Animal Planet Syllabus

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OAKTON COMMUNITY COLLEGE

Animal Planet: Human Being(s) & Nature

“He who understands baboon would do more towards metaphysics than Locke.”

--Charles Darwin

I. Course Course Course

Prefix Number Name Credit Lecture Lab

HUM 127 Introduction to Philosophy 3 3 0

EGL 129 Introduction to Literature 3 3 0

II. Prerequisites

None

III. Course (Catalogue) Description

Hum127: Course focuses on the most fundamental questions that human beings have always asked. Topics include a critical examination of theories about reality and truth, moral values and social justice, personal identity and free will, aesthetic values, and systems of religious beliefs.

Egl129: Course introduces students to the study of literature through readings in fiction, drama, and poetry. Content includes terminology and methods for literary analysis and evaluation as well as discussion of social, intellectual, and historical influences on these literary forms.

IV. Learning Objectives

Hum127:

A. Students will identify philosophical problems and learn to apply the methods of critical analysis used by philosophers.

B. Students will study the answers that at least four selected philosophers have given to these problems.

C. Students will develop their critical thinking skills. They will examine criticisms of all the philosophical theories they study and will debate alternative approaches.

D. Students will begin the formulation of the philosophy that guides their own lives.

E. Students will apply philosophical reasoning to issues outside the classroom. Students will learn to apply ethical theories to concrete situations on the personal level, on the national level, and on the global level.

Egl129:

A. Explain the distinctive characteristics of the major literary genres – through the use of exemplary works of drama, short fiction, and poetry.

B. Identify and differentiate between the conventions of drama, short fiction, and poetry.

C. Interpret the formal elements of these works, using the appropriate terminology associated with the specific genre.
Analyze works in the context of their literary, cultural, and historical backgrounds.

D. Synthesize knowledge of genre, formal elements, and background material.

E. Incorporate secondary sources in the analysis and interpretation of literary texts.

V. Academic Integrity:

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton’s Code of Academic Conduct. This code prohibits:

· cheating,

· plagiarism (turning in work not written by you, or lacking proper citation),

· falsification and fabrication (lying or distorting the truth),

· helping others to cheat,

· unauthorized changes on official documents,

· pretending to be someone else or having someone else pretend to be you,

· making or accepting bribes, special favors, or threats, and

· any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton’s policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years. Details of the Code of Academic Conduct can be found in the Student Handbook.

Course Description for Honors Seminar:

Our concept of nature and our relationship to the natural environment are functions of how we understand ourselves as human beings. As humans we have a very intimate relation with nature that has served not only as the resource from which we have gained our living, but also as a rich field for sacred, political and personal rites and symbols through which we establish our humanity. Nonhuman animals are the part of nature that has developed an intimate and (potentially) conscious relation with us – as pets, companions, entertainment, research subjects, predators, and food. Broader issues confronting us at the beginning of the 21st century – global warming, resource depletion, environmental degradation, species extinction – are understood in relation to changing conceptions of human nature and human/nonhuman animal relations. This core seminar explores key aspects of our current environmental problems and examines important proposals for addressing these issues. During the course we will take field trips to the Field Museum, Lincoln Park Zoo, and Shedd Aquarium. We will also have the opportunity to examine and help maintain the local environment around Oakton's Des Plaines campus.

Objectives for the Core Seminar: these objectives supplement those above and reflect the thematic and structural integration of the courses. In this Core Seminar students will

A. Analyze the relationships between philosophical, literary and scientific discourses as they represent nature and offer different perspectives for understanding humanity’s relation to the natural environment;

B. Identify, analyze and evaluate central theories of human nature as these are presented in both philosophical and literary texts;

C. Identify, analyze and evaluate the core issues, problems, and theories dealing with nature, the human/non-human animal boundary, and human relations with non-human animals as these are presented in both philosophical and literary texts;

D. Analyze and evaluate the core moral, ethical and political problems associated with humans’ relations with non-human animals and the broader environment;

E. Discuss and evaluate, both in writing and orally, the development of their own responses to these core moral, ethical, and political problems making use of the materials from the course;

F. Analyze and evaluate potential responses the core environmental issues and problems discussed in class.

Course Practices Required

A. Attendance

This class will function primarily as a seminar. This requires that you take an active part in shaping and developing the content of the course. Thus, your participation is a significant component of this class. The main emphasis of this course is to discuss questions and issues related to the formation and self-understanding of human beings in relation to nature, and to interrogate how these issues influence our lives today. Discussion and conversation are very important for learning philosophy and philosophical reasoning, as well as understanding literature, and useful discussion requires at least two things: first, you must be present in class, and second, you must be conversant with the material. Students are expected to have completed all of the readings on the day they are due and be ready to discuss them.

Attendance will be graded in this course in the following manner: You will earn one point for merely attending class; coming to class late or leaving early means that you will only earn half a point for that day. Missing class, obviously, means that no points are awarded for that day.

Note: There are no excused absences for this class. Whatever the reason you miss class; you will not receive credit for attending, since you did not. However it is possible to account for missing AP points through extra-credit assignments (see below).

B. Participation

As noted above, this course will depend a great deal on student participation and discussion. Thus, it is absolutely essential that you come to class having read the material and thought carefully about it. Every day you will be responsible for posing your own questions about the reading, and for responding to questions from other students.

You will be graded on your participation in every class discussion. Grades will be assigned as follows:

“A” – You always respond clearly and thoughtfully to the readings, as well as questions and ideas posed by colleagues, such that you demonstrate a high level of engagement with the texts and your peers. You also consistently raise interesting questions about the materials. Finally, you creatively link your interpretations, questions, and ideas to specific passages or images in the text(s), as well as make significant connections between texts, writers and filmmakers under discussion to contemporary issues involving the environment, philosophy, and/or literature.

“B” – You respond thoughtfully to the reading, such that you demonstrate significant engagement with the texts and your peers. You raise some interesting questions about the material and generally are able to link your interpretations, questions, and ideas to specific passages or images in the text(s), as well as make relevant connections between materials and artists under discussion and contemporary issues involving the environment, philosophy, and/or literature.

“C” – You respond to some questions and participate in activities, but fail to demonstrate that you have read and prepared for class very carefully. You have difficulty raising interesting questions about the material and cannot clearly link your interpretations, questions, and ideas to specific passages or images in the text(s), nor are you able to make meaningful connections between materials and artists under discussion and contemporary issues involving the environment, philosophy, and/or literature.

“F” – You clearly demonstrate a lack of engagement with the texts and your peers. You fail to raise interesting questions based on the course materials, or you do not speak at all during class.

Please note: You will receive an “F” for participation for any class from which you are absent (independently of the reason for your absence). You will also receive a “0” in participation for using cell phones, “Blackberries” and other electronic devices during class.

C. Rules for Class Discussion

What follows are some simple rules that we will use to help foster strong and meaningful discussion in the class. Every student must agree to abide by these rules. So, read them carefully and make sure you understand them fully.

You must bring a copy of the reading to class in order to participate in the discussion.

1. Since discussion is text-based, it is essential that everyone have the text.

2. If you come to class without a text, you will be asked to leave and not to return until you have the text.

You must prepare (read and think carefully about) the reading in order to participate in the discussion.

1. Students who have not prepared adequately will be unable to offer textual support for their ideas and interpretations, and their responses to other students’ ideas and interpretations.

2. Remember that a great deal of this class is about how to read carefully and critically, and how to think about what you have read.

3. The schedule of readings may change over the course of the semester, so be sure that you keep abreast of any changes.

You should be able to support your ideas, interpretations, criticisms, and questions with evidence from the text.

1. It is permissible to make reference to evidence outside of the text –personal experience, contemporary events, etc.—but only in support of ideas which themselves have originated from or respond in some way to the text itself.

2. If you are responding to a comment or idea from another student, again, you should be able to refer to the text in support.

You must be respectful to one another during the discussion.

1. In interacting with one another it is essential to be respectful and considerate.

2. Do not use racial, sexual or ethnic slurs.

3. Students who are disrespectful or inconsiderate to others will be asked to leave the classroom, and may not be permitted to return.

While there are a number of possible interpretations, some interpretations are stronger than others.

1. The idea here is to learn together (and this includes the professors) –you should try not to “wed” yourself to a particular position, but be willing to change your mind if the evidence suggests that your interpretation is not as strong as an alternative interpretation.

2. Those interpretations that are better supported by the text are stronger than other interpretations.

3. Part of our job here is to discover the best possible interpretation and understanding of the material.

D. Writing Assignments: To satisfy IAI requirements, you need to complete a minimum of 15 pages of written work for each course in the Core Seminar.

v Q&Qs. You are required to type up a quote and one discussion question about each reading for each class. Thus, for some class sessions you may need to write two quotes and questions, but others may require four. Your quotes should generally be a short passage (as opposed to one sentence or two paragraphs) that the class can close read. Your questions should be open ended, and you might ask a question stimulated by your quote, the week’s topic, or most likely, a connection between the two; your questions should demonstrate that you have thought about the readings.

NO LATE or EMAILED Q&Qs will be accepted under any circumstances. Both the Q&Qs and the student must be present in class at the same time.

Sample Q&Q assignments are attached to the syllabus, and below are criteria for evaluation of Q&Q assignments:

A: You identify interesting, insightful core quotes for the texts under discussion, showing that you have actively engaged with the reading and reflected on the main issues/ideas represented in the texts. You ask original, imaginative and critical questions about the texts; begin to offer your own interpretation; and forge significant connections between the texts discussed. You present your ideas with clarity, in concise, elegant prose.

B: You identify interesting core quotes for the texts under discussion, showing that you have actively engaged with the reading and reflected on the main issues/ideas represented in the texts. You ask critical questions about the texts, but they do not demonstrate the substantial, consistent level of engagement and reflection as an “A” assignment. You present your ideas in clear, engaging prose.

C: You identify a quote for each text under discussion, but without a clear sense of why the quotes are interesting or significant. Your questions demonstrate some thought and reflection, but do not show the same level of engagement with the text, ideas, and issues as a “B” assignment. You present your ideas in error-free, readable prose, but fail to demonstrate the attention to detail and style that distinguishes “A” and “B” assignments.

F: The quotes identified do not demonstrate a reasonable familiarity with the text. Your questions are perfunctory and fail to show thought and reflection on the text. Your presentation and prose style are unclear, due to errors in organization and/or grammar.

v Integrative Essays. You will be writing two 3-5 page essays over the course of the semester (see schedule for due dates) that ask you to synthesize the philosophical material with the literary texts. More details about these essays will be available after the first week of class. Criteria for evaluation of the essays are below:

A: You actively engage with the course materials, effectively integrating the philosophy and literature, and you show substantial reflection and thought on the main issues/ideas represented in the texts. You ask original, imaginative and critical questions about the texts; articulate a clear thesis; advance interesting or surprising interpretations based in careful, accurate reading supported with evidence from the texts; and forge significant connections between the texts discussed. You present your ideas with clarity, demonstrating logical organization, smooth transitions, and concise, elegant prose style.

B: You actively engage with the course materials and your integration of the philosophy and literature demonstrates a solid understanding of the main issues/ideas represented in the texts. You articulate a clear thesis, ask interesting critical questions about the readings, and offer convincing interpretations supported with evidence, as well as develop meaningful connections between the texts. You present your ideas with clarity in organization and an engaging prose style.

C: You engage with course materials and your integration of the philosophy and literature demonstrates at least a basic understanding of the main issues/ideas represented in the texts under consideration. You attempt to develop questions about the readings and are able to offer interpretations based in evidence but fail to demonstrate substantial, nuanced reflection on the texts. You offer an organized argument in clear, readable prose, but fail to demonstrate the careful attention to detail and style that distinguishes “A” and “B” essays.

D: You fail to meet minimum length and/or content requirements for the integrative essay. Your integration of the philosophy and literature fails to demonstrate a clear grasp of the material. Though you may attempt to ask questions or offer an interpretation of the text, your attempt is weakened by failure to address specific issues/ideas, or by lack of attention to organization and style.

F: Essay meets virtually none of the requirements or is simply not done or plagiarized.

E. Exams

There will be a total of three exams given throughout the semester. Each exam will combine both components of the course (philosophy and literature). Generally, the exams will include questions that are specific to philosophy and literature, and questions that ask students to relate these two disciplines to one another.

F. Portfolio

You are required to maintain a “course portfolio” where you preserve all of your course work. The portfolio will be turned in at the end of the semester. It should include all Q&Qs, the two integrative essays, and the exams.

Late Assignments and Absences.

a) It is important to remember that there are no excused absences from this class. Whatever the reason for missing class, if you are not there, then you cannot earn the AP points.

b) Q&Qs cannot be turned in late or emailed for any reason.

c) Integrative papers are due in class at the beginning of class; we will not accept e-mailed submissions under any circumstances. Late essays will be dropped the point equivalent of one full letter grade for each class period after which they arrive. If you miss a class, you are still responsible for turning in papers either to the Division III office of the Des Plaines Campus, Room 2430, or to our offices during office hours. If you have difficulty completing an essay within the scheduled time frame and you wish to receive an extension, you need to notify us at least 24 hours in advance.

Please note: an assignment is considered late if it is turned in any time after the class during which it is due (even if it is only one minute after class has ended).

d) You can take the exams late (in the testing center) –but you are responsible for making the arrangements. Any exam taken late will have 10% of the grade deducted.

Grade Distribution

Attendance: 5%

Participation: 20%

Integrative Essays: 20%

Q&Qs: 25%

Exams: 30%

Grading Scale: 91% - 100% = A // 81% - 90% = B // 71% - 80% = C // 61% - 70% = D // below 61 = F

Statement on Tolerance, Non-Discrimination and Respect:

Oakton Community College does not discriminate on the basis of race, color, creed, national origin, disability, age, sex, sexual orientation, or marital status in admission to and participation in its educational programs, College activities and services, or employment practices. The College does not tolerate sexual harassment or sexual assault by or of its students or employees. In keeping with this policy of tolerance and non-discrimination, and to create space for respectful, civil discussion, in this class all of us should strive to do the following:

a) Listen and give careful consideration to all ideas expressed in class, especially those that are different from our own, without attacking or demeaning the people who have these views; this means attending to the discussion and not conversing with other students when either one of the professors or another student is talking;

b) Avoid using insulting terms or telling offensive jokes when talking to or about individuals or groups;

c) Turn off your cell-phone or PDA before you come to class, and do not call or text people while class is in session;

d) Do not come to class late, leave during the middle, or wander in and out —particularly when someone else is talking, as this is distracting, as well as rude. Of course, you may leave to use the restroom (Please, don’t ask us!), but it makes more sense and is far more respectful to take care of personal business before class begins or after it ends;

e) Do not come to class and do work for another course, troll the internet, or sleep – if you want to do any of those, simply go somewhere else.

Other Course Information

If you have a documented learning, psychological, or physical disability, you may be entitled to reasonable academic accommodations or services. To request accommodation or services, contact the ASSIST office in Instructional Support Services. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.

Important Dates

January 19: Spring 2010 semester classes begin

January 23 noon: Last day to submit proof of residency, business service agreements and chargebacks/joint agreements

February 14: Last day to withdraw from 16-week courses and have course dropped from record. Last day to change to audit for 16-week courses

February 15: Presidents' Day holiday, College closed

February 21: Incomplete (I) grades from fall 2009 semester for which faculty have not submitted final grades will become an "F" after this date.

March 12 noon: Last day for filing Graduation Petitions

March 14: Last day to withdraw with a "W" from 16-week courses; Students will receive a grade in all courses in which they are enrolled after March 14.

March 15 – March 21: Spring recess

March 22: Classes resume after Spring recess

March 29: Registration opens for summer 2010 sessions

April 12: Registration opens for fall 2010 semester

May 13, 14: Evaluation Days

May 14: Last day of student attendance

May 18: Commencement

Oakton Community College recognizes the broad diversity of religious beliefs of its constituencies. The College has embraced a practice of shared responsibility in the event a religious observance interferes with class work or assignments. Students who inform instructors in advance of an intended absence for a major religious observance will not be penalized. The instructor will make reasonable accommodations for students, which may include providing a make up test, altering assignment dates, permitting a student to attend another section of the same course for a class period or similar remedies. Instructors are not responsible for teaching material again. Instructors should inform students of this practice at the beginning of the semester so that arrangements can be made accordingly. Similar consideration is accorded to faculty, staff and administrators and is provided for in their respective contracts.

Coupons:

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You can use this coupon to take the place of one missed class period.

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