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Viewing: HSS 120 : Introduction to Humanities & Social Sciences

Last approved: Wed, 17 Jan 2018 09:03:37 GMT

Last edit: Wed, 10 Jan 2018 20:39:50 GMT

Catalog Pages referencing this course
Change Type
Major
HSS (Humanites and Social Sciences)
120
031788
Dual-Level Course
Cross-listed Course
No
Introduction to Humanities & Social Sciences
Intro to CHASS
College of Humanities and Social Sciences
CHASS Dean’s Office (16HSS)
Term Offering
Fall and Spring
Offered Every Year
Spring 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
2
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture1.0
Recitation1.0
Course Attribute(s)
GEP (Gen Ed)
QEP (TH!NK)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Dr. Jesse Crane-Seeber
Teaching Assistant Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture400100YesFall enrollments are approximately 400 per term. Spring enrollment will be around 100.
Recitation10025YesWe expect to see roughly equivalent enrollment in each of the recitation sections, so for Spring that will be around 25.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Requisite: New Freshmen with majors in the College of Humanities and Social Sciences Only

Is the course required or an elective for a Curriculum?
No
Introduction to Humanities and Social Science disciplines by providing comparative disciplinary perspectives on a topic that is studied by CHASS faculty in different disciplines. The course will also facilitate exploration of CHASS and University resources, policies and procedures, and address skills for academic, personal, and career success. First-year entering CHASS majors only.

The College of Humanities and Social Sciences requests permission to offer HSS 120 in an alternate format. This is a two-credit course that meets twice weekly for 50 minutes. The standard format to date for this course has been whole class meetings for lecture and discussion during all class meetings. The alternate format we are requesting is whole class meetings for one meeting each week and recitation sessions with fewer students per session for the other class meeting (i.e., all students enrolled in the class in one large lecture hall for the first class meeting of the week and multiple smaller discussion sections for the second class meeting of the week). The content and learning outcomes of the course would be the same, regardless of the format. Pedagogically, the recitation sections should increase the chances for individual student participation and for interaction among students and between students and the instructor and/or graduate teaching assistants. Increased participation and interaction are the vehicles for active learning, with its potential for enhancing critical thinking and retention. We would like the opportunity to pilot this alternate format with the new Spring Connections students arriving in Spring 2018 in order to determine whether we would like to make these changes on an ongoing basis after an experimental semester.


No

Is this a GEP Course?
Yes
GEP Categories
Interdisciplinary Perspectives
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 
Identify differences in perspectives, types of questions addressed, methodologies, and data types between two or more CHASS disciplines.
 
 
(i) Four discipline papers, one on each discipline presented in the course along with a group discipline poster on a fifth discipline investigated by the students. Each discipline paper must address the value of the discipline, the data/sources/types of research/scholarly work used in the discipline, and challenges faced by researchers in the discipline.
(ii) Final research proposal, which involves selecting a topic of interest related to the theme and identifying the differences and similarities in how two disciplines would approach the issue, as well as discussing the methods and data the student would use to answer the question, utilizing elements from both disciplines.
 
 
Analyze the most salient similarities (as identified by the student) between two or more CHASS disciplines.
 
 
(i) In-class and take-home journal assignments in which students are asked to compare and contrast disciplinary approaches, looking for potential synergies and conflicts between those approaches.
(ii) Final research proposal, which involves selecting a topic of interest related to the theme and identifying the differences and similarities in how two disciplines would approach the issue, as well as discussing the methods and data the student would use to answer the question, utilizing elements from both disciplines.
 
 
Identify how the approaches of two or more different disciplines in CHASS would be applied to a problem or issue, related to the semester’s topic/theme.
 
 
(i) Final research proposal, which involves selecting a topic of interest related to the theme and identifying the differences and similarities in how two disciplines would approach the issue, as well as discussing the methods and data the student would use to answer the question, utilizing elements from both disciplines.
 
 
Varies with each offering, but expected to be a total of four disciplines – two Humanities disciplines and two Social Science disciplines. The most recent offering of the course included Communication, History, Psychology, and Social Work.
 
 
Guest speakers and associated readings will introduce the students to the individual disciplines. The instructor will lead discussions and group activities after the second, third, and fourth disciplines are introduced to help students develop an understanding of the similarities and differences between the disciplines as they relate to a topical area such as technology. The discussions look at similarities and differences in qualities such as research versus scholarship, nature of the questions asked, and the methods for gathering and evaluating evidence in order to answer those questions. Experts from interdisciplinary areas of study within CHASS will also visit the class to educate students about specific areas of interdisciplinary inquiry within the college. The instructor repeatedly models an in-class synthesis of a research proposal in order to prepare students for the final research proposal required in the course. Additionally, through journal assignments, students are asked to reflect in class and at home on multiple occasions on 1) questions that require interdisciplinary answers, 2) how different disciplines might approach those questions, and 3) the potential incompatibilities and synergies between the different disciplinary approaches. The final research proposal requires that students develop a proposal to answer a specific question of interest related to the semester theme, reflecting on how two different disciplines would approach the question and which elements of each discipline’s approach could be combined to create a strong research proposal.
Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
0%
 
a. If seats are restricted, describe the restrictions being applied.
 
First-year entering CHASS majors only
 
b. Is this restriction listed in the course catalog description for the course?
 
Yes
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
Requisite: New Freshmen with majors in the College of Humanities and Social Sciences Only
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

This course has been offered by the college for several years now with the support of graduate TAs. This experimental format will not change the instructional resources utilized to teach the course.

Student Learning Outcomes

Describe university and college resources designed for student support (e.g., Career Development Center, Student Health Center, etc.).


Identify the different degrees and majors within the College of Humanities & Social Sciences and the academic policies of our college and North Carolina State University.


Articulate the ways that four different disciplines addressed a single question or issue.  This semester’s focus will be how racialization affects different people, yielding wicked problems.


Identify key arguments, methods, and worldviews within published scholarly works.


Compare and contrast the different disciplinary approaches to research and scholarship.


Define, explain, and apply the TH!NK critical thinking standards to others’ arguments.


Reflect on your own thinking and the thinking of others, as well as the process of arriving at ideas and arguments.


Work in groups to formulate questions, conduct research, and present findings, all on an unfamiliar discipline


Evaluation MethodWeighting/Points for EachDetails
Short Paper48%Common Reading analysis paper = 8% of grade
Discipline/faculty article analysis papers = 10% each (x4=40%)
Major Paper22%Final Research Proposal
Written Assignment16%In class reflections and other journal writing =8%
Campus engagement and co-curricular reflections = 8%
Project14%Group discipline poster
TopicTime Devoted to Each TopicActivity
See syllabus

aeherget (Fri, 17 Nov 2017 13:30:17 GMT): AECHH: Uploading updated syllabus at faculty request via email 11/17/2017.
aeherget (Wed, 10 Jan 2018 20:39:50 GMT): AECHH: Uploading updated syllabus with UCCC pending items from November 29, 2017 meeting. Approved at CUE on December 1, 2017.
Key: 6781