|Freshman Seminar*||Sophomore Seminar||Junior Seminar||Senior Seminar|
|Theme||The Examined Life||Life in Community||A Life's Work||The Good Life|
|Common Text||Thich Nhat Hanh, Living Buddha, Living Christ||Diana Eck, Encountering God: A Spiritual Jounrey from Bozeman to Banaras||Hannah Arendt, The Human Condition||Aristotle, Nicomachean Ethics|
*The freshman seminar includes an advising component, with the seminar instructor serving as the students’ academic advisor until he or she declares a major.
One-credit portfolio option
Selected seminars have a one-credit portfolio learning course attached. In these courses students complete assignments designed to aid reflection on their own learning, and they develop an on-line portfolio to advance and present that learning to others.
Some seminars utilize community-based learning as an excellent way of achieving the learning objectives of that particular seminar. Community-based learning is a pedagogy that involves students in organized community service, engagement, or research that is directly linked to the curriculum and addresses local community needs.
LAS Seminar Learning Goals and Outcomes
As they engage texts (e.g. written, visual, oral, or experiential) from diverse fields of study, students will be able to:
- identify and explain the main idea or ideas within the texts;
- discern distinct positions within the text or between and among texts; and
- make judgments about the text in relation to the guiding questions for each seminar level.
In connecting ideas and experiences across contexts, students will:
- draw on relevant examples of personal experience to explore the guiding questions under consideration at each seminar level;
- demonstrate an awareness of diverse responses to the guiding questions for each seminar level; and
- make connections across disciplines in ways that illuminate the guiding questions at each seminar level.
To assert a defensible response to the guiding questions under consideration, students will:
- articulate a clear response;
- situate one’s response in relation to others’ responses; and
- defend the rationale for one’s responses.
To communicate effectively in oral forms, students will:
- demonstrate attentiveness to the oral contributions of others;
- contribute to discussions in ways that build upon or synthesize the ideas of others; and
- foster a constructive class climate.
To communicate effectively in writing, students will:
- articulate a clear, specific, and complex thesis in response to the questions;
- support the thesis with appropriate evidence; and
- demonstrate correct syntax and mechanics.