Information for USem Faculty
The University Seminars
(USEM) are special courses specifically designed for first-year students and
intended as a foundation for their studies at Brandeis. The primary objective
is to provide an interactive small class environment in which students, under
the close guidance of faculty, can experience the intense intellectual
engagement of a seminar with fellow students rather than a course taught
exclusively by the professor. Ideally, Brandeis University is a community of scholars
in which we all can learn from each other. USem courses are intended to help
First-Year students become participating members of this scholarly community.
The topics and texts of the courses are broad-ranging and come from every
school of the University; such diversity allows students and faculty to focus
on subjects in which they have a particular interest. The seminars incorporate
multiple perspectives (disciplinary or interdisciplinary) in addressing
significant issues, questions and problems.
These courses are also
skill-oriented: they encourage students to develop analytical, writing,
and oral communication skills. Seminar discussions, under faculty
guidance, help students to formulate key questions and to construct a critical
analysis of the author's or artistÕs assumptions, evidence, and
argumentation. In addition, they allow students to develop and share
insights and ideas, thus learning from each other.
All first year students
are required to satisfactorily complete one University Seminar.
General Guidelines
The following guidelines
seek to establish broad standards and consistency in the USem program.
Naturally, each USem reflects the special qualities of the instructors, their
disciplines, and specific subjects; instructors employ a wide variety of
strategies to awaken intellectual curiosity, develop powers of analysis, and
strengthen basic skills of oral and written communication. Nevertheless, as a
program with a mandatory participation, it is obviously essential that the
University Seminars conform to some basic guidelines and give the students a
sense that they are all fulfilling essentially the same requirement
—regardless of their particular USem.
I. Syllabus
The syllabus is an important pedagogical instrument: it not only outlines the schedule, but also sets the agenda for the course – the intellectual objectives, requirements and expectations. USem instructors can also effectively use the syllabus to reiterate and emphasize the specific mission and objectives of the course – something that may be eloquently included in the first-year student guide or the Bulletin but which students tend to forget once the course is underway. By including an intellectual statement about the substance of the course (such as the problems and issues to be addressed), the syllabus can provide a constant frame of reference as students develop their ideas, prepare for class discussions and conduct research on their paper. The syllabus is also a contract, stating explicitly the expectations and requirements. USem faculty has found it helpful if the syllabus includes a clear statement on several important matters.
A description of the course and the context in which it is taught. It is also helpful to include a statement on why USemÕs are important for students and to share with your students that the goal of every USem is to teach critical/analytical thinking, oral communication skills, writing skills, and to provide multiple perspectives to First Year students. Instructors might present these objectives to the class and then ask students what they think they are or what they mean.
A description of the knowledge and/or outlooks that you would like the students to learn or demonstrate as a result of the course. Be sure to list the objectives that are common to all USem courses: critical and analytical thinking, oral communication skills, writing skills, and multiple perspectives.
Your office telephone number, e-mail address, website, office
address and office hours.
A list of course materials, required and recommended, for purchase, including textbooks, course packets, books on reserve, videos/DVDÕs, documents, slides and online materials, etc. and where students can procure them.
II Course
Requirements
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Grading Principles: It is important to specify the relative weight of
individual papers, examinations, and class participation and provide several
opportunities for grading throughout the semester. The studentÕs final grade
should not be tied into just one or two assignments. It is also a good idea to
explain the grading system of rewrites and the penalty for late submission.
Midterm and final examinations are optional and left to the discretion of the
instructor. Some instructors find that the discussions and paper suffice to
keep the students actually engaged in the course; others have found that the
examinations help the students to master the assigned material and to integrate
and think through the material at a particular juncture (especially at the
conclusion of the seminar).
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Academic Dishonesty: It is important to emphasize the role of evidence and
attribution, and to make sure that students clearly understand the UniversityÕs
policies on plagiarism and academic integrity. If a student does not
acknowledge responsibility for an act of academic dishonesty, forward the case
to the Office of Student Life via the appropriate form. Do not determine
sanctions on your own.
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Statement on
Disabilities: In compliance with
University policy, each syllabus should include the standard statement on
students with certified disabilities.
III Reading Assignments
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Avoid assigning too much
reading. This suggestion, in part, reflects the need to develop the studentÕs
skills of close reading and analysis.
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Similarly, try to select
texts of appropriate difficulty for first-year students. Keep in mind that you
will need to teach students to read your assigned texts — that many will
not arrive equipped to ask the kinds of questions you might wish. When
possible, call your studentsÕ attention to how they should approach assigned
texts (what they should look for, how they should take notes, what kind of
assimilation you will expect for class discussions and papers) before they
begin reading.
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The term ÒtextÓ is used in
a broad sense; it can be a piece of literature, a historical document, a work
of art or architecture, or an account of a problem or research report in the
natural sciences or a presentation from other media. The seminar should include
different kinds of ÒtextsÓ to broaden the course and make it as
interdisciplinary as possible.
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Your book orders for the
seminar should be handled through the University Bookstore (736-4270; www.bkstore.com/brandeis).
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If you plan to place books
on reserve at the library, please call (ext. 64630) or visit the library
Reserve Desk.
IV Structure and Function of USem Courses
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USemÕs facilitate
first-year socialization to college and intense intellectual engagement with
the instructor and other students.
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USemÕs are taught as an
interactive small class involving discussion, analysis, critical thinking, and
communication about significant issues.
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Students will demonstrate
their critical thinking and communication skills through appropriate
assignments, which may include research, writing, debate, oral presentations,
exams, experiments, and the creation of artistic works. Diverse learning and
evaluation methods are encouraged.
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USemÕs incorporate multiple
perspectives (disciplinary or interdisciplinary), but should not be an
introductory course to a major.
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USem faculty members
typically use writing as a means of evaluating student performance, but, unless
they want their USem to be listed as writing-intensive, are not responsible for
teaching the mechanics or structure of good writing, or for adhering to
previous guidelines regarding the number and type of writing assignments.
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USem topics may engage big
ideas or questions, but no longer fall under the rubric of humanistic inquiry.
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USemÕs may count toward
school distribution (Creative Arts, Humanities, Science, or Social Science) or
other general education requirements (Writing Intensive, Quantitative
Reasoning, Nonwestern and Comparative Studies, or Oral Communication) if
submitted to and approved by the appropriate School Councils and oversight
committees.
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A good rule of thumb for
instructors is to give 20-minute mini-lectures. The majority of class time
should be used for discussion.
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Normally, USemÕs should
follow a teaching block that meets three times a week or twice-weekly (1
1/2-hour) class schedule.
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Generally, students should
plan for 2-3 hours of work outside the classroom for every 1 hour they are in
class.
V Changes in Pre-Registration
Each
student must enroll in a USem during the summer registration; those students
required first to take the Composition course must take their USem in the
spring term. In any event, by the time the student arrives for the fall term,
the USem enrollment is firmly in place.
It
is exceedingly difficult for students to change the choice they made in
pre-registration. Given the limitation of 18 students per USem and the number
of USemÕs offered in any given year, there are very few unfilled spaces. It is
therefore exceedingly difficult to make any changes in the pre-registration. In
very exceptional cases (viz., those that involve irreconcilable and critical
course conflicts), a student may receive permission to change the USem, but
only on a space available basis. That change must be made no later than Friday
of the first week of the term, and only with authorization from the USem
Administrator, Lisa Mills (Rabb 265; lmills@brandeis.edu). Individual instructors should not become involved in
any attempts to modify pre-registration; if students approach you about a
change in registration, please refer them to Ms. Frey and warn them that, given
the caps on enrollment, only cases of serious scheduling conflict will be
considered.
VI USEM "Event"
The
University seeks to reinforce the sense that the USemÕs are special and to
cultivate a congenial atmosphere for interaction and learning in the broadest
sense. It therefore encourages instructors to organize a special event,
preferably at an early point in the semester. That event can take various
forms, but it often means a meal (perhaps with a movie relevant to the theme of
the course). The Office of Academic Affairs is willing to reimburse for
expenses up to one hundred dollars.
VII Attendance, Grades and Students with
Academic Difficulties
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You will receive an updated
class roster before the first session. Please keep close track of attendance
and report any discrepancies immediately to Lisa Mills at lmills@brandeis.edu.
Students who default on fulfilling their USem requirement in the first year
(either by failing or dropping) face probation; it is important that we detect
problems and address them as soon as possible.
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Your syllabus, in fact,
should clearly forewarn students that "class participation" -- which
presupposes attendance -- constitutes a specific percentage of the final grade.
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It is also important to
impress upon students our expectations of regular attendance. These are
interactive, participatory seminars; they will not work if the students fail to
attend. As a general rule, a student who has more than three unexcused absences
before the mid-term should receive a "U" (unsatisfactory) on the
mid-term grade report. If, after the mid-term report, a student has three more
unexcused absences, the USem instructor should bring the problem to the attention
of P.J. OÕRourke, Advisor to the First-Year Class in the Office of
Undergraduate Academic Services (pdickson@brandeis.edu
or ext. 63473).
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If any of your students
appears headed for academic difficulties, you should report to P.J. OÕRourke,
Advisor to the First-Year Class in the Office of Undergraduate Academic
Services (pdickson@brandeis.edu or
ext. 63473) as soon as possible after your attempting to address the studentÕs
problem yourself.
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As for students for whom
English is a second language: if their writing reveals difficulties in the area
of English language skills, please notify the ESL coordinator (ext. 63991)
after you have voiced your concerns to the students.
VIII USem Program: Administrative Support
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The program chair is Malcolm
Watson, Psychology Department (ext.
63249; watson@brandeis.edu).
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The program coordinator is Lisa
Mills (Rabb 265/Mail Stop 080; ext.
63490; lmills@brandeis.edu).
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The director of university
writing is Dawn Skorczewski (ext.
62141; dawnskor@brandeis.edu).
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The USem Program offers
periodic luncheon seminars to monitor developments, share experiences, and pool
ideas on ways to improve the program. You are strongly encouraged to attend to
help make the program as effective as possible.
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Reproduction of Class
Materials: The University Seminar office does not provide support duplicating
individual class materials. For the reproduction of USem course materials
please consult your department administrator. When you distribute a packet of
additional material, you may ask students to purchase the packet. Please avoid
selecting materials that are out-of-print; any photocopying, including excerpts
you may use as supplementary readings, must strictly observe copyright laws
(which require permission and payment of fees for any duplication that is not
for your personal use).
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The lists of films, audio
and videotapes are available at the Library. Please consult Media Services
(ext. 64429) at the Library, or the Fine Arts Slide Library, Goldman-Schwartz
(ext. 62662), if you need information regarding equipment and services. A list
of the classrooms with fixed audio-visual installations is available on the
Brandeis website and reservations should be made through the Information
Technology Services (ext. 67782).
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The J.V. Cunningham Awards
for Excellence in Writing: Each year, one prize of $100 may be awarded in each
of eight categories including USem. Only faculty may submit work for
consideration. The selection committee expects you to nominate only those
papers that you judge to be exceptionally well written. You may submit up to
four papers, authored by different students, from Brandeis courses. Guidelines
are available at the English Department website: http://www.brandeis.edu/programs/writing/writingprogram/jvc.html