INT 100 Week 2 Notes: QNI, General Education, Communication, Social Capital, and Campus Lingo

Week 2 Focus: QNI, General Education, and Communication

• Topic overview for INT 100 (Concordia University Irvine): week 2 covers a) Concordia's enduring questions and ideas (QNI) and the core curriculum, b) how general education credits are handled differently here, and c) three connected topics: faculty communication strategies, review of campus language/acronyms, and what’s coming next week.
• Quick reminders and light moments at start
  • Wake-up times shared by students (early mornings for lacrosse and class): $05:30$, $07:30$, and a personal note about waking up at $08:00$ on Mondays. Acknowledges the culture of early mornings in college life.
  • Instructor’s pep talk: small humor about coffee, morning mood, and turning a stumble into a positive start to the day.

Enduring Questions and Ideas (QNI): Core Concept and Importance

• QNI = Enduring Questions and Ideas, Concordia’s general education philosophy that guides multiple courses and majors.
• QNI is designed to force deeper thinking about fundamental, universal questions rather than just listing disconnected topics.
• The 12 guiding questions (shortened prompts) include:
  • $What ext{ is }truth?$
  • $What ext{ is }beauty?$
  • $What ext{ is }to ext{ be }human?$
  • $What ext{ are my }vocations?$
  • Is a vocation a job, a purpose, or something more?
  • How ext{ shall I live?}
  • How ext{ shall I understand nature?} (concept of nature)
  • What ext{ is }goodness ext{ and }freedom?}
  • Why ext{ art?}
  • Who ext{ do you say that I am?} (identity; subjective answers vary by perspective)
  • What ext{ is the concept of }eloquence?
  • Who ext{ am I? Who are they? Who is they?} (self, others, and the social world)
• Purpose of QNI within Concordia:
  • Encourages students to articulate beliefs and reasoning across disciplines.
  • Connects personal beliefs, passions, and God-given talents to future career options.
  • Provides a framework for thinking about humanity, truth, beauty, ethics, and purpose across all majors.
• Practical rationale for these questions:
  • Helps students defend, explain, and grow their beliefs in real-world contexts (workplaces, communities, relationships).
  • Builds a habit of critical thinking and reflective conversation beyond papers.
• Relationship to the Lutheran intellectual tradition:
  • The curriculum is rooted in a liberal arts education that investigates truth, beauty, nature, and vocation within a worldview that values God, neighbor, and ethical living.
  • Emphasizes a holistic formation of mind, body, heart, and soul.

Concordia’s Liberal Arts Curriculum and Lutheran Tradition (QNI clip overview)

• Introductory clips feature key academic leaders: President Thomas, Provost Ashman, and Professor Tong (English, director of general education).
• Core message: Concordia offers a liberal arts education in a Lutheran framework, not merely job training.
• Key benefits emphasized:
  • The journey of self-discovery and purpose: Who am I? Who are they? What does it mean to be human?
  • The intersection of beliefs, passions, God-given talents, and career options.
  • Development of soft skills employers want: critical questioning, clear argumentation, concise communication, collaboration in diverse teams, and ethical decision-making.
  • Education extends beyond the classroom to personal growth of body, heart, and soul.
• Concept of calling/vocation:
  • God gives individuals multiple roles to fulfill across society, family, church, and work.
  • The education encourages applying one’s gifts in service to others, guided by love of God and neighbor.
• Practical workplace implication:
  • Employers look for soft skills that transcend specific jobs; QNI is designed to cultivate these from day one.
• Final exhortation to new students:
  • Engage with professors, get involved, collaborate with classmates, and seek leadership roles.
  • The education is described as a life-long journey of growth and discernment, not just accumulation of knowledge.

Get Involved: Campus Involvement and Credit Structure

• Get involved assignment = an on-campus engagement requirement for credit this semester.
• Options:
  • Option A: Attend three campus events.
  • Option B: Join a small group (Bible study group).
• Credit mechanics:
  • You earn class credit by completing either three events or a small group commitment.
  • A declaration form exists on Canvas (and appears in class) to commit to one option.
• How to track events:
  • The MyCUI webpage or app lists events; the app includes event keys for calendar integration.
  • It’s practical to set up the selections before class ends to avoid forgetting later.
• Tips for selecting events:
  • Choose events that are genuinely interesting (sports, performances, etc.).
  • Some events include free food—advantageous for students.
• Practical note:
  • This assignment is easily searchable in the syllabus, but the instructor emphasizes doing it promptly to avoid last-minute scramble.
• A brief exchange reflects common student questions:
  • Is it acceptable to attend free events for credit? Answer: Yes, as long as it aligns with one of the two options.
• Administrative prompts:
  • The instructor references a person (Tony) and confirms whether a student must attend “fun” events; the point is to ensure students understand the requirement and process.

Accessing and Using QNI: Deep Dive into the 12 Questions

• Purpose: The 12 questions guide instruction across gen ed and majors, helping students articulate beliefs in a coherent framework.
• Why these questions matter:
  • They push students to reflect on fundamental concepts and their own beliefs.
  • They help students prepare to defend their views in diverse environments post-graduation.
• The role of faculty in guiding these explorations:
  • Faculty challenge students to think differently, sharpen arguments, and articulate positions clearly.
  • The goal is not to indoctrinate but to cultivate thoughtful, well-reasoned perspectives.

Social Capital: Building Reputation and Relationships in College

• Definition: Social capital = the bucket of interactions and reputational capital you develop through everyday engagements with peers, faculty, and staff.
• Why it matters:
  • It can significantly influence opportunities, trust, and willingness of others to support you (e.g., professors helping you, peers collaborating, etc.).
  • A positive social capital can outweigh strong on-paper credentials if negative interactions undermine it.
• Core idea:
  • Social capital grows or shrinks with every encounter; it’s a continuous, intentional process.
• Everyday example:
  • The class starter incident: arriving to class with peers ready to engage fosters positive social capital from the moment you show up.
• Practical takeaway:
  • Be mindful of how you interact with faculty and peers; even on a bad day, choosing respectful, constructive interactions can protect and grow social capital.
• Student reflection prompts:
  • Think of times you improved or damaged social capital; discuss with a partner about what you did that contributed to a positive or negative outcome.

Social Capital Scenarios: Discussion and Takeaways

• Scenario 1: Office hours with a professor (in person, after class)
  • Sample student prompt (paraphrased): “I’m having trouble with the research instructions; can I meet during office hours or should I schedule an appointment?”
  • Positive elements that build social capital:
  • Initiating contact early (two weeks ahead or early in the process).
  • In-person approach rather than back-and-forth by email only.
  • Offering options and showing flexibility (meeting in person or via appointment).
  • Acknowledging the professor by using their preferred title (e.g., Doctor, Professor).
  • Additional best practices:
  • Show up in person when possible; be direct about needs while being courteous.
  • Use a respectful tone and avoid demanding language.
• Scenario 2: Email about missing class due to a car accident (class day)
  • Student draft scenario: mentions accident and asks for understanding.
  • Improvement ideas:
  • Include a clear subject line.
  • Open with a salutation and a brief well-being update.
  • Propose concrete next steps (schedule a time to talk, request makeup options, or extension discussion).
  • Reference where information about assignments is stored (Canvas, syllabus).
  • Close politely with appreciation and a plan.
  • Additional notes:
  • Professors are human and care about student well-being; provide something usable for planning (extension, makeup, etc.).
• Scenario 3: Email to President Thomas, copy Provost and Dean of Students, accusing a professor of misconduct
  • Issues:
  • Context is missing; the President may not have direct control over the classroom issue.
  • Escalation to top admin without prior, proper channeling can backfire or be ineffective.
  • Claims about the professor’s behavior may be unverified or emotionally charged.
  • Alternatives and how it could have been handled better:
  • Start with the department chair or the relevant dean; address the issue through formal channels.
  • Gather facts, specific incidents, dates, and outcomes; avoid unverified judgments.
  • Seek a formal meeting to discuss concerns or file an appropriate complaint with documented evidence.
  • Ensure the communication is directed at appropriate leaders who can act and maintain professional tone.
• Scenario 4: Late work (not detailed in full in transcript but acknowledged as a topic for future discussion)
  • Tip: address late work with a plan, not simply a plea; propose a feasible extension or make-up work and timeline.

Campus Lingo and Acronyms: Quick Reference (INT 100 Activity)

• Location and campus terms:
  • Eagles Landing: Campus coffee shop located near the quad; shorthand for social/review spots.
  • Quads: Quad areas on campus where gatherings and activities occur.
  • Hollowbird Center: Campus facility (not clearly defined in transcript; note as a named building to be clarified).
  • Spectrum Campus: Campus site dedicated to nursing programs.
  • Girdle Rock Campus: Another campus location (name indicates a different facility; clarify on campus map).
  • Eagles on location: Refers to Eagles Landing, the coffee shop by the quad.
  • The Quad: Central campus green space; context for events and movement.
• General education and administration terms:
  • GE: General Education courses (courses outside your major designed to provide a broad foundation).
  • PERPA: Privacy Act; protects student information from disclosure to others, including parents.
  • Dean: Head of a school/college within the university (e.g., Dean of Liberal Arts, Dean of Business).
  • Bursar: Financial office of the university (money/fees handling).
  • INT monitor folder: A designated folder for INT course-related materials (instructional folder in Canvas or similar).
• Practical note:
  • When working with campus staff or faculty, ask for the preferred title (e.g., Doctor Thomas vs. President Thomas) to show respect and appropriate identification.

Closing: Week 2 Preview and Administrative Notes

• Week 2 wrap-up:
  • Review of QNI, its significance, and how it informs general education and major studies.
  • Emphasis on soft skills and the purpose of liberal arts education in preparing for life beyond college.
  • Understanding how to communicate effectively with faculty and administrators to build social capital.
• Practical next steps:
  • Complete the Get Involved declaration form via Canvas as soon as possible to avoid last-minute scrambling.
  • Explore MyCUI for campus events and add them to your calendar.
  • Prepare for next week by reviewing time management strategies and upcoming assignments; check Canvas for details.
• Final note:
  • The instructor encourages students to take an active role in their education, engage with peers and faculty, and approach campus life with curiosity and responsibility.

Key Formulas, Numbers, and Dates (LaTeX)

• Key numeric items referenced:
  • 05:30$,$07:30$,$08:00 (wake-up times mentioned in anecdotes)
  • 12 (the number of enduring questions in QNI)
  • 1517$$ (year in the Lutheran tradition origin: five hundred years ago from 2017)
  • Other dates or counts are mentioned in context but not numerically specified beyond these excerpts.

Connections to Foundational Principles

• Aligns with liberal arts tradition: integration of truth, goodness, beauty; formation of character; holistic education.
• Emphasizes formation beyond academics: social capital, ethical decision-making, leadership development, and service to others.
• Real-world relevance: soft skills valued by employers, effective communication, and respectful, constructive engagement with others.