http://collections.ecu.edu/files/original/31/961/HNRS_2011-Digital_Camino.pdf 75feefecdb8d20a0228097e69704cd4a PDF Text Text HNRS 2011—Digital Camino Summer 2017 I. INSTRUCTOR INFORMATION: Instructor: Dr. Katherine Ford, Associate Professor of Hispanic Studies Office: Bate 3323; 328-6523 E-mail: fordk@ecu.edu II. COURSE DESCRIPTION: The fundamental questions for this course will be to examine how the Camino de Santiago has helped to form, consolidate, or contradict identity in the Spain and the Spanish-speaking world. We will begin with some theoretical readings that will help to establish a base from which we can discuss the Camino and its place in Spanish culture. Using theories of experiential learning and digital humanities, students will learn about and experience key parts of the historical Camino Francés of the Camino de Santiago in Northern Spain, recording their experiences and producing a digital text that will document their trip and the Camino. By recording the places and experiences of the Camino de Santiago, students will use these tools to digitally narrate the Camino upon their return. III. COURSE OBJECTIVES: Foundations Humanities Goal 1: Introduce students to some of the most important questions in the humanities. Some of these questions address how human identity is constructed in complex cultural contexts; how a culture’s concrete political, social, and economic circumstances influence a society’s worldviews, including its concepts of race and gender; how that worldview in turn informs aesthetic choices, as well as ethical decisions on both individual and collective levels and, the role language plays in the construction of human identity. Foundations Humanities Goal 2: Students will learn how research is conducted and how new knowledge is created in the Humanities. In particular, the course will provide students with the opportunity to study how creative work and scholarship develop in relationship with their historical, social, political, and economic contexts. The course will equip students with the intellectual tools necessary to participate in the creation of knowledge at the undergraduate level. This includes developing critical thinking skills, an understanding of the relationship between cultural phenomena (such as texts and films) and their contexts; learning how to find, understand, and use secondary sources and data; and learning how to produce a thesis and write effectively in support of it. Course learning outcomes: Upon completion of this course, students will be able to: Describe the subject matter of and some of the most important questions addressed by the humanities, including: how human identity is constructed in complex cultural contexts; how a culture’s concrete political, social, and economic circumstances influence a society’s worldviews, including its concepts of race and gender; how that worldview in turn informs aesthetic choices, as well as ethical decisions on both individual and collective levels; the role language plays in the construction of human identity. Upon completion of the course, students will be able to: Describe how scholars in the humanities conduct research and generate new knowledge; formulate research questions related to the humanities; identify and search both print and electronic bibliographic indexes, locate resources in the library, and read widely about the humanities; incorporate information 1 �gained from secondary sources into their own research; analyze texts that they view, read or hear about topics for which they have conducted research Upon completion of the course, students will be able to: Describe the broader impact of scholarship in multidisciplinary humanities and explain how scholarship in the humanities makes it possible for people from diverse cultures to gain the contextual and other types of knowledge needed to understand texts from other cultures than their own. Upon completion of the course, students will be able to: Appreciate cultural differences between their own culture and others on a broad range of topics; identify and appreciate the values and perspectives of different cultures; compare and contrast their own culture with others in written presentations. Upon completion of the course, students will be able to: Interpret texts in the humanities that they view, read or hear about a variety of subjects related to topics examined in the course or in their own research and critically analyze from multiple perspectives significant questions involving issues of global diversity. Writing Intensive (WI) HNRS 2011 is a writing intensive course in the Writing Across the Curriculum Program at East Carolina University. With committee approval, this course contributes to the twelve-hour WI requirement for students at ECU. Additional information is available at the following site: http://www.ecu.edu/writing/wac/. WI Objectives One of the central goals of this course is to encourage the transfer of writing skills. “Transfer” generally refers to the ability to extend what has been learned in one context to new contexts. Specific goals connected to the idea of transfer are laid out in ECU’s Quality Enhancement Program (“QEP”) as follows: By the time student writers have completed their undergraduate programs, students will be able to: 1. Use writing to investigate complex, relevant topics and address significant questions through engagement with and effective use of credible sources. 
 2. Produce writing that reflects an awareness of context, purpose, and audience, particularly within the written genres (including genres that integrate writing with visuals, audio, or other multi-modal components) of their major disciplines and/or career fields. 
 3. Demonstrate understanding of writing as a process that can be made more effective through drafting and revision. 
 4. Proofread and edit their own writing, avoiding grammatical and mechanical errors. 
 5. Assess and explain the major choices that they make in their writing. 
 University Writing Portfolio This course is designated “writing intensive” (WI) because, in addition to providing you with important content to learn, it has been designed to help you improve as a writer. Several years ago, ECU's University Writing Program instituted the WI graduation requirement (6 hours of WI coursework beyond English 1100 and 1200/2201, at least 3 hours of which must be in the major) with the goal of preparing students to be effective writers. As a university, we want to see how well we are doing in meeting that goal. To assist with this effort, you will submit one major writing project, along with a description of the 2 �assignment for that project and brief responses to four questions about your writing, near the end of this course. These materials will be uploaded to your “University Writing Portfolio,” which you will access and create (if you have not already done so in a previous WI course) through the “student portfolio” link in Onestop. Each year, representatives of ECU’s University Writing Program will randomly select a set of University Writing Portfolios from recently graduated students to assess how effectively ECU's writing programs meet the needs of ECU students. The assessment work of the University Writing Program has no bearing on your grades: assessments will be done after a student graduates. Moreover, results of University Writing Portfolio assessments will only be used to improve instruction for future students and will never be reported in any way that connects those results to individual students. Additional information about creating your University Writing Portfolio and uploading your materials will be provided during the semester. Further assistance with this process will also be available online (www.ecu.edu/writing) and in person at the University Writing Center (www.ecu.edu/writing/uwc), located in Joyner Library. Several fora will be provided for class discussion, including in-class discussion and in-class group work, Blackboard, and Twitter. III. REQUIRED TEXTS: Materials will be available on BB. IV. COURSE POLICIES: A. Attendance is mandatory. Since students are expected to actively participate in class attendance is mandatory. More than 1 unexcused absences will affect a student's grade. • • Your instructor may excuse occasional absences for official medical, academic, and/or emergency situations. For information about and to obtain official absences go to: http://www.ecu.edu/csstudentlife/dos/absences.cfm B. Inappropriate behavior. No behavior that disrupts the learning environment will be tolerated. Such behavior includes but is not limited to: arriving late for class, leaving class early without permission, excessive noise, verbally or physically abusive behavior, or any other activity in violation of the university’s rules and Honor Code. Any such behavior may be punished by the lowering of the students’ final grade, given prior written notice. C. Use of electronic devises in the classroom. No text messaging or e-mailing will be tolerated during class. Cell phones must be turned off or on silent and kept in your backpacks or pockets during class. Laptops may only be used to take notes, and/or only with the consent of the instructor. Failure to comply with these rules will be penalized. D. Make up policy. Students will only be allowed to make up an exam by presenting a valid DOCUMENTED excuse to the professor. To accept or not the excuse as valid is entirely up to the discretion of the professor. There will be no make up quizzes, though I will drop the lowest quiz grade. 3 �E. Missed work. Students need to consult Blackboard daily to see assignments and/or handouts that will be needed for class. The student is responsible for finding out what work has been assigned in his/her absence, and is responsible for all work done or information received in class. F. No extra credit will be given in this course. If you did the work during the semester, you won’t need it; if you didn’t, you don’t deserve it. IX. GRADING: The following breaks down the criteria upon which your final grade will be based: GRADE BREAKDOWN Preparation and participation: Blog: Reviews: Final Project FINAL GRADE SCALE 10% 20% 30% 40% A = 93 % and above A- = 90 – 92 % B+ = 87 – 89 % B = 83 – 86 % B- = 80 – 82 % C+ = 77 – 79 % C = 73 – 76 % C- = 70 – 72 % D+ = 67 – 69 % D = 63 – 66 % D- = 60 – 62 % F = below 60 % Your instructor will return work to you within a reasonable amount of time. All of the instructors in East Carolina University have many obligations such as advising, university/departmental committees, research, etc. Most will need approximately four class days to complete and return any graded work. Please be courteous and understand that this time is needed so that your work can be evaluated fairly. List of Assignments Participation and Preparation. Students are expected to prepare for each class period, as well as engage with the material in class through active note-taking, small and large discussions, etc. Additionally, students will periodically hand in classwork for a grade. This class consists of assignments and active learning classes through engaging on the Camino. Students will receive a participation grade for each of these active learning experiences. Blog. Students will be responsible for writing blog post about their preparation for and their experience of the Camino. Students will write 3-4 posts BEFORE they go to discuss their preparation (mental and physical) and then will write a post after each Camino experience. These will help prepare the student to complete the final project. Reviews. Students will prepare three 1-2 pp reviews of different topics connected to the Camino: the definition, review of a film on the Camino, and finally their choice of some different experiences such as a literary piece, a cathedral, a religious ritual, etc. The first two will be due before we travel to Spain. The third will be due during the time in Spain. Final Project. The final project will consist of each student presenting digitally on one stage of the Camino. Students will choose a town that we will visit on the Camino. Students will incorporate historical and experiential information about the Camino and about this stage, including written and visual texts. Students will take 10-15 photos of the town, create a one minute video of the town, write a text of 250 words about the town and create an audio file of the text. These four parts will from the student’s final paper and will be handed after we return. 4 �X. ACADEMIC INTEGRITY The following Academic Integrity Violations appear in the Academic Integrity policy of East Carolina University: A. Principle of Academic Integrity Academic integrity is expected of every East Carolina University student. Academic honor is the responsibility of the students and faculty of East Carolina University. B. Academic Integrity Violations--Academically violating the Honor Code consists of the following: 1. Cheating--Unauthorized aid or assistance or the giving or receiving of unfair advantage on any form of academic work. 2. Plagiarism--Copying the language, structure, ideas, and/or thoughts of another and adopting same as one's own original work. 3. Falsification--Statement of any untruth, either spoken or written, regarding any circumstances relative to academic work. 4. Attempts--Attempting any act that if completed would constitute an academic integrity violation as defined herein. PLEASE NOTE: Academic integrity is a fundamental value of higher education and East Carolina University; therefore, I will not tolerate acts of cheating, plagiarism, falsification or attempts to cheat, plagiarize or falsify. Should I determine that an academic integrity violation has taken place, I reserve the right either to assign a grade penalty or to refer the case to the Office of Student Conflict Resolution for an Academic Integrity Board hearing. The minimum grade penalty that I will assign is an F for the assignment/course. Should it come to my attention that you have had a prior academic integrity violation, or if there are other aggravating circumstances, I will refer the case directly to the Office of Student Conflict Resolution. Should the Academic Integrity Board determine that you committed an academic integrity violation, you may be assigned a grade penalty and/or any other sanction allowed in the student Code of Conduct, up to and including suspension from the University. XI. EMERGENCY CLOSINGS: To access University information about school closings IN CASE OF EMERGENCY: Severe weather: http://www.ecu.edu/cs-admin/oehs/emergency/severe-weather.cfm ECU Emergency notices (including closings): http://www.ecu.edu/alert/ Emergency information hotline: (252) 328-0062 East Carolina University seeks to comply fully with the American with Disabilities Act (ADA). Students requesting accommodations based on a disability must be registered with the Department for Disability Support Services located in Slay 138. (252) 737-1016 (Voice⁄TTY) 5 �XIV. CLASS SCHEDULE: Date Topic April 7 Pre-travel Orientation Meeting June 9 Introduction to Spain and the Camino Review #1: Research and prepare a definition of the Camino (250 words) posted to Blackboard (based on readings on BB) June 11 Spain and the Camino Review #2: Watch the documentary The Way and post review on BB June 13 Pamplona: the Camino Collect: material about experience Walk the Camino through the City Journal #1 due on BB Burgos: the Camino Collect: material about experience Walk the Camino through the City Journal #2 due on BB Leon Collect: material about experience Walk the Camino through the City Journal #3 due on BB Walk the Camino: Casteñeda to A Brea Collect: material about experience June 15 June 17 June 19 Assignment Journal #4 due on BB June 20 Walk the Camino: A Brea to Santiago Collect: material about experience Journal #5 due on BB June 22 Class Conclusions Final Project due upon return Date TBD 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Digital Camino de Santiago Creator An entity primarily responsible for making the resource Irina Swain Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Digital Camino