Mansfield University 

First-Year Seminar, UNV 1100 - Section 21, Fall 2004

Syllabus

Course Description:

 This course introduces first-year students to the university and encourages students to become engaged members of this university learning community. The course asks students to explore the context of the Mansfield University undergraduate experience through the perspective of the liberal arts curriculum and their own learning community participation. It also helps students explore the means by which they can succeed at the university and how to use the various support services of the university.

Course Objectives:

Upon successful completion of this course, you should be able to:

• Understand and articulate the value of a liberal arts education.
• Set personal and academic goals for the university experience.
• Understand what it means to think critically.
• Have a sense of belonging to, and actively begin to participate in, the university learning community.
• Understand the value of diversity and living in a diverse learning community.
• Understand how to access university academic and student life support resources.

Course values:

 The course encourages engagement and responsibility in first year students in their personal, academic, university (social) and community lives and emphasizes these themes: 

• Personal life - We are all here to grow:  The individual is in charge of his/her life – active in decision-making, takes responsibility for his/her actions and possible consequences, is self-aware.
• Academic life - We are all here to learn:  The individual internalizes the importance of academic integrity, study skills and preparation, time management and organization.
• University life - We are all here to enrich and be enriched:  The individual is actively engaged with on-campus activities; recognizes and accepts importance of individual autonomy, in ourselves and others; recognizes the need to be constantly aware of his/her surroundings and potential risk-situations; understanding of the importance (and reality) of diversity.
• Community life - We are all here to help others:  The individual recognizes and accepts the importance of citizenship, participation in community service, and service to others in need.

Course Topics – Nine concepts, developed within three primary themes of engagement and responsibility, as follows:

 I. Transition and understanding:  the university learning community – “Welcome to a community of learners.”

         What it means to be a student

• The differences between high school and college (changes in expectations).
• Roles, goals, commitments, sacrifices and rewards: making and acting on a commitment to learning.
• Students exist beyond the classroom:  they need to achieve a balance between education and the demands of work, family, and friends.

Identification of the values and goals of your education

• “What is the purpose of your education?”
• Education versus training.
• How the university experience and your choices affect your values and world-view.

 II. Self-management and personal skill development – “Welcome to a community of successful learners.”

     Knowing yourself

• Values, goals, personal assets (strengths) and challenges (internal and external barriers).
• Learning styles.
• Awareness of self and surroundings.
• Drug, alcohol and sexual awareness.
• Academic and personal integrity.

     Information awareness/literacy and critical thinking

• Library visit day or activities: using the tools to find, understand and assess the myriad of information available to today’s students.
• College is about students learning to think for themselves – not simply read, memorize and regurgitate information.  Often these abilities are required in order to move on to deeper, more active, and hands-on learning: Active learning,  opening the mind to new possibilities, breaking down and putting together concepts and ideas, understanding the implications of different beliefs, and communicating the understanding effectively to others.

Success strategies

• Planning your education:  the importance of advising; graduation requirements; scheduling.
• Time management / Goal achievement.
• Studying and note-taking.
• Active learning.
• Balancing work, study and play.
• Building relationships with faculty and staff.

      Identifying and overcoming barriers to success

• Academic challenges (see above Success strategies).
• Social challenges, effective strategies, and support services.
• Stress management.
• Advocacy and Counseling centers.

 III. Engagement and developing in a community of citizen-leaders – “Welcome to a community of leaders.”

      Citizenship, participation and leadership on campus and in community

• Out-of-class events and activities. 
• Campus clubs and organizations.

Community service, service learning and leadership

• Make-a-Difference Day and other methods of community involvement.
• Leadership skills and service are for life.

Living in a diverse society

• Value and contribution of a multi-cultural awareness – recognition and appreciation of our own as well as others’ perspectives.

 Assignments and Readings:

• Douglass, F. (2003).  Narrative of the Life of Frederick Douglass: An American Slave. New York , NY : Penguin Putnam (Signet classic) (originally pub. 1845).

• The UNV 1100, First-Year Seminar Student Workbook will be the primary source of course assignments and exercises.  It is for sale in the University Bookstore.
• Other readings may be assigned by the instructor and posted on-line or placed on reserve in the library.

Topic and Activity Schedule

Out-of-Class Activities:

• We will have at least two out-of-class activities together. One will be just for fun and with your input we’ll plan a group activity.  We will also work together on a community service project on “Make-A-Difference Day” that will get you involved in our local community. 
• We will also use one class time to, as a group, participate in a library orientation activity.
• You are expected to participate in five events or activities on campus over the course of this semester. You will get a list of possible and suggested activities in class and we will have a mechanism for you to demonstrate your attendance at these events.  One of these events will be the Frederick Douglas lecture on September 29^th.
• You are encouraged to consider some additional community service activity in the community.  Extra credit can be earned through such activities.

Reaction Essays, Homework, and Blackboard Discussion Bulletin Board:

• You are expected to write three focused reaction essays, addressing questions given to you in class on topics we address in the class or on assigned readings, including the textbook.
• You will occasionally be given take-home exercises and brief assessments of your attitudes or experiences as a new student at M.U. and be expected to complete them and return them to the next regular class.
• You are also expected to dialogue with your classmates on a class web site using Blackboard and respond to questions raised by your classmates or me.

  Class Notes

Participation and Progress:

The main goal of this course is help ensure that you are successful here at Mansfield University.  My job is to make this course a place where you can get information and support to help that happen. It is imperative that you feel comfortable to talk with me after class, during office hours, by e-mail, or by appointment anytime during the semester concerning your progress in this class.  I want this course be an important and valuable learning experience for you.

We will only meet for one or two class periods each week; it is essential that you are in class and that you participate in class activities and discussions.  Missed classes will result in a loss of points toward your grade. You are expected to communicate directly with me (in person or by e-mail - in advance if possible) about any absences or difficulty you may have meeting class assignments. If you have an approved unavoidable absence, you may make up the missed participation points by completing extra credit assignments. As instructor, I decide whether an absence is “approved” and the means by which you can receive make-up credit.  In addition to talking to me, it is University policy that documented absences (e.g., illness, death in the family) need to be taken to Mrs. Carol Alexander, Provost’s Office, 5th floor (510) North Hall. She will make the determination as to the validity of the absence and provide notification to all of your professors who are affected.

Respect and Integrity: 

As co-participants in this learning community we should both (students and faculty) expect to treat each other with the utmost respect and to adhere to the highest standards of academic integrity, honesty and fairness. As a student, this expectation includes:

• Being present and actively participating in class
• Respecting others, the diversity of their experiences and perspectives, and their opinions (even if they differ from your own)
• Being direct and truthful in communication and taking credit only for work that you have done
• Being accountable to your peers for your class participation and making a good faith effort to ensure that the class goes well.

Class Cancellation:

If for any reason (such as a major snowstorm), the class has to be cancelled, I will place an announcement on the Campus Announcement Network (C.A.N) and leave a message on my voice-mail greeting announcement (662-4775).  If you have any reason to wonder whether class has been canceled, you can check my number to see if such a message is there.  If not, please assume class is meeting!

Evaluation:

Grades will be based on attendance, class participation, completion of assignments and projects.