Storytelling and Identity: Fall 2023
LEARNING OBJECTIVES:
Our class has # learning objectives that the class is designed to help you achieve. A learning objective is something that, by the end of the class, you should know or be able to do. Students will:
- Utilize writing as a tool for learning and reflection
- Develop stories from memories; listen others into story; build a connection between other people through story sharing
- Develop a robust writing process, moving from discovery to communication
- Compose a college-level analytical essay
- Create a useful and accurate annotated bibliography to aid in research
- Effectively communicate orally
- Become aware of the narratives that drive society
Some of these learning objectives will be achieved through a community-based learning opportunity.
What is Community-based Learning and why is it part of this class?
Community-based learning (CBL) refers to a broad spectrum of curricular activity that connects students to communities for the purpose of deepening learning. You can read more about this kind of class on the Center for Civic Engagement website.
In this class, we will interact with the community through a storytelling project with incarcerated youth, as well as by talking with class visitors who are community experts, and taking study trips to locations in Richmond.
The time spent on community-based activities is not “extra” time. Sometimes it will take place during our regular meeting times. When the project calls for time outside of class, that time is figured into the normal workload. Generally, one unit should require 3 hours in class and 7- 10 out of class doing reading, writing and activities, etc.
NOTE: You had to indicate your acceptance of responsibility for off-campus experience by clicking “yes” or “no” on this:
https://engage.richmond.edu/_common/pdf/cbl/Consent_Release.pdf when you registered for classes. If you clicked NO, then you will not be permitted to participate in the community project. Please alert me so that I might give you an alternative assignment. You can check your status in Bannerweb on the Personal Information tab.
HOW THE CLASS RUNS:
In-person time: We met Tuesdays and Thursdays at noon, usually in our library classroom. We may decide to occasionally have class over lunch in D-hall.
Note-taking: Every class, there is an assigned note-taker (see weekly schedule) who captures what we talk about in class and posts it in our class blog, categorized as “class notes.” After class, the assigned responder for the day will comment on the notes with corrections, additions or just adding a different perspective. Students may swap days. Any student who misses a class should read the class notes to find out what was discussed, logistics changes, etc.
Outside of classroom time: students are expected to prepare for class (about 2-3 hours per class meeting) by following the weekly schedule Before every class meeting, students should post a prep note in the class blog, tagged with both the student name and the category “prep note”
CLASS ATTENDANCE:
Students are expected to attend all class meetings. If you miss more than 4 classes, you must communicate with Professor Dolson who will arrange a meeting with you and Dean Bohman or Dean Genoni to determine if and how you can make up the learning. The most important thing is to communicate with Professor Dolson when you have problems.
CLASS GUIDELINES:
To make this class the very best learning experience it can be for all involved, together in class we will generate and agree to guidelines for our discussion and participation.
Below, by way of example, are the guidelines agreed to by students in past sections of this class:
- Act with respect towards everyone in the class, showing interest in and curiosity about one another’s ideas and opinions. No “multi-tasking” or checking messages during discussion.
- Provide clear explanations of assignments and other class work (professors), to contribute thoughtful summaries of and responses to class discussions when it is my turn to do so and to ask questions of the professors and of one another when things are not clear (students).
- Value the connections to our own lives in the readings and discussions; bring these connections to the surface in our reflections and discussions.
- Come prepared to all class meetings and special events, having done the reading or other assignments.
- Stretch ourselves in order to ensure that everyone can contribute to the discussion–speaking up if you are normally a listener, listening if you are normally a speaker, etc.
- Speak up when we have something to say—recognizing that our ideas matter and will help to move the class’s learning forward.
GRADING and ASSIGNMENTS:
Please see the Assignments page for details and instructions as well as the points for each. It is a 100-point class, so the points are also the percentage.
You will not be graded on your blog postings and other informal writing, but you will collect and analyze your informal writing for your midterm and final portfolios. It is ESSENTIAL that you correctly tag/categorize your writings so that you can do the portfolios.
Note that your observation-reflections on community activities are due 24 hours after the activity and you will quote from your own observations in your final paper for the course.
Turning in assignments: There are only 7 assignments in the class that are to be turned in for a grade. They are listed on the assignment page, with a link to their instruction page which contains the grading rubric and instructions for submission. Not following the instructions for turning in the assignment will cause a point deduction from the assignment’s final grade.
A Few Words On Grades, Time, and Other Made-Up Things:
Our goals for the course are LEARNING goals. The weird reality is, at the end of a wonderful semester of learning together and working hard, we have to come up with one of 5 letters to describe all the nuances of your learning so that it can fit neatly in a transcript. Of course, it will be terribly inadequate for describing your learning. And some of you will spend more time than others and get the same letter next to your name. But we don’t measure time, we measure learning. Still, it will be helpful for you to understand our expectations: an AVERAGE UR student should spend 2-3 hours preparing for every hour in class per week. That is 6-9 hours per week OUTSIDE of class time, per class. Says Dr. Gruner, former head of First Year Seminars: “You might want to think of college as your full-time job: you may only be spending 15-16 hours a week in class, but your out-of-class work should add up to at least a 40-hour week.” And to me, 6-9 hours outside of class is the range of the average good student, NOT what you have to do for an A. The A is reserved to indicate something more.
For my part, I strive to make standards as clear as possible so that you can use them as steps to achieve learning, and the individual grades are indicators to help you assess for yourself how close you are coming to meeting your goals.
Due dates for all assignments are listed in the Weekly Schedule document/tab. and also on the assignment instruction page.
Texts to Purchase: (please see Bookstore page for details on FYS 100 section 45, CRN 10986)
1. Richmond’s Unhealed History (Campbell)
2. Writing Our Way Out (Coogan et al)
3. Portfolio Keeping (Reynolds/Davis)
4. Small Things Like These (Keegan)
Additional required weekly readings will be posted as links or PDFs in the Weekly Schedule document as they are assigned.
ACADEMIC INTEGRITY
At all times, you are expected to abide by the standards of the university honor code. We encourage you to discuss the readings and course content with your peers. However, all written work you submit must be your own.
Please be aware that plagiarism is a violation of both the Honor Code and the standards of integrity that guide the academic community. Because an important part of intellectual inquiry involves learning from others, we encourage you to draw from the work of other scholars and writers, and our assignments are designed to help you learn how to do that effectively. Nevertheless, you must give credit where credit is due, and the words you submit as your own must be your own. To do otherwise constitutes plagiarism and dishonesty. Please note that academic integrity applies to violations that are both intentional and unintentional. Ignorance of the law does not excuse violations of it; therefore, make sure that you are familiar with the University’s honor code and the guidelines on the websites of the University of Richmond’s Writing Center and Library. If you have questions about what constitutes academic dishonesty, do not hesitate to speak with us.
*on Artificial Intelligence tools: Our understanding of AI tools (like ChatGPT) is constantly evolving. While we may explore these technologies in class, you are prohibited from using these tools to complete course assignments unless I have explicitly asked you to do so. Unauthorized use of these tools will be considered an Honor Code violation in this class.
ADDITIONAL SUPPORT
HOW, WHEN AND WHERE How to reach your instructor: My office is in the Center for Civic Engagement, third floor, Tyler Hanes Commons 325. I hold office hours for this class by appointment. Appointments can be scheduled by email, in-person before or after class, or by stopping by the CCE anytime and scheduling an appointment via the front desk. I am in the office most days between 9 and 5 and will do everything I can to set up an appointment that will work with your schedule in that timeframe. My contact info:
Prof. Terry Dolson– tdolson@richmond.edu; 484-1607 (office phone)
There are also other resources that can support you in your efforts to meet course requirements.
Disability Services: The University of Richmond’s office of Disability Services strives to ensure that students with disabilities and/or temporary conditions (i.e., concussions & injuries) are provided opportunity for full participation and equal access. Students who are experiencing a barrier to access due to a disability and/or temporary condition are encouraged to apply for accommodations by visiting: disability.richmond.edu. Disability Services can be reached at disability@richmond.edu or 804-662-5001.
Once accommodations have been approved, students must 1) Submit their Disability Accommodation Notice (DAN) to each of their professors via the Disability Services Student Portal available at this link: sl.richmond.edu/be. and 2) Request a meeting with each professor to create an accommodation implementation plan. It is important to complete these steps as soon as possible because accommodations are never retroactive, and professors are permitted a reasonable amount of time for implementation. Disability Services is available to assist, as needed.
Academic Skills Center (http://asc.richmond.edu or 289-8626) helps students assess their academic strengths and weaknesses; hone their academic skills through teaching effective test preparation, critical reading and thinking, information processing, concentration, and related techniques; and work on specific subject areas (e.g., calculus, chemistry, accounting, etc.).
Career Services (http://careerservices.richmond.edu/ or 289-8547) can assist you in exploring your interests and abilities, choosing a major, connecting with internships and learning experiences, investigating graduate and professional school options, and landing your first job. We encourage you to schedule an appointment with a career advisor during your first year.
Center for Civic Engagement (http://engage.richmond.edu/ or 484-1601) can help you find ways to get connected and involved off campus through volunteer opportunities that fuel and further your academic interests. The CCE connects students with local partner organizations in a variety of ways, from comprehensive neighborhood-based civic-engagement programs to issue-based initiatives.
Counseling and Psychological Services (http://caps.richmond.edu or 289-8119) assists students in meeting academic, personal, or emotional challenges. Services include assessment, short-term counseling and psychotherapy, crisis intervention and related services.
Speech Center (http://speech.richmond.edu or 289-6409): Assists with preparation and practice in the pursuit of excellence in public expression. Recording, playback, coaching and critique sessions offered by teams of student consultants trained to assist in developing ideas, arranging key points for more effective organization, improving style and delivery, and handling multimedia aids for individual and group presentations. Writing Center assists writers at all levels of experience, across all majors. Students can schedule appointments with trained writing consultants who offer friendly critiques of written work: http://writing.richmond.edu
Boatwright Library Research Librarians assist students with identifying and locating the best resources for class assignments, research papers and other course projects. Librarians also assist students with questions about citing sources correctly. Students can schedule a personal research appointment, meet with librarians at the library’s main service desk, email, text or IM. Link to http://library.richmond.edu/help/ask.html or call 289-8669.