IDST 301.03/EDUC XXX.XX: THE JUNIOR TRANSFER SEMINAR – THRIVING IN TRANSITION
Semester:
Instructor:
Email:
Office:
Office Hours:
Class Location:
Class Meetings:
Final Exam:
3 credits, graded
Course Overview
This course will challenge students to think critically about educational issues as they transition to a 4-year, research
university. Through readings, videos, course activities, and research, students will explore questions such as:
What is the value of higher education?
What is the value of a liberal arts education?
What is the role of diversity in higher education?
What is intelligence and how does it develop?
What is the role of habit in learning and success?
What is happiness and what is the role of happiness in education?
What does development look like among college-age students?
What is the role of motivation in college success?
This course will also introduce students to qualitative research in education. Students will conduct original research and
present findings. Through weekly field work experiences, students will collect and organize qualitative data from the
university community. For the final project, students will analyze the data they have collected from interviews and
observations as well as reflect on their transfer experience and their educational trajectory. Students will report research
findings in an autoethnography and in a class presentation.
Junior Transfer Seminar
This course is designated as the Junior Transfer Seminar. The Junior Transfer Seminar program was designed to help
junior transfer students make a successful transition to the University. All students who register for this course are junior
transfer students. The goal of this seminar is to give new transfer students the opportunity to work closely with an
instructor in a small-class environment and to meet other transfer students. This seminar emphasizes class discussion as
well as learning in creative ways. The seminar is also designed to help students refine their communications skills,
including the ability to speak clearly and write persuasively, as well as build critical thinking and research skills.
Participating in this seminar may help transfer students build a network of peers with the common experience of
transferring. This support system will help students to thrive through their transition to the University.
General Education Requirements
This course fulfills EE, experiential education, and SS, social science, general education requirements. For information on
the General Education requirements, please visit Academic Advising (http://advising.unc.edu/) and see the Making
Connections Curriculum overview on The Undergraduate Curricula website:
http://www.unc.edu/depts/uc/Curriculum/Curriculum_Overview.html.
Research Intensive Course
This course is designated as a research intensive course. Over half of the course is devoted to students conducting original
research and presenting research conclusions. You may use this course toward earning the Carolina Research Scholar
designation on your transcript. For more information on the Carolina Research Scholar program and to register, visit
http://www.unc.edu/depts/our/students/students_crsp.html.
Required Readings
Weekly required readings are on Sakai. Additionally, you should obtain the following books from the library or Amazon.com.
You must bring the readings to class. Complete the assigned reading BEFORE class. Take notes as you read. Bring the readings
and your notes to every class.
 Dweck, C. (2006). Mindset: The New Psychology of Success. New York, NY: Ballantine Books.
 Duhigg, C. (2012). The power of habit : why we do what we do in life and business (1st ed.). New York: Random
House.
Recommended Readings
You do not have to purchase these books. These books are recommended if you would like to learn more.
 Dembo, M. H. (2007). Motivation and Learning Strategies for College Success: A Self-Management Approach. New
York: Routledge.
 Patton, M. Q. (2001). Qualitative Research and Evaluation Methods. Thousand Oaks, California: Sage Publications.
Field Work
Students will complete two hours of field each week. This field work will focus on collecting qualitative data from
interviews with members of the University community and from on-campus observations. Each week, students must
spend two hours interviewing, observing, scheduling interviews, organizing data, or transcribing fieldnotes. In total,
students will complete 30 hours of field work over the course of the semester collecting qualitative data. The final paper
and presentation for this class will analyze the qualitative data in an autoethnography.
By the end of the semester, students will have completed 10 interviews and 5 observations all within the University
community.
Interviews
Students will use the interview protocol attached to this syllabus as a starting point. Students may choose to add to this
protocol, but they cannot deduct from it. You must take notes or record each interview. (Before recording an interview,
ask permission!) Examples of people you may choose to interview include:
 A faculty member in your major (or intended major)
 A faculty member not in your major (or their intended major)
 A staff member in academic services (The Learning Center, The Writing Center, Academic Advising, The Math Help
Center, etc.)
 A staff member who works on campus in student affairs (The Dean of Students, Residential Education, The
Campus Y, Career Services, Counseling & Wellness Services, etc.)
 A person on campus who was the first person in their family to attend college.
 Someone who studied abroad as an undergraduate.
 A student who is working on undergraduate research.
 Someone who works at the University hospital.
 A graduate student.
 A student who writes for the Daily Tar Heel.
 A fellow transfer student.
 A scholar, artist, musician or actor currently working on campus.
Observations
Students will complete 5 on-campus observations. Each observation must be at least 30 minutes. You must take field
notes for the duration of your observation. You should not participate in the activity you are observing. Your role is to
watch the scene and take descriptive field notes. Students can pick their observation locations based on their interests.
Here are some suggestions:
 The Pit at lunch time.
 The first floor of the Undergraduate Library.
 A student organization meeting.
 An on-campus cultural event (play, concert, film).
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A gallery in the art museum.
A scholarly guest lecture or forum.
An athletic event.
A research lab.
A book reading at Student Stores.
Fulfilling the Two Hours per Week Fieldwork Requirement
You must spend two hours per week on fieldwork. You will need to record your time in a log (found at the end of this
syllabus and due on XX). The time you spend on fieldwork can include:
 interviewing
 observing
 scheduling interviews
 organizing data
 transcribing fieldnotes
Final Project & Presentation: The Autoethnography
Your final project and presentation will analyze the data you have collected over the course of the semester in an
autoethnography. Autoethnography is a form of social science research in which the researcher synthesizes data collected
from observations and interviews with their own lived experience. Your authoethnography must include:
 A clear statement of your “educational scene.”
 A statement of positionality (Who are you? Where are you from? How do these things influence the way you
analyze the data?)
 A section on methodology (Who did you interview? What questions did you ask? What did you observe? When
and for how long?)
 A section on data analysis (Data analysis procedures are clearly explained and detailed).
 A discussion of the themes that emerge from your data.
 Narrative coherence: What is the story that links this data together?
 Direct quotes and descriptions from your interviews and observations.
 Your lived experience: describe your experience collecting this data, participating in this class and transferring to
Carolina.
 Relevant appendices (interview protocols, fieldnote guides, memoing guides).
Authoenthographies are written in the first, person narrative and explore the author’s lived experience during the
research process. To complete this assignment successfully, you will need to describe your experience and use the data. If
you do just one or the other, you will not fulfill the assignment requirements.
You may write your autoethnography in narrative form (at least 10 double-spaced pages not including the Appendices).
Or, you may choose to present your autoenthography in a visual, electronic or web-based format. For example, your
autoethnography may be a video, multimedia presentation, or a webpage. If you choose an alternative format, please
discuss your plans with your instructor beforehand. Remember that you still must weave in direct quotes and descriptions
from your interviews and observations.
Each student will make a 5-8 minute presentation on their research-based autoethnography.
A Note on Finding Your Educational Scene
As we start doing research, you will, over time, begin to narrow your focus on a particular educational scene at Carolina
and exploring how you relate to that educational scene. It will take some time and some data collection for you to figure
out what your scene will be; but, to give you some examples, below are sample titles from the final project
autoethnographies of students who have taken this course in the past:
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UNC-Duke: An Autoethnography of the Tobacco Road Rivalry
Community College Transfer Students at The University of North Carolina-Chapel Hill: An Autoenthography
Education and the Pursuit of Happiness Among Undergraduates: An Autoenthography of My First Semester at Carolina
The Black Student Movement at Carolina: An Autoethnography
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More Alike Than You Think: An Autoenthography of My Time Interviewing the Homeless and Carolina Undergrads on Franklin
Street
An Autoethnography Exploring Mental Health and Well-Being Among Undergraduates at UNC-Chapel Hill
Boots and Books: An Autoenthnography of My Transition from Marine to Undergrad
To Bleed or Not To Bleed, That Is The Question: An Autoenthography Exploring Individual Identity and Group Identity at the
University of North Carolina at Chapel Hill
Conversations on the Bus: An Autoethnography of Interviews and Observations on the Buses at UNC-Chapel Hill
Carolina and the Arts: An Autoenthography of Exploring Arts and Culture on Campus
The Flagpole Smokers: Finding My Community at Carolina
Class Format
This course meets two days per week (Tuesdays and Thursdays). On Tuesdays we will focus on discussing interdisciplinary
readings on higher education. You should come to class on Tuesdays:
1. with a copy of the reading,
2. having completed the assigned reading for the day,
3. and with at least one-page of notes and critical thinking questions on the reading (expect this page to be
collected by the instructor).
Classes on Tuesdays will be devoted to lectures and seminar discussions concerning the readings.
Thursdays will be devoted to developing your skills as a qualitative researcher through workshops and collaborative
learning activities. On Thursdays you should come to class:
1. with a copy of the assigned reading,
2. having completed the assigned reading for the day,
3. prepared to discuss your field work experiences,
4. with your plans for keeping your research project moving forward,
5. and with questions or concerns regarding your research.
Critical Thinking Questions
Critical thinking skills are imperative to your success as a university student. Critical thinking is a process of reflecting and
questioning assumptions. Critical thinking skills include observation, interpretation, analysis, inference, evaluation,
explanation, and metacognition (thinking about your thinking). As you progress as a scholar asking the right questions
becomes as important, if not more important, than finding the “right” answers. Each week, for your Tuesday reading, you
must develop a list of questions about the reading. It is up to you how many questions you write each week, but if you are
really engaging the material I would expect that you would have at least 4-5 questions per article and closer to 10 or 15
questions for longer chapters or segments from books. Completing a list of questions each week will count for 10 points
of your final grade. Questions will be collected each Tuesday. Questions should be typed, include your full name as well as
the title of the readings for the day, and should be labeled (“Critical Thing Questions 1, 2, 3, etc.”). If you miss a week, you
can submit it during the “Make-up” week (see the course schedule). Your questions should be detailed and challenge you
to think critically about the text. Based on class discussion, you may add more questions at the bottom of the page. See a
sample page of Critical Thinking Questions at the end of this syllabus.
Mid-term and Final Exams
The mid-term and final exams will focus on content from the required readings and class lectures. The exams may include
short answer essays questions and multiple choice questions. To perform well on the exams, students should complete all
required reading, come to every class meeting, and take thorough notes.
Grades: Your letter grade is determined by total number of points you earn.
Points can be earned from the following class components:
Critical Thinking Questions
10
Fieldwork Log
5
Midterm Exam
15
Final Paper
35
Final Paper Presentation
20
Final Exam
15
This table shows the percentage of points required to get each letter grade:
94-100 = A
87-89 = B+
77-79 = C+
66-69 = D+
90-93 = A84-86 = B
74-76 = C
60-65 = D
80-83 = B70-73 = CLess than 60 = F
Class Policies
Academic Honesty
The Honor Code is in effect at all times to ensure the integrity of our learning experiences. In accordance with the Honor
Code, students must sign a pledge on each paper and exam to state that they have complied with the Honor Code. For
our exams, this means that you take them without the help of notes, books, other people or any other kind of external
aid. It also means that you take steps to reduce the possibility of others’ cheating by protecting your own examination
paper from the view of others.
Electronic Devices
Turn off and put away all electronic devices before class begins. Please do not look at or use any electronic devices for the
duration of the class period.
Late Papers
If you anticipate some conflict with a paper deadline, then submit EARLY. Late submissions will be accepted, but there will
be a 2-point deduction for each day that they are late.
Final Exam Schedule
The class will take the final exam at the time assigned to us by the University. If you have two exams at the same time or
three exams within 24 hours, you must see an academic advisor or assistant dean in Academic Advising for an exam
excuse form if you wish to reschedule the final exam.
The Writing Center
The Writing Center is an excellent resource on campus to support your development as a writer. If you have never gone
to the Writing Center, I encourage you to make an appointment for a face-to-face session with a Writing Center tutor. The
Writing Center is not a proofreading service, but a tutor will gladly discuss your plans for your autoethnography as you
begin working on the assignment. You can make an appointment online: http://www.unc.edu/depts/wcweb/
For students working with Accessibility Services: please see the instructor as soon as possible to discuss any necessary
arrangements.
The Personal Librarian Program
This program provides each incoming transfer student with a designated contact in the University Library. The librarian
can make referrals to library and campus resources as needed. The program can connect you with expert library staff to
help you navigate their campus and research information needs. Visit http://library.unc.edu/personal-librarian/ or contact
Suchi Mohanty, Director of the Undergraduate Library, at smohanty@email.unc.edu for more information.
Transfer Student Website
Transfers.unc.edu is the central repository of information and resources geared towards the diverse needs of transfer
students.
Course Schedule
Week
1
2
Tuesdays
Thursdays
Focus on Interdisciplinary Readings
Focus on Qualitative Research
XX/XX Topic: Day 1
XX/XX Topic: Introduction to
Educational Research
XX/XX Topic: What is the value of
higher education? What is the
value of a liberal arts education?
Readings Due:
1. What are the Liberal Arts
and Why a Liberal Arts
Matter
2. College at Risk
3
XX/XX Topic: More on the Liberal Arts
and The History of UNC-Chapel Hill
Readings Due:
1. If Students Are Smart,
They’ll Major In What They
Love
2. Bucking Cultural Norms,
Asia Tries the Liberal Arts
4
BRING YOUR LAPTOP TO CLASS
XX/XX Topic: Growth Mindset - What
is intelligence and how does it
develop?
Readings Due:
Mindset
5
XX/XX Topic: Panel of Seniors Who
Transferred
Reading Due: Types of Educational
Research
XX/XX Topic: Writing Field Notes
Readings Due:
1. On Writing Fieldnotes
2. Tips for Writing Fieldnotes
6
XX/XX Topic: What is the role of
diversity in higher education?
Readings Due:
1. Why Does Diversity Matter
in College Anyway
2. Real Work
3. A Matter of Degrees
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Syllabus Review & Introductions
Start 2 hours of field work
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2 hours of field work
Watch David Foster Wallace “This is
Water” video (In-class Tuesday)
Read Mindset (finish by XX/XX)
Critical Thinking Questions 1 due
(Tuesday)
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Start Reading Mindset (finish by
XX/XX)
BRING YOUR LAPTOP TO CLASS
XX/XX Topic: Qualitative Interview
Design
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Reading Due:
Qualitative Interview
Design
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XX/XX Topic: Memoing and
Ethnography
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Reading Due:
Ethnographic Designs
(Creswell 472-496)
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Start 2 hours of field work
Virtual Museum Activity (In-class
Tuesday)
Read Mindset (finish by XX/XX)
Critical Thinking Questions 2 due
(Tuesday)
2 hours of field work
Read The Power of Habit (finish by
XX/XX)
Critical Thinking Questions 3 due
(Tuesday)
Fieldwork log check (Thursday)
Start Reading The Power of Habit
(finish by XX/XX)
BRING FIELDWORK LOG TO CLASS
XX/XX Topic: An Autoethnography
On Learning About
Autoethnography
Reading Due:
Assignment Due: Bring questions for
seniors who transferred last year
Assignments & Activities
Readings Due:
An Autoethnography On
Learning About
Autoethnography
XX/XX Topic: Narrative Research
Design and Midterm Review
Reading Due: Narrative Research
Designs (Creswell 511-532)
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2 hours of field work
Senior and former transfers visit class
(Tuesday)
Read The Power of Habit (finish by XX/XX)
 Critical Thinking Questions 4 due
(Tuesday)
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2 hours of field work
Midterm Review (In-class Thursday)
Read The Power of Habit (finish by
XX/XX)
Critical Thinking Questions 5 due
(Tuesday)
7
XX/XX Topic: Midterm
XX/XX Topic: Using E-Resources to
Find Example of Authoethnographies
No Reading Due
8
XX/XX Topic: What is happiness and
what is the role of happiness in
education?
Readings Due:
1. Prep for Watching The Film
“Happy”
2. The Future of American
Colleges May Lie, Literally,
In Students Hands
3. The University Gazette –
Inmate Education
9
10
XX/XX Topic: What does development
look like among college-age
students? – Emerging Adulthood
13
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XX/XX Topic: Qualitative Data
Analysis
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Readings Due:
1. Strategies for Qualitative
Data Analysis
2. Turning In: Positionality,
Subjectivity, and
Reflexivity
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XX/XX NO CLASS
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XX/XX Topic: Statement of
Positionality and Preparing Final
Projects
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Worksheet Due:
Statement of Positionality
XX/XX Topic: Reflexivity In Research
and Rubric for Final Paper
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XX/XX NO CLASS
Readings Due:
1. Reflexivity In Research
2. Qualitative Data Analysis
Pages 31-56
XX/XX Topic: Final Project Workshop
XX/XX Topic: Academic Motivation
Reading Due:
Finding Your Story: Data
Analysis
XX/XX PRESENTATIONS 1-6
Reading Due:
1. Emerging Adulthood
2. Emerging Adulthood
Powerpoint
XX/XX Topic: What is the role of habit
in learning and success?
XX/XX Topic: The Philosopher Kings
Reading Due:
Here’s Hoping
12
Reading Due:
Shakespeare in the Bush
Read The Power of Habit (finish by
XX/XX)
Reading Due:
The Power of Habit
11
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Readings Due:
1. Writing Your Way to
Happiness
2. It’s Note Me, It’s You
Reading Due:
Race, Culture, and Researcher
Positionality
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2 hours of field work
Midterm (In-class Tuesday)
Read The Power of Habit (finish by
XX/XX)
E-Resources Tutorial and Search for
Autoethnography Examples (In-class
Thursday)
2 hours of field work
Watch Documentary Happy (In-class
Tuesday)
Coding Practice (In-class Thursday)
Read The Power of Habit (finish by
XX/XX)
Critical Thinking Questions 6 due
(Tuesday)
2 hours of field work
Read The Power of Habit (finish by
XX/XX)
Critical Thinking Questions 7 due
(Tuesday)
2 hours of field work
Sign-up for presentation date
Workshop on statement of positionality
(In-class Thursday)
Critical Thinking Questions 8 due
(Tuesday)
2 hours of field work
Watch “The Philosopher Kings” (In-class
Tuesday)
Critical Thinking Questions 9 due
(Tuesday)
Review Rubric for Final Paper
(Thursday)
2 hours of field work
2 hours of fieldwork
Critical Thinking Questions 10 due
(Tuesday)
Review Presentation Rubric and
Expectations
Watch Powerstance Video (In-class
Tuesday)
Presentations start
14
XX/XX PRESENTATIONS 7-12
XX/XX PRESENTATIONS 13-19
15
Reading Due:
Towards A Positive University
XX/XX PRESENTATIONS 20-25
XX/XX NO CLASS
16
Assignment Due:
Field Work Log
XX/XX Topic: Review for Final Exam
Assignment Due:
Final Paper
FINAL EXAM:
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2 hours of field work
Critical Thinking Questions Makeup due
if necessary (Tuesday)
Presentations
2 hours of field work
Field work log due
Presentations
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Presentations
Review for Final Exam
Final Paper Due
Class Wrap-Up
Interview Protocol
Things to Record in Your Field Notes:
 The full name of the person you are interviewing.
 A description of the scene (Where is the interview taking place? What are the sounds, sights, smells of this
location?)
 Who the interviewee is (a student, professor, administrator, artist, researcher, etc.).
o If interviewing a staff member, ask for a business card.
o If interviewing a student, write down their major and year of study.
Questions:
o Tell me about your experience as an undergraduate student.
o
What barriers or obstacles have you overcome on your path to earning your undergraduate degree?
o
What is one recommendation you have for a student new to Carolina?
o
What do you think is the value of a liberal arts education?
o
What do you think is the role of diversity in a liberal arts education and at a research university?
o
What do you like most about being at Carolina?
Remember to:
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Address faculty and staff respectfully. Use titles (Mr., Mrs., Dr., Professor) when sending emails to schedule an
interview and during the interview.
Ask permission before recording an interview.
Say “thank you for your time” at the conclusion of the interview.
Interviews must be done in person (not by email, phone or skype).
Fieldwork Log
Week
Date(s)
Activities
Time spent on activities
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total = 30 Hours
Student Name
Date
IDST 301: Junior Transfer Seminar
Critical Thinking Questions 1 - SAMPLE
Article: Why a Liberal Arts Education Matters, By Vedika Khemani
1. How important is it to remove yourself from your comfort zone?
2. How do you define critical thinking?
3. What does it mean to be successful in college? Beyond college?
4. Why is there a negative connotation to working in a sector that is not your major?
5. Why do reports contain lists of worthless majors? Is there such a thing as a “worthless” major?
6. What jobs are actually available for deep and thoughtful thinkers?
Article: College at Risk, By A. Delbanco
1. If higher education is so important, why isn’t it free?
2. Is higher education undervalued in rural areas? In low-socioeconomic areas?
3. Is college still for men with means and leisure?
4. If the Socratic method is so effective, why isn’t it used more often?
5. Is education a business? Is education a service?
6. How do you measure a liberal arts education?
7. What is the role of college is the right to pursue happiness?
8. What is the role of experiential education in a liberal arts education?
9. What are some cultural influences on college student major selection?
10. Can liberal arts education keep our workforce globally competitive?
11. Would employers and future employees benefits from a global standardization of education?
12. Why are teachers underpaid? What influence does this have on the quality of education?
Additional Questions from Class Discussion:
- Can you prepare someone for a job that does not yet exist?
- Who defines what a “well-rounded” education is?
- How do you connect your classroom learning to your learning from life experience?