Readings in Rock Music Scholarship

IN ORDER TO ACCESS THE CLASSROOM FOR THE FULL THREE-HOUR PERIOD, ALL ATTENDEES MUST SURRENDER ALL ELECTRONICS, INCLUDING CELL PHONES, TO THE INSTRUCTOR AT THE BEGINNING OF EACH PERIOD. THEY WILL BE RETURNED AT THE END OF THE PERIOD AND NOT BE AVAILABLE DURING ANY BREAKS WITHIN THE PERIOD. ANY ATTENDEE NOT ABIDING BY THIS POLICY WILL NOT BE PERMITTED TO REMAIN IN THE CLASSROOM.
COURSE FSEM 113
TIME/LOCATION Monday through Friday from 12:00-3:00 PM in Steinman 214
INSTRUCTOR Pandel Collaros
OFFICE 211 Steinman
HOURS by appointment
PHONES (office) 829-7331
E-MAIL collaros623@comcast.net
WEB PAGES http://home.comcast.net/~collaros623/FSEM113.htm
http://home.comcast.net/~collaros623/Pandel_Collaros_Policies.html
REQUIRED DOWNLOADS Neil Young        Album Covers          Van Morrison         Cream       Jimi Hendrix         Marilyn Manson          Classroom Etiquette Rubric       Point Exegesis Rubric   Reading Rubric    
RATIONALE
 The main purpose of this course is to practice close reading of a variety of texts* including high-level scholarly writing, to enhance further the academic writing skills of first-year students, and to encourage active learning and enhance the sense of curiosity through participation in class activities.

* In this context, “text” is defined according to the definition found at <http://www.merriam-webster.com/dictionary/text> under item 8 a, “something (as a story or movie) considered as an object to be examined, explicated, or deconstructed.”
DESCRIPTION In this seminar, students will deepen their knowledge of the rock music world in activities that are designed to enhance college-level reading, writing, and research skills.  Our activities focus on reading, research, analysis, discussion, and writing.  Activities may also include live performances, poetry and lyric recitations, DVD screenings, and listening to audio recordings.
ASSESSABLE LEARNING
   GOALS
 Proficiency with course objectives (described below) will be assessed in rubric-based assignments that measure knowledge, comprehension, and the ability to apply, analyze, synthesize, and evaluate information, and that document the student’s positive participation in the class.  These goals correspond with Benjamin S. Bloom's Major Categories in the Taxonomy of Educational Objectives in the Cognitive Domain (see <http://www.krummefamily.org/guides/bloom.html>) and Bloom’s objectives in the affective domain (see <http://www.d.umn.edu/~dglisczi/8003web/reading_downloads/BloomAffect.pdf >).
OBJECTIVES
 By the end of this course, successful students should be able to engage with a variety of texts including scholarly journal articles, and to demonstrate understanding in oral discussion and written exercises.  These student learning outcomes group into three major categories detailed below, and all relate to successful reading of texts:

Cognitive objectives
These include knowledge, comprehension, application, analysis, synthesis, and evaluation
(as per Bloom's taxonomy discussed above).

Writing objectives
•    logical organization that reflects a clear focus and solid content as defined by the assignment
•    coherent, unified, and detailed paragraphs that support overall focus
•    an appeal to a specific audience
•    proper grammar, mechanics, punctuation, and usage
•    varied sentence structure
•    deliberate diction
•    graceful and effective transitions
•    other elements of style

Affective objectives
     One of the affective objectives of this course is to appreciate the historical, social, political,
     and cultural importance of rock music.  The other affective objective of this course is to
     develop the understanding that writing can be a path to lifelong learning, self-expression,
     confidence, open and precise communication, and critical thinking as well as a career goal.  Other   
     general affective objectives are included in those found at
     <http://www.d.umn.edu/~dglisczi/8003web/reading_downloads/BloomAffect.pdf >.
FORMAT AND
     PROCEDURES
 The class meets to read, discuss, and otherwise engage the materials; develop strategies for exegesis; and demonstrate competence in the achievement of the learning outcomes stated above.
GRADING AND
     CATEGORY
     WEIGHTINGS
50% :
 up to 6 point exegeses:  each equally weighted
      25% :
 classroom etiquette according to rubric
          25%:quizzes
SCALE

The following grading scale will be used unless the average grade is less than 75% at which point grade values may be adjusted
A 93-100% B- 80-82% D+ 67-69%
A-
90-92% C+ 77-79%
D 63-66%
B+
87-89% C 73-76% D- 60-62%
B 83-86% C- 70-72% 
F 00-59%
NOTES ON GRADING
 The student must be punctual, attend all prescribed meetings, and participate positively in all relevant activities. Other factors to be considered include classroom demeanor, active participation in class discussions and activities, and productive use of campus technological and communication facilities to expand student participation beyond the space of the classroom and the times of regularly scheduled class meetings.  Failure in any of these areas will be reflected in the participation grade as assessed by the classroom etiquette rubric.

PDF files of required readings are available for download.  The student is required to download all, place them in a three-ring binder with the student's name on the cover, and to separate the readings with precisely labeled index dividers. These materials are to be brought to all meetings.  Failure in any of these areas will be reflected in the classroom etiquette rubric.

There is no extra credit.  Graded activities are to be presented as and when requested by the instructor.  Failure to present upon instructor's request will result in a lowering of the grade at the discretion of the instructor.
ACADEMIC HONESTY Each student is expected to abide by the Bethany College Policy on Academic Honesty (see College Catalogue section on Academic Honesty).  Any work submitted by a student in this course for academic credit will be the student's own work.  Each student is expected to understand thoroughly and to avoid completely any instance of plagiarism.  Instances of plagiarism will result in a grade of 0.
FREE TUTORING
     INFORMATION
 The McCann Learning Center
Main level of Cramblet Hall
http://www.bethanywv.edu/academics/learning-services/
Dr. Christina Sampson, director
csampson@bethanywv.edu
PH:  (304) 829-7401
EVERYONE IS EXPECTED TO HAVE A WORKING BETHANY E-MAIL ADDRESS, AND TO GIVE IT TO ME IMMEDIATELY IF IT VARIES FROM THE STANDARD FORM, AND TO CHECK IT DAILY
ACCOMODATIONS
     FOR
     STUDENTS
     WITH
     DISABILITIES
 In compliance with the Bethany College policy and equal access laws, I am available to discuss appropriate academic accommodations that may be required for students with disabilities.  Requests for academic accommodations are to be made during the beginning of the term as directed by the administration, except for unusual circumstances, so arrangements can be made.
TENTATIVE
     COURSE
     SCHEDULE
 Up to six readings will be addressed in the manner described above in item "FORMAT AND PROCEDURES."
The instructor reserves the right to change this syllabus at any time.

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