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UC 101
Class Location
Days and time
Professor/Instructor
Peer Teaching Assistant
Phone:
Office Hours
Office Location
Course Website
Web CT
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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
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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.
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Student Learning
Outcomes for FYE Orientation, Transition, Retention Content
- Participate in the academic advisement and course registration process
and meet with an academic advisor.
- Participate in the Convocation for new matriculating students.
- Participate in the common reading discussion groups.
- Be introduced to the basic principles of collegiate research and
develop a working knowledge of Cline Library resources.
- Experience NAU’s online environment: LOUIE, Dana, computing
policies and other online resources.
- Demonstrate familiarity with NAU and Flagstaff traditions.
- Develop and participate in a community service project designed
to benefit members of the Flagstaff community.
- 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.
- Participate in an NAU athletic event.
- 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.
- Demonstrate a working familiarity with campus clubs and organizations
and opportunities for involvement in the community.
- Demonstrate a working knowledge of wellness and stress management
principles.
- Participate in out-of-class activities designed to enhance community
and satisfaction in their NAU experience.
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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.
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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.)
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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
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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
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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
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Topics |
Who, What, Where? |
Your Assignments |
Week 1 Aug 26
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• 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
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Florencia and Victor
Victor
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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.
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Week 2 Sept. 2
Sept. 4
Friday, Sept. 5
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• 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
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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
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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
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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
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Week 4 Sept 16
Sept. 18
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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
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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)
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Week 5 Sept 23-25:
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• NAU SWLE policies
• Community resources
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Victor |
TBA |
Week 6 Sept 30-Oct 2:
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• Living and Learning in a Safe environment
• Healthy relationships
• Roommates
CAREER DAY 10/1
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Victor |
Due on October 2
An overview of career opportunities
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Week 7 Oct 7-9: |
• Focus on wellness
• Stress management
• Sexual health
• Sex in the Dark
• Nutrition and fitness
• Drugs and alcohol
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Victor |
TBA |
Week 8 Oct 14-16: |
• Engaging in the Career Exploration Process
• Career Key Assessment
• Career Services Center
• Resume writing basics
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Victor |
TBA |
Week 9 Oct 21-23: |
• Financial management
• Understanding and valuing differences (infused throughout)
• Cultural identity
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Victor |
TBA |
Week 10
Oct 28-30:
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• Student Engagement
Preparing for final activity on Parents Weekend
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Everyone |
Website: http://www.collegereport.org |
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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).
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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).
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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.
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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.
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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;
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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. |
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