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RSP 101: Introduction to the Culture of Collegiate Life

Deans Fellows Sections
Fall 2015
Dr. Keegans section:
Friday, 2:00-2:50pm, Eppley 111
Dr. Leavelles section:
Wednesday, 3:30-4:20 pm, Eppley 111
Deans Fellows Community Time: Monday, 4:30-5:20pm, Eppley 111
Office Hours:

Please call for an appointment. We are generally in the office 8am-4:30pm every
day.

Instructors : Dr. Bridget Keegan, Professor of English and Dean of the College of Arts and Sciences
Dr. Tracy Leavelle, Professor of History and Associate Dean for Humanities and Fine Arts
Mr. Will Solomon, Assistant Dean for Operations
Office :
Eppley 212
Email :
bmkeegan@creighton.edu
TracyLeavelle@creighton.edu
WilfredSolomon@creighton.edu
Phone :
402-280-4015 (Keegan)
402-280-2652 (Leavelle)
402-280-2431 (Solomon)
Decurions : Lauren Stephens (Keegan)
Email : LaurenStephens@creighton.edu
Cell : 515-770-4774
Carolyn Taylor (Keegan)
Email : CarolynTaylor1@creighton.edu
Cell : 801-557-1125
Megan Vande Hei (Leavelle)
Email : MeganVandeHei@creighton.edu
Cell : 920-655-7622
Beadle:
Kate Albrecht (Keegan)
Email : KateAlbrecht@creighton.edu
Cell : 785-393-8565
Sophie Snider (Leavelle)
Email : sms42145@creighton.edu
Cell : 913-953-2829

Course Description:
RSP 101 introduces freshmen in the College of Arts & Sciences to life at Creighton University. This one-credit
graded course examines the foundations of collegiate life at Creighton, such as Catholic Jesuit traditions and
Ignatian pedagogy; the meaning and values of a liberal arts education; and the professional aspirations and
academic challenges common to many freshmen. The course introduces student to the CCAS "ratio studiorum"
or plan of study, including the College's learning objectives and the degree requirements (major and Core).
Students learn about the culture of scholarship, academic integrity, and engaged/experiential learning. Students
read and reflect upon texts addressing self-exploration and self-discovery for discussion in class. Faculty
Preceptors teach the course and invite Decurions (junior or senior peer academic leaders) and Beadles
(sophomore leaders) to join them in welcoming freshmen students to collegiate life at Creighton.
An extra note about the Deans Fellows Program Section: You were selected to participate in this special
section of RSP as a member of the Deans Fellows Program, a four-year Ignatian Leadership program meant to
develop emerging leaders in all fields of study. As such, well be focusing on understanding nature of
leadership, discerning your leadership style, and helping you to develop a personal leadership plan to
complement your academic plan for the next four years. Well ask you to explore where you feel called to
leadership and to build connections with groups and organizations where you can contribute your leadership
abilities.
Course Objectives:
Explore the Universitys Jesuit Catholic history and understand the key Ignatian values integral
to the study of the liberal arts in the College and seek integration of these values at Creighton
Articulate the College and Universitys learning outcomes as well as policies and resources
regarding satisfactory academic progress, support, transient study, and academic integrity and
use this information to reflect on their academic work
Learn the plan of study required for degree programs (core, major, minor) in the College and
apply this understanding to their individual course of study
Actively investigate academic programs, experiential learning opportunities (service learning,
study abroad, etc.), and extra-curricular activities and
As a member of the Deans Fellows Program: Explore and develop your personal leadership plan
to complement your academic plan of study and build the foundations for your leadership at
Creighton
Course Policies:
Attendance: Attendance is mandatory at all class meetings (especially because we meet only
once a week), at all individual advising sessions, and at any co-curricular events required by the
faculty preceptor. Unexcused absences will lower a students final grade considerably. Work
missed due to an unexcused absence will not be accepted. If you are ill or are having difficulties
please notify me immediately so we can find the best solution.

Make-up: If extenuating circumstances prevent a student from attending a class, advising

session, or event and/or from completing an assignment, the student may make up the work at
the discretion of the faculty preceptor.

Academic Honesty: Although this will be a topic of discussion in one of our sessions, be aware
that any form of academic dishonesty (such as cheating on tests, copying information from other
sources without proper attribution, or hiring someone to write your papers for you) is not
tolerated. All violations of the University Policy on academic honesty will result in a failing
grade for the assignment or, depending on the severity, for the course. Multiple violations will be
reviewed by the Dean. It is highly recommended that you review the document Learning in the
Academy: An Introduction to the Culture of Scholarship
[www.creighton.edu/fileadmin/user/CCAS/docs/LearningInAcademy.pdf]. This online booklet
contains useful information and advice on ensuring you produce the best possible work in your
classes. You may also find information about the colleges Academic Honesty Policy at
http://www.creighton.edu/fileadmin/user/CCAS/docs/2010_Site/Academic_Honesty_Policy_Rev
ision_January_2012.pdf

Class Cancellation: Faculty preceptors will notify students of any class cancellation through
BlueLine2 or email. In times of bad weather you may also call the universitys hotline 402280-5800 to find out if the university is closed. If there is severe weather, and the university is
open, please use your judgment in travelling. If you feel unsafe, please stay home. This is the one
circumstance under which the attendance policy will be waived.

Accommodations: Please let me know if you need accommodation of any sort. I will work in
conjunction with the appropriate offices to provide what you need.

Course Texts and Material

Chris Lowney, Pope Francis: Why He Leads the Way He Leads (Loyola Press, 2013)
Short reading assignments on our course Blueline site
Course Notebook and Folder for handouts
Leadership Log
Course Requirements and Grading:
RSP 101 is a one-credit, graded course. Student work is evaluated as follows:
Class Attendance
Individual Advising Sessions
Co-Curricular Events
Class Participation and Assignments
Total

10 points
10 points
10 points
70 points
100 points

A = 94-100 points; B+ = 88-93 points; B = 80-87 points; C+ = 75-79 points; C = 70=74; D = 60-69; F = below
60.

Information on Class Participation (20 points Total)

The quality of the class for everyone is in large part dependent on the quality of preparation and visible
engagement of each individual participant. Below are concrete descriptions of different levels of participation.
Please realize that although you may have prepared the readings or other assignments, and may be actively
listening to others, if you do not actively demonstrate your preparation and ideas in discussion, there is no way
to see and hence evaluate the quality of your preparation and participation. We will perform self-evaluations at
least twice during the semester for you to reflect upon your participation and receive a non-binding provisional
grade from me. Below are guidelines to help you attain the participation grade you desire:
A Level: These students are visible and obvious class leaders. Such a student contributes consistently, regularly
and enthusiastically to class discussion. But such a student also does not dominate. Talking a lot doesn't
guarantee an A. Rather, talking in a way that develops the conversation, builds on the comments of others, and
is thoroughly grounded in the text under discussion will lead to an A. A-level participants don't ramble. Perhaps
the most noteworthy characteristics of the A participant is that s/he always has very clear evidence from the text
when relevant (being able to point to relevant passages and concrete details). Moreover, s/he doesn't just talk to
the instructor. S/he engages everyone in the class, asks questions or builds on the comments of others, and
addresses others' remarks as well as promoting his or her own position. These students are excellent and
exceptional in their performance in every class.
B Level: These students contribute regularly to each class meeting. The B-level student has much in common
with the A student; what differentiates the two is the degree of consistency of performance. The B student is
sometimes a class leader, but not always. The B student is reliable in giving concrete evidence and details, but
less specific than the A student. S/he always does good work, usually engages others, but may not do so every
class meeting. These students are above average in their contributions in terms of both content and delivery.
C Level: These students give useful and relevant ideas and opinions; however, they may not tie their ideas with
evidence from the text or they may not contribute very frequently. The C student only rarely engages others in
the class by asking questions or furthering points. These students are very obviously not the class leaders,
although they come prepared to all class meetings and are productive members of the class. They are average in
their work, doing only what is required but no more.
D Level: These students are physically present and actively listen, but do not contribute with any regularity, or
if they do, their contributions are vague and not carefully articulated. Their preparation and participation is
never reliable and they do not make an effort to engage with others in the class.
F Level: These students are often absent. If they attend regularly, they are obviously and frequently unprepared
and inattentive. An F-level student may also be one who makes insulting and unproductive comments, talks
while others have the floor, or engages in other disruptive or disrespectful behavior. Numerous absences or
flagrant rudeness should guarantee a failing grade.
Information on Assignments
1. Leadership Discernment Log (seven 1-page entries worth 1 point each).

On those weeks when you dont have a reader response, please submit a one-page, typed, double-spaced note
related to your emerging understanding of leadership and of yourself as a leader. You are welcome to write
about an opportunity you had to demonstrate leadership that week, or perhaps a missed opportunity. Did you
notice someone else around you demonstrating leadership or a lack thereof. Are there any leaders who inspire
you and why. These log entries are meant to engage you in a sustained reflection about what it means to be a
leader and to think about leadership in everyday life. While of course you will want to make sure that log entry
is clearly written, using full sentences and proper grammar, spelling and punctuation, these weekly writings can
be more free flowing and exploratory. If you make a credible effort you will receive the full one point. We may
often start class by asking each other to share from the leadership log. Youll turn in the log after each class
during weeks that they are due.
2. Reader Response short papers (four 2-page responses worth 5 points each)
With each section of the book we will read, we hope that you will take some time to reflect on and respond to
what you have read. This is a slightly longer and slightly more formal piece of writing, that will require a little
more structure than the leadership log entries. Be aware that these papers are not summaries of what you read.
They are meant to represent your active engagement with ideas raised in the reading. Some questions you might
consider as you structure your essay (though feel free to think of others): What did you learn from the reading?
What surprised you? What questions did you want to ask the author or the people he wrote about? How did
what your read relate to your life and experiences or future goals?
3. Leadership Discernment Essay (one five-page reflective essay worth 13 points)
At the end of the semester, building upon your experiences all semester and your weekly leadership log, you
will be asked to write a more formal 5-page reflection paper exploring the question of what leadership means to
you, what youve learned about leadership and leadership opportunities and how you plan to move forward in
the next 1-4 years as a leader. You might address some of the following questions (but please do not feel limited
by them): What do you hope you will have achieved as a leader by the time you graduate? In 10 or 20 years?
What do you think is the most important way you can make a difference both now and in the future through
your leadership? How does your academic plan (including your co-curricular plans with internships, research
etc.) relate to your leadership plan? Has your idea of leadership changed over the course of the semester? If so,
how?
4. Four Year Academic Plan (10 points) as part of our work as a group and in our individual meetings you
will develop a two-four year academic plan the will map out your studies and proposed classes. You may also
wish to include in this any plan you have for research, internships or study abroad. We will work on this over
the semester and turn it in at the end of the semester with your Leadership Discernment essay.
Paper Grading Criteria
The criteria below are meant to apply to a wide variety of writing assignments.
The A Grade: Outstanding or "A" essays feature a well-defined and manageable thesis, highly specific and
relevant evidence, accurate, original, and insightful analysis. Arguments and evidence are carefully arranged
and organized around central ideas lending support to the main thesis. All points are clearly and sufficiently
motivated, explained, supported, and developed. The arguments and observations reveal not only close
attention to details but also awareness of and ability to exploit nuances of form and signification. Whenever

necessary, while probing the evidence and assessing the implications of the analysis, the writer appropriately
qualifies the main and subsidiary theses. The "A" essay is an example of thinking where analysis prevails over
mere paraphrase. This essay is very well written, elegant in style, and free of spelling, grammatical, and
syntactical errors. It has a unique "voice" that reflects an individual writer behind it, and will speak with
authority and clarity. Its treatment of the topic avoids a feeling of "anonymity." It addresses the assignment
directly without avoiding specific requirements.
The B Grade: The "B" essay shows a very good understanding of the issues raised and adequately relates them
to the textual evidence. The writer makes effective arguments and marshals appropriate and adequate support in
the form of properly discussed examples and illustrations. The argument is of sufficient length, has a clear
focus, and balances the general with the specific, as well as analysis with paraphrase. This type of essay shows a
very good effort at organization, is clearly written, and is free of major errors in spelling, grammar, and syntax.
The B essay differs from the A essay in its degree of originality, specificity, engagement of evidence, quality of
reasoning, depth of vision, and overall balance in the handling of all aspects of the arguments. The writer of the
B essay may show a certain tendency to ride on the strength of a particular point or observation at the expense
of a fuller, richer, and more in-depth development/support of the ideas under consideration. Its sense of
audience is clear. The B paper addresses the assignment directly and satisfies almost all of its requirements. The
B grade is not given to a paper that is not clearly and demonstrably above average.
A grade of B+ may be given to a paper whose elements place it in the upper range of B papers, but which is
still not of A quality.
The C Grade: The "C" essay shows an adequate awareness of the nature of the problem or thesis under
consideration. While showing some weakness in focusing and controlling the argument, it makes no major
errors in understanding the texts involved and reveals a competent ability to relate general issues to particular
examples and illustrations. The writer may overlook important aspects of the evidence, neglect to use pertinent
examples, or not go far enough in interpreting and analyzing the text(s). The ideas chosen may exhibit a certain
dependence on points raised and developed in class or other outside sources. Overall, this essay shows a need
for development, clarification, and precision in the handling of textual evidence; its structure and organization
may seem mechanical, loose, and somewhat random. This essay often tends to privilege paraphrase over
analysis and may contain a number of errors in spelling, syntax, and grammar. It addresses the assignment
directly and relatively clearly, but without significant depth or clarity. The tone and voice of a C paper are fairly
clear but often lack a sense of individuality of author or sense of authority. A C paper often has an "anonymous"
quality to it, restating standard opinion or assertions without going into significant depth. A C paper is in control
of its subject in a reasonable but not yet comprehensive manner.
It is important to note that a C grade on a paper does not mean that the writing, or the student's performance, is
in any way poor or substandard. A C means that the work is basically solid and acceptable.
A grade of C+ may be given to a paper whose elements place it in the upper range of C papers, but which is
still not of B quality.
The D Grade: The "D" essay does not clearly identify its thesis; relies on unsubstantiated opinion; neglects to
offer relevant evidence; or is analytically superficial and poorly organized. In general, such an essay often fails
to meaningfully engage the text(s) in its own thinking process; is too short; and may seriously
misread/misinterpret a text. The inadequacies of its language and reasoning substantially compromise the
integrity of its analysis and the expression of its ideas. It addresses the assignment only in a brief way, avoiding
some of the requirements of the assignment. It is kept from being an F paper by the fact that it does address the
assignment in some way and that it has some structure and does make coherent points.

The F Grade: The "F" grade is used in cases where an essay fails to address the substance of the assignment
and is illogical or incoherent; exhibits gross incongruities between the thesis and the evidence used to support it;
seems incapable of distinguishing between the general and the specific; shows no discernible pattern of
organization; is very poorly developed; or is marred by the frequent occurrence of major errors in writing. A
paper which may be acceptable in style and development, but which does not address the assignment at all, may
also be given a grade of F.
Suggested Course Schedule: See next page
Date
Week #
Welco
me
Week

Aug. 22

Aug. 2630

Topic
Introduction of Faculty
Preceptor, Decurion, &
class members.
Introduction to RSP
policies, grading , first
assignment
First Impressions; RSP,
and shared
responsibilities of
academic advising.

Reading
Assignment

Writing
Assignment

Campus
Event(s)

n/a

Welcome Week activities

Welcome Week activities

RSP syllabus

Last day to ADD a

course Tuesday, Sept.
1
Sept. 2, Service & Justice
Volunteer Fair, 1:00
4:00 pm, Harper
Ballroom Attendance
recommended

Pope Francis
2

Aug 30Sept. 5

Last day to DROP a

course Friday, Sept.
4, need drop-add form

pp. 1-52

Reader
Response #1

Sept. 2 or 3, EDGE &

Magis Core, 6:00 7:00
pm, Sept. 2 Rigge
Science 120, or Sept. 3 Harper Auditorium
Attendance
recommended
Sept. 3, Skutt Shutdown,
8:00 11:00 pm , Skutt
Student Center
Attendance
recommended
Sept 4-5: Deans Fellows
Program Retreat at
Griswold Retreat Center

Sept. 6
Sept. 12

The Liberal Arts and

Magis Core

Liberal
Education at
Creighton

Leadership Log
#1

Sept. 8 or 9, Transitions
Co-Curricular, 5:00 pm
or 6:30 pm, (Attend with
Beadles) Hixson-Lied
Auditorium
MANDATORY -

Attendance required. Our

group will attend
Tuesday, Sept. 8 at
6:30pm
Sept. 9, Mass of the Holy
Spirit 11:00 am, (all
classes canceled)
Attendance
recommended
Sept. 9, FLPA
Encuentro Showcase,
Study Abroad Fair, 4:00
7:00 pm, Skutt Student
Center Ballroom
Attendance
recommended

Sept. 13
Sept.
19

Sept. 20
Sept.
26

Engaged and
Experiential High
Impact Learning
Opportunities

Leadership Log
#2

First Advising
appointment
completed by the end
of this week.
Jesuit Values and the
Ignatian Tradition

Sept. 27
Oct. 3

Pope Francis

Oct. 4
Oct. 10

Decurion Topic

From the
Mountain to the
Hilltop

pp. 53-88

Leadership Log
#3

Reader
Response #2

Leadership Log
#4

Sept. 23, Study Abroad

Fair, 3:30 7:00 pm,
Skutt Ballroom Attendance
recommended
A Few Too Many:
Alcohol Awareness CoCurricular Harper
Ballroom at 5:30 or
7:30pm - MANDATORY
Oct. 8, Undergraduate
Research Fair, 11:00 am
3:00 pm, Skutt
Ballroom, - Attendance
STRONGLY
recommended
Oct. 8, WellFest, 12:00
pm 4:00 pm, Kiewit
Fitness Center Attendance
recommended

Oct 11Oct 17

Graduation
Requirements, College
policies and Bulletin
quiz. Academic
Honesty and Integrity
Sign up for advising
appt.

Learning in the
Academy and
Liberal Education
at Creighton
University
(Blueline)

Leadership Log
#5

Fall Break Oct. 18

Oct. 25
No CLASSES
Starting your four year
plan Getting ready
to register for Spring
9

Oct. 25
Oct 31

10

Nov. 1
Nov. 7

Academic plan
due at your
advising appt.
or submitted
electronically

Last day to withdraw

from classes with a
W Monday, Nov.
2nd
Decurion Topic
(Leavelle)
Career Center
Presentation (Keegan)

Oct. 29, Major/Minor

Exploration Fair, 11:30
am 2:30 pm, Skutt
Ballroom MANDATORY
Attendance required

Leadership Log
#6

Second advising appt.

completed by the end
of this week.

11

Nov. 8
Nov. 14

12

Nov. 15
Nov. 21

Career Center
Presentation with Cogroup (Leavelle)
Decurion Topic
(Keegan)
Pope Francis

Leadership Log
#7

pp. 89-137

Reader
Response #3

Thanksgiving Holiday Nov. 25 - Nov.

29 NO CLASSES
13

14

Nov. 29
Dec. 5

Pope Francis

Dec. 6
Dec. 12

Wrap up, evaluations,

etc.

pp. 138-153

Reader
Response #4
Leadership
Discernment
Essay and 4year plan

Freshmen Registration:
Nov. 16, 17, 18