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HNR 204 Honors Colloquium I
Credit Hours:  3
Effective Term: Fall 2007
SUN#: None
Credit Breakdown: 3 Lectures/3 Recitations
Times for Credit: 1
Grading Option: A/F

Description: The Honors Colloquium is required for Honors students in the eighteen-hour program. Honors Colloquium I is the first course requirement in the honors sequence designed for the academic transfer student. HNR204 may be taken either Fall or Spring semester, but must be taken independently of other honors courses. The course provides a forum for reading and analyzing Daniel J. Boorstin's The Discoverer's: A History of Man's Search to Know His World and Himself, an academic text which examines the significance and chronology of major events and movements in Western civilization, as well as the contributions of certain individiauls and societies or groups. Application, analysis and synthesis are encouraged in oral and written responses. In addition, the course offers the opportunity for the Honors student to complete a proposal for an in-depth study/research project in an area of interest, monitored by the colloquium professor and a mentor who has uncommon knowledge or ability in the area of the student's interest. Also, the course provides enrichment activities of cultural significance.

Prerequisites: RDG100A or RDG100B

Corequisites: ENG101 *

Recommendations: None

Measurable Student Learning Outcomes
1. Explain the process of library research.
2. Explain the process of applied research.
3. Explain the process of producing a creative work.
4. Summarize, analyze, and evaluate sources.
5. Synthesize information from multiple sources.
6. Devise and initiate a plan for completing an extended academic project.
7. Demonstrate successful search strategies in gathering preliminary materials.
8. Make strategic decisions about when and how to use source materials.
9. Compose a proposal for an extended academic research or creative project that demonstrates the gathering, interpretation and evaluation of evidence.
10. Compose written discourse, in the form of a proposal, that reflects critical thinking and exhibits competency in research, composing skills, and the conventions of standard English and in accordance with an assigned style guide.
11. Develop a project presentation for a specific audience.
12. Identify and apply critical thinking skills.
13. Identify and plan the process of successfully graduating from a two-year institution.
14. Explain the historical and social contexts of events and movements in world/western civilization.
15. Analyze the contributions of individuals or groups to significant historical movements, events and/or trends as they relate to social, religious, cultural dynamics of the period.
16. Analyze and evaluate enrichment activities of cultural significance.
Internal/External Standards Accreditation
1. Can describe how to:
a) Generate a topic.
b) Gather academic sources from the card catalog, databases and Internet.
c) Annotate sources.
d) Prepare a tentative bibliography.
e) Evaluate sources.
f) Take notes.
g) Develop a preliminary outline.
h) Write a draft.
i) Revise and edit the final project in response to oral or written feedback.
j) Present the project.

2. Can describe how to:
a) Formulate an hypothesis.
b) Prepare a literature review.
c) Design a study to test the hypothesis.
d) Select subject(s) if applicable.
e) Gather the data.
f) Analyze the data.
g) Present the findings.
h) Write a draft.
i) Revise and edit the final project in response to oral or written feedback.
j) Present the project.

3. Can describe how to:
a) Generate an idea for a creative work.
b) Keep a process journal.
c) Prepare a literature review of techniques, background information, etc.
d) Create the work.
e) Write a process paper draft.
f) Revise and edit the final project in response to oral or written feedback.
g) Present the project.

a) Can condense main ideas of academic discourse.
b) Can restate main ideas of academic discourse.
c) Can identify theses and main ideas in academic discourse.
d) Can differentiate between assertions, assumptions, and inferences in academic discourse.
e) Can identify supporting evidence in academic discourse.
f) Can identify and compare patterns in academic discourse.
g) Can characterize academic discourse as credible, reliable, respectable, objective and accurate.
h) Can state the opposite of or alternative to an idea.

a) Can identify and articulate relationships among multiple sources.
b) Can combine distinct, separate ideas from multiple sources to form an original, coherent idea.

a) Can identify stages of the project.
b) Can apply the stages to a timeline.
c) Can use that timeline to manage the process.
d) Can identify the role of the mentor.
e) Can utilize the mentor effectively.
f) Can modify the plan appropriately as the project, idea or topic evolves.

a) Can use traditional print sources, databases and Internet to locate books, journal articles, reference material, government documents and other research tools.
b) Can access information relevant to the support of a thesis statement.
c) Can produce annotated bibliography.
d) Can produce notecards containing bibliographic information and textual notes.
e) Can annotate photocopied material of research sources.

a) Can evaluate the accuracy and sufficiency of information relevant to the support of a thesis statement.
b) Can situate that information in written discourse.
c) Can cite the sources of that information in a conventional format.
d) Avoids plagiarism.

9. In discursive sample of at least 2000 words:
a) Describes the history and background of the project.
b) Identifies the thesis or hypothesis of the project.
c) Identifies theories/theses/points-of-view relevant to the project thesis.
d) Identifies elements/strands from (c), which are combined to produce a synthesis.
e) Reviews influential literature on the project.
. Identifies relevant evidence
. Evaluates the usefulness of evidence
f) Identifies methodology of the project.
g) Revises written work based on peer review and/or instructor comments.
h) Demonstrates improvement of the points covered above through multiple drafts.

10. In discursive sample of at least 2000 words:
a) Meets all the standards of #9.
b) Demonstrates the following competencies of written discourse:
. Clear thesis relevant to the assignment
. Clarity of thought
. Paragraphs dedicated to a central idea
. Organization within paragraphs and the paper as a whole
. College-level punctuation and sentence structure
c) Demonstrates improvement of the points covered above through multiple drafts.

a) Can develop an outline that organizes information and structures a speaking strategy, utilizing traditional outline style.
b) Can articulate a clear thesis statement that reflects audience analysis and provides a purpose for a presentation.
c) Can develop an introduction and a conclusion that encourages interest and provides both a psychological and logical orientation.

12. In written or oral discourse, can:
a) Identify the choices made relative to a particular research problem's solution.
b) Identify possible alternative choices.
c) Evaluate the quality of the choices made.

a) Can identify appropriate courses to fulfill graduation requirements.
b) Can register for appropriate courses.

14. In written and oral discourse:
a) Can define paradigm shift or other evidence of a change in ideas, events, methods, or beliefs resulting from a contribution.
b) Can describe the progression or evolution of ideas, events, methods, or beliefs which resulted from a contribution.
c) Can defend and argue against a contribution.
d) Can expand on an historical event in written or oral discourse by extrapolating: "What might have happened differently if 'X' had not contributed?"
e) Can hypothesize about future contributions which have the potential to create paradigm shifts and other changes in the social, political, economic and cultural context of the world.
f) Can identify "illusions of knowledge" which serve as obstacles to discovery.
g) Can give examples of episodes of mankind's search to discover the world around him.
h) Can trace the evolution of man's thinking across large spans of history.

a) Participates regularly in class discussions of reading assignments.
b) Writes clear, focused responses to reading assignments.

a) Attends the minimum number of enrichment activities.
b) Can write clear, focused reponses to enrichment activities.