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THE REFLECTIVE WOMAN _CORE 100_

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					TRW - Hauer




              THE REFLECTIVE WOMAN (CORE 100)
                                          FALL 2007

                Section D05: Tuesdays & Thursdays, 1:30-3:10 p.m.
                               202 Music Building

Instructor:             Donna Hauer
Office:                 284 Coeur de Catherine (MIPS Office 280 CdC)
Phone:                  651-690-6827 (office) or 612-770-9662 (home)
E-mail:                 dmhauer@stkate.edu
Office Hours:           After class and by appointment


                             Text and Required Materials
 Peterson-Anderson, N.J., Eldred, P., Heinlen, K., Heitzeg, N.A., Hendricks, S., Ho, A.T.,
  (2004). The reflective woman, (6th Ed.) Acton, MA: Copley Custom Publishing.

 Elder, L., & Paul, R. (2002). The miniature guide to the art of asking essential questions.
  Dillon Beach, CA: The Foundation for Critical Thinking.

 Hacker, D. (2002). The bedford handbook, (6th. Ed.) Boston, MA: Bedford/St. Martin’s.

 Standard College Dictionary

 Three-ring binder with 4 dividers; 2 folders and a floppy disk or CD.



                            TRW: Purpose and Philosophy
Welcome to Core 100! The Reflective Woman (TRW) is a unique course, probably unlike any
you have experienced previously. It is interdisciplinary, collaborative and exploratory; meaning it
doesn't focus on one particular field such as business or history, but seeks to examine some basic
questions of importance to all of us. While the course is designed to provide a common
experience for all students entering the College of St. Catherine, each of you will contribute and
take different learning from this class. One commonality with other courses is that the more you
put into this class, the more you will get out of it.

The course consists of four units: (further explained in the TRW text’s intro section.)

Unit 1: Composing a Life
Unit 2: Searching for Truths
Unit 3: Working Toward Community and Justice
Woven Throughout: Experiencing Art & the Aesthetic




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Each unit will follow the same general four-part format:
      1. A brief entry experience that focuses us on the questions to be addressed;
      2. Assorted readings to develop insights on the questions at hand;
      3. A major project assignment designed to demonstrate new knowledge;
      4. Written reflections that relate what we are learning to our lives.

TRW is not a course in which your instructor lectures or tells you facts, principles or
theories, which you memorize and recite or explain in an exam. This course is about
interactive discussion and critical thinking. We all bring our opinions, questions, stories,
cultures, and experiences while being open to hearing others. We are all teachers and
learners in this experience. In this course, the instructor's role is to discover along with
the students, the knowledge inherent in a text, essay, poem, or art object and then to help
use this knowledge to form views, and develop one's own wisdom. My job is to guide
you toward interesting questions, interpret difficult readings with you and help focus our
discussions. At times I will play the role of "devil's advocate" and at other times, insist on
clarification. This will be about all of us learning from each other.

                                        Common Objectives
                                          (Listed in TRW Reader)

         In order to accomplish our common objectives, we need to develop the capacity of
             listening for understanding. Listening for understanding involves:
          Listening for the meaning/standpoint/position of both others and the self.
          Staying in communication even when one is confused or fearful or unsure.
          Searching for the appropriate responses.
          Acknowledging that understanding does NOT imply agreement.
          Taking responsibility for one’s own perspectives, stances, and actions; and through
             those actions seek to advance the trust that is necessary for mutual learning.
          Seeking to expand one’s complexity, personal integration, and skills so that one can
             respond in appropriate ways to a wide variety of complex situations.

                                        Requirements
Attendance: In a course such as TRW your attendance is essential and expected at every class
meeting because a great deal of our learning will happen in the daily activities and discussions of
the class. Because this is an interactive and collaborative class, your absence jeopardizes not only
your own learning but the opportunity for others' learning as well. Therefore, attendance will be
taken at all classes, points will be given for attendance. Absences, being late and leaving early will
reflect on your final grade. Any absences beyond 3or consistent tardiness will automatically
lower your grade by at least one increment (i.e. from an A- to B+.) Missing 5 classes or more may
result in failure of the class.

Having said that, I realize that emergencies do occur and I want to be sensitive to them. Should
one occur, please let me know as soon as possible. (Note: it is better to be proactive than reactive
in this sense. If you know you will be missing class, let me know before rather than after - even if
it means leaving a message on voice or e-mail. This goes for all classes!) I will do everything
reasonable to help you make up lost time but it is your responsibility to find out what you missed
and what the assignment is for the next class. Please do not rely solely on the schedule for this as
things may change. Also realize that participation in class discussion cannot be made up.



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Participation: My hope is that this class will form its own sense of community that will allow
each of us to flourish. In order to form the community, each of us must take some responsibility,
the most important one being participation in class activities. And, of course, in order to
participate in a meaningful way in class, we must be prepared. Much of what we will do in class
is discuss the readings in order to help each other interpret and understand those readings and
identify how they might connect with our lives. That means that each of us bears a responsibility
to participate in order to enhance the learning process for all of us.

Let me say that participation DOES NOT just mean talking a lot! Rather, participation means
making worthy and thoughtful contributions, deep listening and being attentive. The points you
earn for participation will be based on the quality and consistency of your in-class contributions
– spoken, nonverbal and/or written. You need to be fully prepared to make every class meeting a
meaningful and worthwhile learning experience by coming to class fully prepared, willing and
able to listen and respond to others in class. No cell phones or text messaging! Be present.

Discussion Questions: You will occasionally be asked to come to class with 1-3 legibly written
or typed questions for the assigned readings for that day. The ultimate goal for this activity is to
help the class in our learning, which will ideally take place as you highlight reading content and
spur interesting discussions with these questions. Creativity is encouraged. This is one of your
opportunities to help direct the class discussions toward your interests as well as an important
skill to develop. I believe one of the greatest compliments is the acknowledgement of a “good
question”. You will be informed when you need to have questions prepared. You will also be
expected to write summary statements for each article assigned.


Discussion/Sharing Your Thoughts and Opinions: Many of us come from previous educational
experiences where you are taught to memorize, not to critically think or reflect on your own life,
where you’ve come from, and where you are going. Or we were graded on how well our
thoughts and reactions matched those of our teachers. This class is not like that! I want to know
what you think, who you are, where you come from. You don’t have to agree with me, or each
other – I only ask that we learn to respectfully disagree and still be able to engage in meaningful
discussion. College is a place to expand your mind by learning about others’ realities and ideas.
So let’s do it! Don’t ever be afraid to write or say something just because others may disagree.


Projects: There are three major written projects. Each one is explained in detail within the unit
sections of the syllabus. They are due throughout the semester.


Journals and Freewriting: Throughout the course there are several exercises, brief writing
 assignments, journal entries and the like, which you will be asked to turn in. Journal entries will be
 credited individually and points will be deducted for incomplete or late journals.


Portfolio and Reflective Piece: Due at the end of the semester, the portfolio will be an organized
compilation of all the work you have done during the semester. The portfolio will also include a
final paper that will be a short reflective piece in which you will reflect on the class, your role in
it, the work you have done and your learning. (This is where your 3 ring binder comes in handy.)




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Summary of Graded Activities:

         Composing a Life                                         Community/Justice
         Artistic Expression             25                       Aesthetic Assignment      50
         Interview Project               100                      Eco Map                    5
         (Draft 30, Final 70)                                     Community Action          20
                                                                  Portfolio/Refection       50
         Searching for Truths
         Structured Controversy          150
         (Outline, Group/Panel (50)
                     & paper (100))

All Units - (200)
        Attendance/participation/discussion/discussion questions/freewrites             100
        Journal Entries                                                                 100
                                                                         Total = 600 points


Grades: Your final grade will be based on the total number of points you earn. Grades are based
on the quality of the product turned in, not on the amount of effort that went into that product.
Final grades will be calculated on the basis of points scored on each assignment. The following
percentages of total will be used to determine grades in this course.

94-99% A         87-89% B+       77-79% C+        67-69% D+       below 60% F
90-93% A-        84-86% B        74-76% C         64-66% D
                 80-83% B-       70-73% C-        60-63% D-


Notes about grading: Academic integrity is expected in all work. Plagiarism, cheating and other
acts of misconduct will result in a failing grade for the assignment, and possibly the course Please
see the Le Guide, on-line for complete policies and procedures. Also note that if you receive a B,
on a draft, that does not guarantee a B on the final paper. Not revising papers will usually result
in a lower grade on that final paper.


Secondly, this is a writing intensive course. That means it fulfills 1/4 of your writing requirement
for graduation. The quality of your written work will to a large extent determine your final grade.
If you think your writing skills could use some polishing, please seek assistance in the O'Neill
Center. The student assistants in the Writing Center will help you with any part of the writing
process. They are knowledgeable about the TRW writing assignments and are ready to help you
improve your skills.


Vocabulary: College level reading will require a more extensive vocabulary than you may
currently possess. I challenge you to look up words that you do not know as you are reading your
assignments (and I promise to do the same). During class discussion, please ask me, or each
other if there is a word that you don’t understand. That’s how one learns. We will be noting
those words and may possibly have a quiz at the end of the semester (open book) to help hold


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each other accountable to expanding our knowledge of words and their meanings.

Late assignments: Written assignments are expected to be completed, word-processed and turned
in on the due date at the beginning of class. Late assignments will automatically have points
deducted unless prior arrangements are made for extenuating circumstances. No assignments
will be accepted if more than 2 weeks late (unless prior arrangements have been made.) Only
one late assignment per student will be accepted.

Students with disabilities: To request academic accommodations due to a disability, please
contact Resources for Disabilities at 651-690-6563. If you have a letter from this office
indicating you have a disability which requires academic accommodations, please present the
letter to me so I will be able to provide the accommodations that you will need in this case.

Library Web Address: http://www.stkate.edu/library/trw. This will give you helpful info on the
services provided by the library, hints on conducting library research as well as guides for about
50 structured controversy topics. Check it out.

All work submitted in this course should be prepared according to the following guidelines:
 Papers must be typed, double-spaced (unless otherwise noted for assignment) in 10-12-point
    font, with 1-inch margins all a round. This includes drafts of all major assignments.
 Your name should appear on all pages.
 All pages must be numbered and stapled together.
Use The Bedford handbook for citation criteria and style concerns. We will use APA format.


                      Tips, Rules, Guidelines and Related Stuff
The following are guidelines and helpful hints to help ensure your success in this class. I strongly
encourage you to familiarize yourself with them. Please let me know if you have any questions.

        SYLLABUS: Please read this syllabus cover-to-cover the first day and refer to it
         regularly over the semester. I will assume that you have and are reading it.

        SCHEDULE/CHANGES: I will try my best to follow the course schedule given to you,
         although sometimes it will be necessary to make changes. The changes will be
         announced in class and you will be responsible for knowing about them.

        QUESTONS: There are no stupid questions. Please feel free to ask questions of each
         other, me at any time. This is part of learning. Chances are you are not the only one with
         the question.

        RESPECT: I ask that people be sensitive to not use language that intentionally demeans
         or is otherwise harmful to individuals or groups. I realize one is not always aware of
         what language is and is not hurtful. This class is about exploring and respecting diverse
         ideas, experiences, values, and communication styles. All comments deserve respectful
         hearings. You are not pressured to agree with everything others say, but you are
         expected to respectfully listen to others’ views and experiences and make changes
         accordingly.



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        READINGS: I hope you will find the readings in this class stimulating and diverse (and
         you will notice there is much to read). We will not always “cover” or address everything
         in class that was in the reading. I will respect your initiatives in discussion; please let me
         know if you’d like to discuss a particular concept/issue in a reading and I will do my best
         to see that we do. It is essential that you keep up with the readings. I expect that you will
         have read the assigned material before you arrive in class each day.

        CREATIVITY: Creativity is encouraged and rewarded (which includes the creative
         application and observation of the concepts discussed). If you have an idea for an
         activity, experience, and alternative journal entry or assignment, feel free to discuss it
         with me. I’m open to your creative suggestions.

        INCORPORATE SUGGESTIONS/FEEDBACK: Please know that I will read the
         work you entrust with me (your journals, assignments, papers etc.) carefully and take
         time to offer constructive suggestions. It will be in your best interest to incorporate that
         feedback into your final drafts. If you do not agree with what I have written, please feel
         free to meet with me to discuss it.

        USE CAMPUS RESOURCES: I always tell students, “you’re paying for them, so use
         them!” Find out what assistance you need and seek it out! If you need assistance with
         writing or math, use the O’Neill Center. If you are having personal, adjustment or mental
         health issues, use the Counseling Center. Start using Career Development to figure out
         interests, majors, internships, etc. – it’s never too early. If you want to get involved,
         check out what Campus Activities, Campus Ministry, MIPS or other offices have to offer.
         I will be talking with each of you about this more during our individual advising
         meetings.

        COPIES: Please keep copies of all writing assignments on a disk or hard drive for the
         entire semester. This is helpful if a paper has been misplaced; you will be able to print a
         new copy.

        FUN: Have fun. Let’s make learning in this course a worthwhile and enjoyable
         experience. I welcome your suggestions for achieving these goals – including ideas for
         field trips, speakers, videos and assignments!


                                            Final Note
See me: Please do not hesitate to talk with me. I am pleased to be your academic advisor as well
as your TRW instructor. I want to know how you are doing and how things are going for you.
Utilize my office hours, call, e-mail, make an appointment to see me. Don’t hesitate to take
advantage of my experience and knowledge of resources.

This class can be a positive experience for all involved. Your first semester at college can and
will pose all kinds of challenges and opportunities. Please know there is a lot of support here for
you at St. Kate’s in a variety of people and places. I would like to be one of those people.




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THE REFLECTIVE WOMAN

                           Unit I: Composing A Life 
                                         Course Schedule (Draft 07)
                                        (Abbreviated and tentative)


Class Dates   Topics and Activities                                   Assignments Due
   Reading Due
T. Sept 4         Orientation Academic Mtg                                   Hendricks, R-
Norgel (hand.)
                  Picnic with Sisters                                        Mitchell (2),
Ryan (10)



Th. Sept 6     Introductions and syllabus review;                            Hendricks, R-
Norgel (hand.)
               Guiding principles & expectations;                            Mitchell (2),
Ryan (10)
               Introduce artistic expression, portfolio,
               journal assignments & interview project,
               Learning continuum exercise

     Tuesday, September 11th – Opening Convocation, Chapel & O’Shag. Aud., 10:30-1:30



T. Sept 11       Bethany or Archives Field Trip               Journal # 1    Syllabus
                 Discussion w/ Sisters – history & vocation                  TRW Intro (xi)
                 Advising meetings sign-up                                   Rich (29)
                                                                             Palmer (33)
                                                                             Jordan (108)
                                                                             Elder & Paul (p.
3)


Th. Sept 13      Discuss field trip & readings                Journal # 2    Elder & Paul
(38-42)
                 First Year Advisor Surveys                                  Walker (168)
                 Incorporating Art into one’s life                           Fogerty (116)
                 What I want to be when I grow up…                           Cavallaro (530)
                 “Whose am I…?”                                              Sr. Andrea
Interview
                 Reflective Women Collective Expression
                 Guest to discuss Interview Process



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T. Sept 18    Present Artistic Expressions        Artistic Expressions     Tan (69)
                                                  (w/ written reflections) Fletcher (168)




Th. Sept 20   Discuss readings                   Who you’ll interview?    McIntosh (42)
              White Privilege                                             Curry Johnson
              Identities                                                  Pastan (61)
                                                                          Smalkowski
(62)
                                                                          Elder & Paul
(43-44)


T Sept. 25    Discuss readings                    Journal # 3             Ganaposki (75)
              I am from…                                                  Anderson (79)
              In class writing                                            Chan (85)
                                                                          Clifton (92)
                                                                          Elder & Paul
(45-46)



Th. Sept 27   Discuss readings                    Interview Draft         O’Neill (545)
              Discuss interview process           (bring 2 copies)        Cavallaro (530)
              Peer reviews


T. Oct. 2     Gallery Show – in class                                     Kahn (123)
              Having the Language



Th. Oct. 4    Discuss readings                   Interview Draft Due      Carver (95)
              Guest: Shvonne L Jonhson                                    Kingsolver
(191)
              Two voice & bio poem                                        Elder & Paul
(36-37)
                                                                          Robinson
exceprt




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CORE CONVOCATION REQUIRED – Marilyn Robinson– Oct. 11th, 7:00 p.m. at
O’Shaugnessy.




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TRW -Hauer
THE REFLECTIVE WOMAN
 Unit II: Searching for Truths 
                                   Course Schedule (Draft 07)
                          ABBREVIATED AND TENTATIVE

Class Dates   Topics and Activities                     Assignments Due        Readings Due

T. Oct. 9     Intro to Searching for Truths             Journal # 4            Goldberger
(202)
              Women’s Ways of Knowing Body Sculptures                          Humeston (536)
              Discuss readings & Structured Controversy Projects               Elder & Paul (4-
8)
              Communication exercise – what is truth?


Th. Oct.11    Choose topics and groups                  Journal Entry # 5      Heitzeg (235)
              Discuss readings                                                 Ho (222)
                                                                               Elder & Paul
(10-20)


CORE CONVOCATION REQUIRED – Marilyn Robinson– Oct. 11th, 7:00 p.m. at
O’Shaugnessy.



T. Oct.16     Discuss Convocation                                              King (325)
              Evaluating arguments                                             Elder & Paul
(21-27)
              Discuss readings



Th. Oct. 18   Searching for Truths - Science            Journal Entry # 6,     Freedman (273)
              Barbara - guest speaker(?)                Outline Assignmt       Payer (280)
              Hand out Star Trib articles                                      Steinem (493)
                                                                               Elder & Paul
(28-30, 35)



T. Oct. 23    Bias in searching for truth               Final revision of      Fadiman (496)
              Video: Fingered                           Interview Paper Due    Star Tribune
articles
              How do we know truth?                                            Elder & Paul
(31, 36)                                                Hand out Schnieders/Kushman R.G.
              Discuss presentation skills


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Th. Oct. 25     Library research
                Meet in library                    Group Proposals – end of class



T. Oct. 30      Discuss readings - Faith          Journal Entry # 7/       Schneiders (289)
                                                  Reading Guide            Kushman (301)

Class Dates     Topics and Activities             Assignments Due          Readings Due


Th. Nov. 1       Group Prep/Writing Day



T. Nov. 6        Group Presentations



Th. Nov. 8       Group Presentations               Structured Contro
                                                   Papers due



T. Nov. 13       Iron Jawed Angels video                                   Albom article
                                                                                      Class
begins at 12:30 – lunch provided



Note: Final Revision of Structured Controversy Paper is due Tuesday, November 20th,
2007.




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TRW - Hauer


         THE REFLECTIVE WOMAN
          Unit III: Working Toward Community & Justice 

                                                       Course Schedule (Draft
                          07)
                        ABBREVIATED AND TENTATIVE

Class Dates    Topics and Activities                Assignments Due      Reading Due

Th. Nov 15    Intro to Engaging Communities
               What is community?
               The Rabbi’s Gift & Heaven/Hell       Journal # 8          Witherspoon
(144)
               Political Art & Political Art                             Foreman (186)
               Community Aesthetics Assgnmt


T. Nov 20     Intermedia Arts Visit                 Final Structured
                                                    Controversy Due


Th. Nov 22    Thanksgiving Break – no class



T. Nov 27     Discuss Readings                       Journal # 9         MLK (325)
              Nonviolence / Violence                                     Gandhi (320)
              Still Killing Us Softly video




Th. Nov. 29   Revisit Ecomaps & Artistic Expressions                      Palmer (33)
              Community Letter Assignment            Community Aesth.
                                                     Paper Due


T. Dec. 4     Racism vs. Prejudice                  Journal # 10 -        Tatum (345)
              True Colors video                     Tatum’s Reading       McIntosh (42)
              Making Whiteness Visible video        Guide & Vocab List


Th. Dec. 6    Giving voice/taking action            Community             Lorde (364)
              Weapons of the Spirit video           Letter Assignment


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              Catholic Social Teaching

GSJ POSTER SESSION REQUIRED THURS., Dec. 11, 11:45-12:45, Ballroom
CdC/
12:45-1:15 Irene O’Neill, Ministries Foundation Presentation, 3rd Floor Atrium,
CdC



Class Dates   Topics and Activities              Assignments Due         Reading Due

GSJ POSTER SESSION REQUIRED THURS., Dec. 11, 11:45-12:45, Ballroom
CdC/
12:45-1:15 Irene O’Neill, Ministries Foundation Presentation, 3rd Floor Atrium,
CdC


T. Dec. 11    Continued conversation w/ Irene                             LeGuinn (358)
              Le Guin discussion                 Journal #11-             Sisters (400)
              Guided questions in groups         Optional/extra credit




Th. Dec. 13   Charity vs. Justice                Reflection piece &      Bible Sel. (370)
              Bridge to Global Search            Portfolios              West (372)
              D.I.E. Overhead
              Class Evaluations




Finals Week   Final Gathering
T. Dec. 18    Portfolios returned/Grades
1:00-3:00     Informal evaluations
              Collective Wishes




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