of interest to you; provide final paper synthesizing events you attended (no more than 2 on-campus events).
6. Learning Foundation Assignment = 100
7. Ethics Competency (pass)
- You are required to take and pass Module One of the Human Subjects Review Board training in order to pass this class.
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Policies:
Late policy for writing assignments: 5 points for each day late. Readings are due the day they are assigned. Because they are assigned primarily to encourage seminar discussion, you are expected to come prepared for discussion.
Attendance policy: The University does not require students to attend class and you cannot be graded based specifically on attendance. However class participation is fundamental to a learning community and your active participation is essential both for your success and for the success of the seminar and ring.
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Policy on Honor Code and Academic Integrity
The integrity of the University community is affected by the individual choices made by each of us. This is especially true in New Century College. George Mason University has an Honor Code with clear guidelines regarding academic integrity. Three fundamental and rather simple principles to follow at all times are that:
- all work submitted be your own
- when using the work or ideas of others, including fellow students, give full credit through accurate citations
- if you are uncertain about the ground rules on a particular assignment, ask for clarification.
No grade is important enough to justify academic misconduct. If you feel unusual pressure or anxiety about your grade in this or any other course, please talk with us or to a trusted friend or counselor to get your situation in perspective. The University provides a range of service to help with test anxiety, writing skills, study skills, and other related concerns.
Some projects are designed to be undertaken individually. For these projects, you may discuss your ideas with others or ask for feedback. However, it is not appropriate to give your paper to someone else to revise. You are responsible for making certain that there is no question that the work you hand in is your own. If only your name appears on an assignment, your professor has the right to expect that you have done the work yourself, fully and independently.
As in most learning communities and in many other classes, your final integrated group project in this unit is designed to be completed by a study group. With collaborative work, names of all the participants should appear on the work. Over the course of the learning community you may find that it is necessary for different group members to take the lead on various assignments leading up to the integrated final group project. However, the faculty do expect that all group members will contribute equally and that the pieces will be conceptually integrated in the final end product.
Using someone else’s words or ideas without giving them credit is plagiarism, a very serious offense. It is very important to understand how to prevent committing plagiarism when using material from a source. If you wish to quote verbatim, you must use the exact words (including punctuation) just as it appears in the original and you must use quotation marks and page number(s) in your citation. If you want to paraphrase ideas from a source, that is, convey the author’s ideas in your own words—you must still cite the source, using MLA or APA format.
The re-use of papers, presentations, etc., from one course in another course is not appropriate. In every NCC course, faculty expect that work submitted has been created only for that class. An exception is made for materials included within learning community and year-end portfolios.
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Commitment to Diversity Statement:
New Century College, an intentionally inclusive community, promotes and maintains an equitable and just work and learning environment. We welcome and value individuals and their differences including race, economic status, gender expression and identity, sex, sexual orientation, ethnicity, national origin, first language, religion or irreligion, age and disability.
- We value our diverse student body and desire to increase the diversity of our faculty and staff.
- We commit to supporting students, faculty and staff who have been the victims of bias and discrimination.
- We believe that faculty, staff and students play a role in creating an environment that engages diverse points of view
- We believe that by fostering their willingness to hear and learn from a variety of sources and viewpoints, our students will gain competence in communication, critical thinking and global understanding, aware of their biases and how they affect their interactions with others and the world.
For more information about NCC’s diversity commitment, see Celebrating Our Diversity
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- Disability Support Services ( 703-993-2474; 222 SUB I). Assists students with learning or physical conditions affecting learning. If you qualify for accommodation, the ODS staff will provide a form to give to your instructor.
- Counseling Center (703-993-2380; 364 SUB I). provides individual and group sessions for personal development and assistance with a range of emotional and relational issues.
- Student Technology Assistance and Resources (STAR) (703-993-8990; 229 Johnson Center). Provides support for web and multimedia design. STAR has video cameras and other equipment for student check out.
- Writing Center (703-993-1200; 114 Robinson A) provides free tutors who can help you develop ideas and revise papers. Also available online.
- On-line Writing Guide
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