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UC101

  UC101 : The Class : University Colloquium: The Gorgeous Team
University Colloquium: The Gorgeous Team

 

 

UC 101
Class Location
Days and time
Professor/Instructor
Peer Teaching Assistant
Phone:
Office Hours
Office Location
Course Website
Web CT

Section # 1437
Eastburn Education (Building 27), Room 174
Tuesdays and Thursdays 11:10 - 12:25
Dr. Florencia Riegelhaupt
Mr. Victor Vongpraseuth
TBA
10:30 - 11:05 in Eastburn Education, Room
Peterson, Room 218
http://jan.ucc.nau.edu/~fr2/uc101/
http://www.nau.edu.webct
Course prerequisites
There are no course prerequisites to UC101. Students transferring 12 units or more of college coursework to NAU are not required to complete UC101 for graduation, but are strongly encouraged to take UC101
Course Description
This class is designed to help you gain the thinking and communication skills needed to be a successful student at NAU and an effective citizen in the communities in which you live and work following graduation. In your UC101 course, you will be introduced to the rigors of academic work in a liberal studies program by actively engaging in issues requiring you to think critically. We will encourage you to develop a stake in your education, set your own educational goals, and gain a clear picture of how the university can help you reach these goals.

In UC 101, our goal is for you to become a member of the academic community through intellectual inquiry. At the heart of this course is the production and use of knowledge. You will learn how academics develop knowledge and use it for the improvement of society. Intellectual inquiry requires you to:

  • Develop critical thinking skills

  • Understand the ethical consequences of decisions

  • Communicate with others (written and oral)

  • Work collaboratively with others

  • Understand the role of the educated person and academic inquiry in improving society
To meet these goals, you will read, discuss, and write about topics generated by a variety of texts, including NAU’s 2003-2004 summer reading text, Diane Smith’s Letters from Yellowstone, the UC101 reader Preparing Citizens of the 21st Century, and any number of materials chosen by your instructor

Student Learning Outcomes for UC 101 Academic Content
You will understand how academic work, through intellectual inquiry, addresses intellectual and/or applied problems.

  • You will develop critical thinking skills in the areas of: inference, analysis, explanation, interpretation, self-regulation, and evaluation.
  • You will understand the ethical consequences of decisions and actions in an academic setting
  • You will understand how academic work and educated people make contributions to the improvement of society
  • You will communicate your thinking with clarity and organization in written and oral presentations.
  • You will work with others in a mutually respectful, collaborative manner.

Student Learning Outcomes for FYE Orientation, Transition, Retention Content

  1. Participate in the academic advisement and course registration process and meet with an academic advisor.
  2. Participate in the Convocation for new matriculating students.
  3. Participate in the common reading discussion groups.
  4. Be introduced to the basic principles of collegiate research and develop a working knowledge of Cline Library resources.
  5. Experience NAU’s online environment: LOUIE, Dana, computing policies and other online resources.
  6. Demonstrate familiarity with NAU and Flagstaff traditions.
  7. Develop and participate in a community service project designed to benefit members of the Flagstaff community.
  8. Discuss the very important issues of sexual assault, sexual harassment and dating violence, and demonstrate familiarity with NAU’s Safe Working and Learning Environment policies.
  9. Participate in an NAU athletic event.
  10. Develop awareness of and respect for every member of the NAU community, regardless of race, age, gender, color, national origin, disability, religion, veteran status, and sexual orientation.
  11. Demonstrate a working familiarity with campus clubs and organizations and opportunities for involvement in the community.
  12. Demonstrate a working knowledge of wellness and stress management principles.
  13. Participate in out-of-class activities designed to enhance community and satisfaction in their NAU experience.

Classroom Materials

  • Letters from Yellowstone, Diane Smith.
  • University Reader: Preparing Citizens of the Twenty-First Century, 2003-2004, Gioia Woods, editor.
  • Articles, essays, fiction, poetry, etc., preferably on electronic reserve through Cline Library.
  • Film, fieldtrips, web sites, experiential learning activities.

Required Assignment

  • Reading the common reading book, Letters from Yellowstone by Diane Smith
  • At least one class discussion plus a writing assignment related to the common reading book.
  • Approximately 9 pages total of formal, revised writing in multiple 2-3 page writing assignments. (The 9 page total includes the summer reading assignment.)
  • Informal unrevised writing: journaling, freewriting, minute-papers, peer-response, etc.
  • Oral presentations
  • At least one information literacy project requiring students to collect and utilize information from multiple sources. (See tip below on information literacy.)

In this course, you will do the following:

  • Devote at least one hour per week out of class to your community service project
  • Read and discuss Letters from Yellowstone by Diane Smith and write your reactions
  • Read a variety of selections of the UC 101 common reader
  • Write numerous short reaction papers
  • Write an intellectual/academic inquiry paper (5-7 pages)
  • Do revisions of at least one short writing and the intellectual/academic inquiry paper
  • Actively participate orally in class activities
  • Listen attentively and respectfully to my classmates, peer teaching assistant and instructor
  • Write in your journal (either on line or to be collected every other week) You are advised to purchase two journals so that when we read one, you still can write in the other one)
  • Attend various community and/or university events
  • Participate in an all-class fieldtrip to the Grand Canyon

Grading Criteria
Grades will be computed according to the percentages represented below:

Writing Assignments (multiple draft, 9 pp.)
Intellectual Inquiry Paper
Oral Presentations and Participation
Service Learning Journal and participation (Mesa Charter School)
Final Exam and/or Activity
TOTAL
20
20
20
20
20
100

The grading policy is 90% and above =A, 80% and
above = B, 70% and above = C, 60% and above = D, below 60% = F

IMPORTANT: Class absences can affect your grade significantly. You are expected to attend all classes. If you miss 3-4 classes, your letter grade will be lowered one letter grade. If you miss 5 or 6 classes, your letter grade will be lowered 2 letter grades, etc. Tardiness (from 5-15 minutes) will result in 1/2 absence. Any more than 15 minutes tardiness will count as an absence

Do not miss class, and if you must, contact your instructor in advance!
Course Policies
Academic Contact Hour Policy: For every contact hour (time spent in class), a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying, etc. Keep a record (in your journal and time management sheets) about exactly how much time you are devoting to this class. Remember you should spend no less than 6 hours per week on reading and writing for this class.
Cheating and Plagiarism: Plagiarism, the intentional or unintentional representation of someone else’s work as your own, is not tolerated. Cite your sources. Both cheating and plagiarism are serious offenses and may result in failure of the course
Date/Week
8/26-10/30

Topics Who, What, Where? Your Assignments
Week 1

Aug 26

• American Tongues
Discussion and writng assignment.

• Overview of course syllabus

• Make up writing rubric for this assignment


•Dorm and Course Survival Skills and other FYE content:

• Setting Goals
• Transitioning to College
• Time management
• Value of Higher Education
• Classroom etiquette
• Respect, appreciation and celebration of diversity
• Study Skills
• Learning Styles
• High School vs. College
• Getting to know the professor

Florencia and Victor

Victor

Due on 8/28

Read William Cronon's "Only Connect," in UC Reader pp. 47 - 53

On Thursday, Aug. 28 turn in paper of 250-500 on American Tongues . Be sure to follow criteria developed for evaluating/grading paper

Due on 9/2
Give oral presentation on Cronon's "Only Connect." Choose 1 of the 10 points in his article to present. Use oral presentation rubric to guide you as you prepare to present.

Handouts on our website:
Working Words by Dowling Campbell:
How to write expository prose essays
This model for writing essays serves as a guide for understanding how to write introductions, conclusions, thesis statements,how/where to include support data such as quotations, and how to state opinions.

Week 2

Sept. 2


Sept. 4

Friday, Sept. 5

 

 

• 3 minute Oral Presentations about Cronon's "Only Connect"

 

Discuss Emerson's
"Success", p. 54 and Light's "Diversity on Campus," pp. 55-59

• Creating Community
• Establishing community rules
• Setting semester goal
• Skills Inventory (Learning Style Inventory will be administered during the 3rd week)
• Time management skills

• Meet as class with James Manley's students in COE 174 or, Room TBA

 

UC 101 class
All students

 

Victor

 

Due on 9/2
Oral Presentation about 1 of 10 of Cronon's 10 qualities of a liberally educated individual from "Only Connect" (3 minutes)

Due on 9/4
UC Reader: Emerson's
"Success", p. 54 and Light's "Diversity on Campus," pp. 55-59

Due on 9/9: READ pp. 68-86
• Multiculturalism: Battleground…(Takaki)
• Bright College Years (Matthews)
• Theme for English B (Hughes)

Also due on 9/9
Turn in Journal with entries since August 25 should be turned in today. Should include information about your experiences related to UC 101 content, transition to NAU, impressions from meeting Mesa Charter School students last Friday.

Week 3

Sept. 9

Sept. 11

 

Discuss: pp. 68-86
• Multiculturalism: Battleground (Takaki)
• Bright College Years (Matthews)
• Theme for English B (Hughes)

• NAU and Flagstaff community highlights: history and traditions
• Community Service
• Student employment
• NAU athletics

 

Florencia and Victor


Victor

 


Due on 9/11
Homework for Thursday, 9/11
READ: 91-115 (Valdez, Tannen and McIntosh

Due on 9/16
Homework for Tuesday, 9/16
Write 250-500 words about topics presented by above authors

Week 4

Sept 16


Sept. 18

 

Discuss readings used for paper due today

Discuss pp. 126-136
• Notetaking skills
• Exam taking skills
• Reading textbooks
• The Writers' Workshop

 

Florencia and Victor


Florencia and Victor

 

Due on 9/16
Essay (see 9/11)

Due on 9/18
READ pp. 126-136 (selections by Alexie and Truth)
Due on 9/23
READ: 137 - 153 (Carlson and Foster, Silko and Mantsios)

Week 5

Sept 23-25:

 

• NAU SWLE policies
• Community resources

 

Victor

 

TBA

Week 6

Sept 30-Oct 2:

 

• Living and Learning in a Safe environment
• Healthy relationships
• Roommates

CAREER DAY 10/1

 

Victor

 

Due on October 2

An overview of career opportunities

Week 7

Oct 7-9:

 

• Focus on wellness
• Stress management
• Sexual health
• Sex in the Dark
• Nutrition and fitness
• Drugs and alcohol

 

Victor

 

TBA

Week 8

Oct 14-16:

 

• Engaging in the Career Exploration Process
• Career Key Assessment
• Career Services Center
• Resume writing basics

 

Victor

 

TBA

Week 9

Oct 21-23:

 

• Financial management
• Understanding and valuing differences (infused throughout)
• Cultural identity

 

Victor

 

TBA

Week 10

Oct 28-30:

 

• Student Engagement
Preparing for final activity on Parents Weekend

 

Everyone

 

Website: http://www.collegereport.org

 

Intellectual Inquiry Paper and Topic Descriptions

In this class, you will be exposed to three topical areas:

  • Cultural and Ecological Diversity: Faces and Voices of the Grand Canyon
  • At-Risk Youth and Mesa Charter School (Community Service)
  • Transitioning to NAU: social, emotional, financial and academic adjustment skills

You will complete an Intellectual Inquiry Paper which will involve researching one of the above three areas and writing a 5-8 page paper demonstrating evidence of your developing critical thinking and writing skills. You must cite and/or quote at least 5 sources, 3 of which must be books and/or articles not found on the internet. You will have one opportunity to rewrite this paper, incorporating instructor comments and suggestions. The grade for this assignment will be an average of the first and second grade received. The first draft will be due on Thursday, October 16. The second and last draft will be due on Tuesday, October 28. This paper is worth 20% of your final grade.

I will discuss details about these papers and resources available on our website in class. You should plan on going to the library and speaking with John Doherty who can help you to identify the best sources for your topic.

If you choose to research any aspect of the Grand Canyon, it would be valuable to hear/read about your research prior to and during our visit to the Canyon (date to be determined in class on Thursday, August 29).



NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS

SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.

You may obtain a copy of this policy from the college dean’s office. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), the academic ombudsperson (928-523-9368), or NAU’s Office of Affirmative Action (928-523-3312).

STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting the office of Disability Support Services (DSS) at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DSS with disability related documentation and are encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must register with DSS each semester you are enrolled at NAU and wish to use accommodations.

Faculty are not authorized to provide a student with disability related accommodations without prior approval from DSS. Students who have registered with DSS are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed.
Concerns or questions regarding disability related accommodations can be brought to the attention of DSS or the Affirmative Action Office.

INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.

The IRB meets once each month. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office. If you have questions, contact Carey Conover, Office of Grant and Contract Services, at 928-523-4889.

ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner.

Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix F of NAU’s Student Handbook.

ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours or recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.”

The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week;

 

Important Dates to Remember

Wednesday, October 1 Career Day
Friday, October 31 Last of UC 101 pilot section classes
Saturday, November 1 Family Day (Perhaps you and your class would like to prepare a special presentation for family members. You might even consider this activity to be used as the final examination for your course.)
Second week in November Author to visit campus. Gioia Woods will discuss and announce details
Throughout the semester Joe Boles will be announcing a UC 101 film series to take place over the course of the semester.