Syllabus for all My Classes
Ken
De Bevoise
Home
Phone – 687-9357
Office
– 920 PLC
E-mail
– debevois@oregon.uoregon.edu
Reading
lists and schedules of assignments in each course will be handed out in
class. Before the quarter starts, however,
you can find out what books we’ll read by looking at the U of O Bookstore
website on-line.
WHERE TO BUY THE BOOKS
U of O Bookstore –
Except for the first book or two, the bookstore has drastically underordered
(so as not to lose their shirt being stuck with unbought copies) and so they
may sell out what they have ordered pretty fast. After that, it is UP TO YOU to get your own
copy however you can. Best way is to get
them to special order what you need.
Some books come very quickly, others do not, so please plan way ahead
and allow lead time. No excuses
whatever if you do not have each book in hand by the time we start reading it.
GETTING THEM USED
Try
Smith Family Bookstore of course. Also
powellsbooks.com, halfbooks.com, and abebooks.com are good. I’m sure there are more websites that you
know about. Some of the books may be
readily available that way and others may be impossible to get. In any case, allow for shipping time.
EVEN BETTER
If
you plan a couple of weeks ahead, you can get the books FOR FREE by using what
used to be called Interlibrary Loan and is now called Summit, I’m told. It should be easy to do once you get to the U
of O Library website. You can do this to
borrow virtually any book in the
ON RESERVE
Two copies of MOST of the books are on four-hour reserve
in the library. Sometimes not so you’d
better check. Since there will be more students wanting to
use the reserve books than there are copies, anyone who does not return a book
on time is a terrorist scumbag. We will
get you. We will smoke you out, ride herd on you, hunt you down, round you up, and
you will not be a problem thereafter, needless to say..
THE COPY SHOP
In some of these courses we occasionally use books that
are out-of-print so they can’t be ordered by the bookstore. Sometimes you can track down a used copy
somewhere. What happens in such cases is
that a xeroxed copy of the book will be in a reserve folder at The Copy Shop,
located on
PREREQUISITE
Attendance at first class is required. No add-ins
thereafter unless you have already enrolled.
Even then you’ve got a problem because you’ll lose points on the second
meeting’s quiz if you’re not prepared for it and there’s no way to get them
back. Also everyone will laugh at you;
you can be sure of that.
DEGREE OF DIFFICULTY
These courses aim to fill a niche in the university
curriculum as ones for the most serious students at the U of O. In plain English that means they are probably
the most demanding social science courses offered at the university in terms of
effort required – 10 on a scale of 1-10. Or maybe even “’leben,” as a former
West Memphis D.A. puts it. Please don’t
be misled by whatever the course’s numerical listing is. I treat all undergraduate courses the same
way, so the demands are the same whether the course is listed at the 100, 200,
300, or 400-level. The reading load is OUTRAGEOUSLY
heavy, to the point of being unreasonable.
Still, it all needs to be done – every page - and thus requires a huge time commitment (2 1/2 hours a day, give
or take depending on your reading speed, every day for 10 weeks) as well as the stamina
to sustain that level of effort. The
actual course material is not extraordinarily difficult. Doing it is the real challenge, especially
because this kind of sustained effort comes hard when you’re 20 years old and
have a full and interesting life, along with shaky time-management skills. So this course is not for everyone, and it is
a true fact that no one has died from NOT taking it. It is also certainly true that many former U
of O students are far happier people today for knowing themselves well enough
to stay away.
PRIOR COURSES, EXPERTISE,
and/or EXPERIENCE.
None needed.
Totally unnecessary. All you need
is the drive and determination to meet the challenge and do the work.
FAIR WARNING
Please make a mature and realistic judgment as to whether
this course makes sense for you light of your other obligations and
priorities. If you have a heavy schedule
– academic or work or social or all of those – I’d think extra hard about whether
I could actually do this on top of that..
GRADE RESULTS OVER ABOUT 20
YEARS OF THESE COURSES.
Normally about 50% of those who show up the first day of
class drop the course or fail it. Of
those who complete it, around 10% get A+ and usually a third to a half of the
class get A’s of some sort. Probably
two-thirds of the class wind up with A’s or B’s. That means that about one-third of those who
finish receive C’s, D’s, F’s, or N/P’s.
SO WHAT?
Well, think about it.
Because of word of mouth about the difficulty and also because of the
fact that these classes are almost always at the 300 or 400-level, the students
who initially enroll are already self-selected to some extent and are a good
deal more motivated than the average U of O student. Half of them can’t do it. That leaves a pretty elite group. But one-third of those young wizards can’t
even get a B-. So the odds are strongly
against you being able to pull this off.
WHY TAKE THE COURSE THEN?
The
trade-off for all the hard work is that you will learn tons of stuff, both
about the subject matter and, more significantly, about yourself. Money back guarantee if you don’t - so long
as you can prove that it wasn’t because you were just too dumb or lazy. I promise to do everything I can to make this
the most rewarding course you take in college.
Whether that becomes true or not, you will feel good about yourself for
meeting such a rigorous challenge. Most
important, you will be recognized on campus as being “really smart” and thus
you’ll suddenly be ATTRACTIVE to other dorky intellectuals like yourself. You will of course be intimidating to others,
which usually includes anyone who is really hot - but hey.
SPECIAL NEEDS
Students whose first language is not English as well as
those with significant learning disabilities are absolutely welcome, but it is
also true that most have found that these courses do not work well for them.
IMPORTANT
This is a discussion class, notwithstanding its size. No lectures are given (because that is a
silly, inefficient, lazy, and relatively ineffective learning method), and
everyone is expected to take regular part in discussion. That means EVERY class meeting, all the
time. The extent of your participation or
non-participation will be strongly reflected in the final grade. Many students feel uncomfortable talking in
class and especially so in large groups.
Some just cannot bring themselves to do it however much they want to. That’s totally understandable, but if you are
one of those, do not even THINK about taking this course.
WHAT HAPPENS IN THIS
COURSE.
1. We read an astonishing number of books (and some
courses have required films as well).
2. Daily quiz - you get tested at EVERY class meeting.
3. You are expected at EVERY class – and for the entire
time..
4. You are expected to take a regular and active part in
discussion.
WHAT DOES NOT HAPPEN.
1. Lectures. (The
class is 100% discussion.)
2. Note taking. (Just pay attention and talk.)
3. Studying. (Just read with attention.)
4. Mid-term and final exams. (Short daily quizzes instead)
5. Term paper. (I’d rather spend the time
reading, thinking and discussing.)
6. More time to answer quiz if you’re late for
class. (No.)
7. Make-ups. (That was high school.)
8. Extra
credit. (That was middle school.)
9. Staying home
sick. (That was elementary school.)
10. Skimming
instead of reading every word of every page.
(You’ll get burned. Try it.)
ABOUT CHEATING
Most
of us cheat – I mean, come on. But not
here. In this class, cheating takes the
form of glancing at someone’s quiz and then using that person’s answer (or part
of it, or even a hint you got from it) as your own. It can be a big problem. Each year about three persons get kicked out
of class with all sorts of wailing and rending of clothes. I am OBLIGED as a teacher here to report any cheating
incident to the university judicial council, and the follow-up is not pleasant
for you (or your family). So
pleasepleaseplease keep your eyes to yourself and play it straight in this
course at least. At the same time, keep
your own paper protected from others - just in case. Sometimes it is difficult to tell who copied
whom and then BOTH students’ lives become not worth living.
IN-CLASS TECHNOLOGY
There is none.
This is old school. You may think
that the overhead projector is the key to unlocking life’s mysteries, but let
me tell you – it isn’t. The only machine
necessary for real classroom learning is the one you have on top of your
neck. No laptops or cell phones in use
please. They will be confiscated and
destroyed. Expect the Department of
Homeland Security to be in almost immediate touch with you.
QUIZ MECHANICS
Immediately as each class begins, please write your
student i.d. number in moderately small writing at the TOP RIGHT of a piece of standard-size
notebook paper. NEVER WRITE YOUR NAME on
a quiz or do or say anything that will give me a clue as to which paper is
yours. Please also use blue or black
ink, instead of something weird like pencil or red ink or yellow paper that may
tip me off as to whose it is. (I grade
blind in an attempt at maximum fairness.
As a result, I won't have any idea of how you are doing on the quizzes
until I put the averages together with the i.d. numbers when I make out the
final grades. But you will know how
you’re doing of course, especially if you are good at simple arithmetic. Just make sure you keep all of your quizzes in
case I make a mistake in computing your grade.
It happens.) I'll give you a
question or two orally, and you'll have a few minutes to write your
response. The questions vary from
factual to interpretive, but they are not hard if you have read every word with
attention. But if you haven't, they are
impossible. I'll grade them from 0-5.
SOME ADVICE
When you do the reading, just read. Don't "study" in the traditional
college way by taking notes, PAINTING PAGES YELLOW, memorizing lists of things,
and so on. Forget that. You won't have time for it in any case. Just read attentively – every word. Do not skip or skim. My best suggestion is to always do your
reading with a minimum of distraction - away from people who chatter and things
people use to generate chatter, like telephones or televisions. Some students have found it useful to
establish a special place where they go each day to do their reading for this
course - and only that reading.
MORE ADVICE
I know that different study patterns work for different
people, but clearly the best way to go about this course with its heavy reading
load is to read EVERY DAY of the quarter at an absolutely EVEN pace, which is obviously
counter to the normal college rhythm. If
you can do that, the course is manageable, but if you can't discipline yourself
to do the reading each day, you dig yourself a hole you can't get out of. It's no problem to read 70 or however many
book pages in a day, but it's a little trickier when you've skipped a day and
have to read 140 pages, and much more so after two days off - whoops, 210 pages
to do, sorry about that - and it gets worse.
The pace of the course is not impossible, but it is RELENTLESS.
JUST SO YOU UNDERSTAND FOR
SURE
To repeat, you are expected to read every word of every
page of every assignment. Skimming is
out. Not reading at all will guarantee a
world of trouble. Not being able to
complete the reading is NOT acceptable.
(Well, Corporal, why weren’t you awake last night on sentry to give us
warning of that mortar attack that just about wiped out our platoon? I don’t know, Captain – I guess I was
sleepy.)
GRADES
Your final grade for the course will be your daily quiz
average, adjusted up or down depending on your participation. Students who are
consistently contributing to class discussion may have their grade RAISED by as
much as 10% of their quiz average. Non-contributing students (i.e. inactive,
inattentive, disruptive, frequently absent, etc.) can have their grade LOWERED
by the same amount. The standard
percentage-to-letter grade equivalency applies.
If you are taking the course for a grade, you need 60.0% (D-) to pass. F
is 59.9% and below.
NOTE THIS THOUGH
If you are taking it pass/no pass, you need a 70.0% (C-)
to pass. No pass is 69.9% and below.
AN EXAMPLE
Let’s suppose we have 20 quizzes and you and your friend
each get 170 points out of a possible 200.
That gives you both 85%, or a B for your grades so far. BUT, let’s also
say your friend took part in every single discussion, while you choose to
remain silent the entire time. (I will
keep a record.) I’ll add 10% of the quiz
percentage to her grade – 8.5% for a total percentage of 93.5%, or an A. I subtract 10% from yours – 8.5% for a total
percentage of 76.5%, or C. Ouch!
Most students fall somewhere the extremes of +10% and -10%, but YOU HAVE
CONTROL over an almost-20 point spread in your grade. Just speak up.
IMPORTANT QUALIFICATIONS
1. No one who does not take
part in discussion AT ALL is eligible for any kind of an A or B grade, no
matter how high the quiz grade. Suppose someone
like that gets 100%. His highest
possible grade would be a C+.
2.
You need a 60% quiz average to have discussion participation to kick in to
help. If
someone has 59% but has talked
all the time, he fails. He was bs-ing
anyway.
ALSO
I reserve the right to increase that reward/penalty
spread for discussion participation if I feel that these explanations and
incentives/disincentives were not sufficient to produce the kind of class
discussions we need for an optimum learning experience. Same goes with grading on daily quizzes.
DUH
It
is really stupid to take the course if you aren’t going to try to participate
in every discussion or do all the reading.
MORE STILL
Please be in class and be on time. The quizzes start immediately, and no one who comes in late gets extra time to answer. Anyone who arrives after it is over or doesn't come at all is out of luck. No make-ups whatever. Don't bother to explain to me why you weren't or won't be in class. That is your business. I just add up the points at the end, and whatever total you’ve accumulated is it. The only exception to all of this is a DOCUMENTED EMERGENCY. Please tell your various doctors, dentists, lawyers, cell phone technicians, tanning specialists, and personal trainers that you are NOT available for appointments during our time slot. It works fine, trust me. If you miss class for any elective reason like non-emergency illness, long weekends, sports events, hangovers, visits from old friends, meetings, mere whim, or any of the infinite variety of reasons we can think of, that’s cool. You will lose the quiz points for that day nevertheless. Also if you are feeling shitty but are NOT ACTUALLY DYING, come to class – even if your mom would have let you stay home from school before you grew up.
STICKING AROUND
Please do not enroll if you know you will sometimes have to leave class early. You are expected to be in class for the entire period. Getting up and making your exit is disruptive and annoying to everyone.
ONCE THE FINAL GRADE HAS BEEN DETERMINED
Please do not ask me to change your final grade for any
reason whatever except for a mathematical error on my part. (As I have said, that has happened, so please
save all your quizzes.)
NOT
I find that every quarter, despite everything, some
students are genuinely surprised when they get a low final grade. There seems to be a general expectation in
college these days that if you do MOST all of the work and go to MOST of the
classes and participate MOST of the time, you’ll probably get – and indeed deserve
to get – an A of some sort. If you do
SOME of the coursework, that’s a B at worst.
NONE of the work – a C. Not here.
JUST BETWEEN US
College has become pretty much of a joke since developing
into a kind of high school extension program, at least in the humanities and
so-called “social sciences.” Most
professors have thrown in the towel on trying to get students to do very much, and
students in turn no longer expect that academic assignments will cut very
deeply into their social or working lives.
We all know that in three courses out of four, you don’t have to do more
than a few days work throughout the quarter to do okay. I mean, who does much of the assigned reading
anymore? A 3.0 GPA is available to
anyone who is conscious. BUT here’s the
thing - I find that those students who are serious about learning and mature
enough to do it are deeply disappointed about all of this. If you are one of those who are fed up with
buying $100 textbooks that you don’t have to read, enduring lecturers who read
to you what’s already in the book, trying to understand section leaders who can
barely speak English, having your opinions count for nothing, feeling bad about
yourself because you aren’t being challenged but you can’t motivate yourself to
do it on your own, here’s your chance.
DOING THE WORK IS MOST OF
THE
In addition to physically doing the reading assignments,
you do have to understand them and be able to explain them with reasonable
accuracy. In other words, there is a
threshold of understanding that you have to achieve. Simply putting in the time and turning the
pages does not ENTITLE someone to a good grade.
CLASS DISCUSSION
I
know how hard it is for some students to speak in a class situation (especially
with this many people in it), but this not a required course, and I hope you
will not take it if you are not willing to try to participate. One big problem
is that students who sit MUTE wind up benefiting from those who do take
part without giving them anything in return. I have found that those who take
part in the discussion come to resent those who do not and wonder, quite
frankly, what their problem is. I also
find that I have increasingly LESS patience with those who are just taking up
space and have nothing to offer the rest of us.
IN OTHER WORDS -
SPEAKING PLAINLY
If you are not going to take an active, regular,
every-day part in discussion, I do not want you in the class. Nor does anyone else - including you, really. There are plenty of courses at the U of O in
which you do not have to utter a sound the entire term. Some would rather you
don’t. Please take them instead. You will still be a good person.
MAKING A FOOL OF YOURSELF
We’re all afraid of saying something that will make
others think badly of us or think we are stupid or prejudiced or goofy or mean
or conceited or a jerk, bitch, dick or who knows what. We’re worried that we’ll stumble over our
words and look like a driveling idiot.
We all think we don’t know quite enough “facts” to offer an opinion and
trying to do so will make others laugh at us behind our backs after class. Actually, very little of that actually
happens – for one thing, everyone is too focused on their own performance to
worry about how others come off. In any
case – FORGET ALL THAT and just dive in. College is the best possible
environment you will ever have for working on the skill of arguing a point
before other people. Believe me, it is a
skill that you will want to have as you move on. So please just throw away your self-consciousness
and get in someone’s face.
ARE YOU SCARED YET?
Maybe so, but I hope not to the extent of being scared
silly or scared out of your wits. Look
around the class and see how many students have taken these courses
before. Two guys who just graduated took
ten and nine courses with me, respectively.
A substantial number have taken six and thus picked up a minor in Poli
Sci. So common sense will tell you that
although this will be hard, it is do-able if you want it bad enough.
CHECK YOUR CALENDAR
Please be aware of the various university drop deadlines
– when it’s too late for a drop without anything on your transcript, when it’s
too late for a drop with a “w”, and so on.
BE ALL THAT YOU CAN BE
Please express your opinions and do so in such a way as
to make it clear where you stand. For
instance: "I agree with what Tector just said because...." or
"Onzell’s suggestion sucks wicked bad because...." or "I think
everyone in this class is totally twisted because...." If you haven't made up your mind, that's fine
too - just say so – but be prepared to explain why. Please use the word "BECAUSE" a
lot. It will force you to give reasons
for your assertions. Ask “WHY?” to
anyone who fails to justify an opinion.
WHAT ON EARTH WILL THERE BE
TO TALK ABOUT?
That’s up to you.
It’s your class, your tuition money, and your education. What I think is important may be irrelevant
to you. So while you are reading, please
make a mental note at least of an issue or problem you think would be worth
having the class discuss. Then in the
five or ten minutes before the class begins, some people please write them on
the blackboard and sign your first name.
Those questions will form the discussion agenda for the day. If we have no such agenda, class will be
dismissed after the quiz and I’ll go to the gym or to Green Noise Music or some
place to spend the money your parents or you have paid me.
DISCUSSION PROCEDURE
I like to keep the discussions informal and free-wheeling
and intense and fun, but it really works best if you raise a hand and wait
until you are recognized. I try veryveryvery
hard to make sure that everyone who wants to speak can do so, but it’s a hard
job. It is inevitable that most of the
time you won’t get called on the INSTANT you want to be and that some of the
time the discussion will have moved past what you intended to say. Also if you say something, please understand that
generally everyone else who wants to speak has to get a chance before you will
be called on again. I’m sorry in advance
for whatever frustrates you in this process. Tranquilo.
ATTITUDE
Please come to every class in active mode. None of this passive “I’m here, aren’t I -
now
let’s see you keep me
awake” approach that you have seen many students adopt. A rage to learn will do the trick. Failing that, caffeine is a good start.
MY APPROACH
I am trying to create an environment in which we all can
make discoveries about ourselves and the world.
I will be the class leader, for sure, but I totally reject the
traditional concept whereby teachers are held to know everything and impart it
by talking at, and thus “teaching,” students who are presumed to know nothing,
have little of intellectual value to offer, and so sit meekly as the all-wise
professor transfers knowledge and truth from his brain to theirs. I consider myself a fellow classmate in our
learning endeavor, and I fully expect to get as much from each student as they
get from me.
MY OPINIONS
I have my own opinions about things just like y’all but
they are TOTALLY irrelevant to your grade.
If you want me to think you are a fool, just play the usual game of
saying what you think the professor wants to hear or is “looking for.” Give me a break. Just say what YOU think. I could care less whether you agree with me
or not, though I may occasionally try to persuade you that my take on something
is worth considering. As I said, I’m
taking this class too and I’m trying just like you to figure out what I really
think about these issues. You can help
me most by arguing your own position honestly.
MY INTENT
I often argue both sides of an issue, which never ceases
to befuddle those who have become programmed to think it crucial to figure out
what the professor’s real opinion is. When
I argue with you it is not solely for the purpose of being obnoxious. I am trying to get you to clarify your own
thinking. Please argue back if you
disagree with the position I’m taking. Look,
all the usual teaching/learning assumptions are stood upon their heads in this
class. We are working as a group for
sure, but learning is actually a highly individual thing. What’s important to you may not be to someone
else. Try to figure out who you are,
what you value, and then get engaged and pursue it. Be selfish. We’ll all benefit.
WHAT’S YOUR NAME – IS IT
MARY OR SUE?
Discussions - and the class in general - go better when
we all know each other and can respond by name.
(“There you go again, Boubikar – you are SO lame.”) Please make the effort. By the fourth week, everyone should know
everyone else’s first name at the very least.
WHAT HAPPENS WHEN YOU DON'T
MAKE IT CLEAR WHERE YOU STAND
People will think that you are an uninteresting person. As a result, you almost certainly won't have
any really close friends or meaningful personal relationships.
THE DISCUSSIONS, CONTINUED.
A real discussion involves a group consideration of an
issue in which each speaker RESPONDS to what has been said previously. A conversation must move and not be static. Once the first person has been called on, drop
what you would have said and just listen and follow the conversation just as
you would a group discussion among your friends at a party or wherever. If you are awake and thinking, you should be
able to jump in with an opinion at any point.
CLASS HOGS
Please be sensitive to such things as monopolizing the
floor and saying the same thing over and over.
If you feel yourself on a tape loop, just shut up. Make your point and
let others respond. Lots of folks want their turn. It would of course be better if we had a
seminar-sized class, but we don’t.
ANGER MANAGEMENT
College-level discussions should involve honest and
sometimes very strong opinions on controversial issues. Disagreement is inevitable - and desirable. Emotionally
charged arguments are the best, but let’s keep them short of a fistfight. NO ONE is to take personally anything that is
said in a class discussion. Please
respect the opinions of each of your classmates whether you agree with them or
not.
CHANGING YOUR OPINION
We all are subject to the annoying weakness of being
swayed by the last thing we’ve read or heard.
College is a good place to try to build the intellectual self-confidence
to decide things for yourself.
Inevitably, you will change your position on any given issue in the
process. That’s good and normal. Do not think that you have locked yourself
into a position once you have spoken out.
Just say something like “You know, I’ve changed my mind about killing
all English people thanks to what Tombstone has been saying in class about
genocide.” Or “I’ve been saying all
quarter that God has chosen
STRANGE BELIEFS
All opinions are welcome, however
controversial or unpopular. My past grade sheets are littered with A's given to
students who are clearly sick.
IT’S
A DEAL
Having read this syllabus, your
enrollment in the class constitutes an acceptance of all rules and procedures
explained herein. Right? Something like a contract. As Gary Gilmore said, “Let’s do it.”