|FSEM100.23 When Women Ruled Russia||Fall Semester 2010|
|Professor Paul Steeves||Monday and Wednesday 12:00-1:15 p.m.|
|Office: 310 Elizabeth||Office Hours: 9:45 daily and by appointment|
|e-mail: firstname.lastname@example.org Please do not hesitate to send e-mail messages. But be sure ALWAYS to begin the subject line with "100.23"; if the "100.23" is not there, your message could be lost.||telephone: (O) 822 7538
(H) 734 0061
This is the official syllabus for the course.
The subjects covered in it are the following:
Calendar of Assignments
this class we will be analyzing an unusual period in the history of
Russia. Almost continually for 70 years, from 1725 to 1796, the supreme
authority in Russia was held by five women, the most famous of whom was
Catherine the Great. During this time Russia's identity changed very
much, both externally, in terms of territorial expansion and its role
in European affairs, and internally, as it absorbed modern values
imported from the West. These changes had both negative and positive
aspects. In this period Russia became a major European power. It also
changed domestically by incorporating European standards into an
established Slavic tradition.
This course deals with much more than the politics of female rule. We must look at the experience of women who were not ruling, both nobles and commoners. We will access that experience through literature, painting, religion, music, and memoirs.
This course is a "First Year Seminar." Here is how FSEM
courses are described at Stetson's web site
closely with select Stetson faculty to explore a single topic, students
will learn how to join an intellectual conversation at a significantly
higher level than they have been accustomed to in high school. Entering
students will be able to join an academic community of thinkers,
learners and researchers who are committed to maintaining the rigors
and rewards most typically associated with a liberal arts education.
Through their active participation in the First Year Seminar Program,
first-year students will acquire the skills necessary for success in
college and, therefore, life."
The word "seminar" carries the connotations of a class that does not
have lectures given by a professor; that does not have examinations to
assess content learned; that requires a
great deal of oral discussion by the students; that expects collegial
coopration among students and with professor; and that is
"writing-intensive," including the creation of at least one substantial
Texts: In order to minimize expense, the content in this course will be based on sources that are available on-line (see Calendar of Assignments). The only "textbook" for this class is the Guide to Writing at Stetson University, which is required in most First Year Seminars.
Grading in this course: At the end of the semester the instructor assigns the student a grade that indicates the instructor's evaluation of what the student has achieved in the class, based on the standard of Stetson University's definition of grades:
"Grades . . . represent the instructor's final estimate of the student's performance in a course. The grade of A (+ or -) may be interpreted to mean that the instructor recognizes exceptional capacity and exceptional performance. The grade of B (+ or -) signifies that the student has gained a significantly more effective command of material than is generally expected in the course. The grade of C or C+ is the instructor's certification that the student has demonstrated the required mastery of the material." (Stetson University Bulletin, 2008-2009, p. 37).In its most natural interpretation, this statement means that C is the grade that students should expect to earn for fulfilling the course requirements. To merit a higher grade, the student will take the initiative to find and master more material than is required formally and to show evidence of doing extraordinary work. That something extra could include active intellectual curiosity in class, helpfulness toward other students, demonstration of such things as understanding alternative interpretations of questions addressed by the seminar, acute critical thinking, and creative perspectives on concepts.
Active participation: To be
a diligent participant you must attend class regularly, be
when you arrive, pay attention, raise questions, and interact
critically and respectfully with the opinions of your colleagues and
Attendance. Attending class regularly is absolutely necessary
because participation is an important part of your grade.
a student with four absences will fail the course.
At Stetson University there are no "excused" absences. If you miss a
it would be to your advantage to explain to the instructor why you were
absent (an e-mail message will be appreciated).
Classroom Etiquette: Acceptable participation in this class
means that all participants will be expected to conduct themselves in
ways that are appropriate to the academic environment and are
respectful to colleagues. Respect for the academic process includes the
following basics: Participants arrive for class by the announced
start time and they are prepared to talk intelligently about the topics
of the scheduled readings; participants dress in a way appropriate for
an academic venue (i.e., not for intramural sports or the beach,
etc.); participants will not exit from the group (in the absence of
real emergency) before the session has concluded by mutual
consent. Electronics: Use of electronic devices is not
permitted in the classroom. Exceptions are granted in cases of a
documented ADA or analogous provision; in addition, if there is a
circumstance where receipt of an emergency telephone communication
might be expected, the following steps will be accepted: (1) give the
instructor a statement indicating briefly why an emergency notice may
be expected; (2) set the cell phone to signal by vibration only; (3)
near the door; (4) immediately leave the room to take the call if it
Exercises: Instructions for writing assignments are given
Calendar of Assignments. All writing assignments in this class
are to be submitted in hard copy in double-spaced printout. The
information in the essay must be
in a proper format. No late papers will be accepted. No extensions of
deadlines will be granted.
After papers have been graded and returned, students may rewrite
them for resubmission and regrading; for information, consult "On Rewriting." For help in
writing your essays, consult the Guide
to Writing at Stetson.
Academic Integrity: Stetson students are expected to help each other with their studies. This means that they should review the materials of the class together, share their research efforts, and proofread each others' papers. But the work that is submitted must be the student's own. Any violation of this expectation is a serious infringement of academic ethics and will be handled with severity. It is also imperative that students not do things which would interfere with others' successful completion of assignments; this aspect of academic cooperation pertains especially to libraries and computer labs.
The student must be careful not to commit a violation of academic
or even to appear to do so. The minimum penalty for violation will be a
failing grade for all work in the course up to the time of the
Violations also will be reported to the Stetson University Honor
Council. The standards of academic integrity expected of Stetson
students are stated in the Honor Code.
Special Needs: If you
anticipate barriers related to the format or requirements of this
please meet with the instructor so that we can discuss ways to ensure
participation in the course. If you determine that disability-related
accommodations are necessary, please register with the
calendar states the assignments for each class
Resources Center at Stetson University
posts at this link a good number of files that address important
matters for academic success: Stress Management; Time Management;
Test Anxiety; Reading Strategies; and a lot more. Check them out.
Education Assessment, Informed Consent: In order to assure that Stetson
University is meeting its goals in providing an excellent General
Education, the College has established specific General Education
Learning Outcomes for all courses meeting a particular area requirement
in the General Education curriculum. To monitor how well students are
meeting those outcomes, instructors of those courses regularly submit
work to the committees assessing each outcome. While the outcomes of
these assessments are primarily for our internal use in monitoring and
enhancing our curriculum, we may occasionally report the results of
these assessments in published research or academic conferences. All
such reports will include aggregate (not individual) data and will not
include information that could identify the student or the instructor.
While the use of this information within the institution is part of
normal educational practice, you may choose not to allow data derived
from your own work to be used for published reports or presentations by
signing an “opt out” form in the Registrar’s office.