FIRST YEAR SEMINAR (UCOL-U110, SEC 9868):
CHANGE THE WORLD: EMPOWERING STUDENTS TOWARD SOCIAL JUSTICE
Fall Semester 2012
UCOL BE 499 SECTION 32048
Tues & Thurs 10:30-11:45 a.m.
UC 2135
INSTRUCTIONAL TEAM
Professor: Dr. Nancy Goldfarb
Email: ngoldfar@iupui.edu
Office: UC 2001F
Phone: 278-8431
Office Hours: Tues 3:00-4:00 p.m.; Thurs 2:00-3:00 p.m.
Advisor: Enjoli Hampton-Brown
Email: enhampto@iupui.edu
Office: UC 3037
Phone: 278-8630
Office Hours: By appointment
Librarian: Tony Stamatoplos
Email: astamato@iupui.edu
Office: UL 3120A
Phone: 278-1374
Office Hours: By appointment
Student Mentor: Marvin Shamuyarira Office: UC 2005
Phone: 278-9161
Email: kumshamu@iupui.edu
Office Hours: By appointment
COURSE DESCRIPTION
Welcome to the Change the World Themed Learning Community First-Year Seminar. The First-Year
Seminar is designed to help you transition into the university culture. This seminar will provide a safe
place where you will gain important skills that are essential to your success in college. Our team is here
to help you experience a successful first year at IUPUI. Don’t ever hesitate to call on any of us when you
have a need.
This section of U110 First Year Seminar (2 credit hours) is part of a themed learning community, which
means it is linked to two other courses: Introduction to Anthropology (ANTH-A104) and Fundamentals
of Public Speaking (COMM R110). The theme of our learning community is social justice. Through the
activities and assignments in our class, you will have the opportunity to make connections to and
explore the issues you are learning about in anthropology class so that you can incorporate them into
your speeches for your Fundamentals of Public Speaking class.
COURSE GOALS
By the end of the semester, students will be able to:
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Articulate the purposes and value of higher education
Respond in healthy and productive ways to the challenges of academic excellence and persistence
Describe their values, interests, and personal strengths (Holland code)
Explore academic majors and career options
Utilize the Holland code to develop a personal development plan (PDP), including career and
academic plans, that reflect their values, interests, and personal strengths
Describe how to find information sources and determine the appropriate sources for an assignment.
Differentiate between open and restricted web sites and between popular and scholarly sources.
Incorporate research as a valuable and relevant activity for life-long learning.
Integrate learning from Anthropology and Public Speaking classes:
a. broaden awareness of local, national, and global issues
b. develop greater appreciation for cultural differences and how they affect relationships
c. expand awareness of social, economic, and environmental injustices in the world and
explore effective ways of addressing them
REQUIRED TEXTS
Planning calendar
Online articles - Oncourse
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COURSE FORMAT
The format for this course is a seminar, which means that we will focus each time we meet on a
particular topic wherein everyone actively contributes. We will discuss assigned readings during class
sessions. Given the scope of the course, there may be some readings and homework assignments that
will not be fully explored during class sessions; however, you are still responsible for ALL of the required
readings and homework assignments.
CONTRIBUTIONS
Attending and contributing to course discussions will be vital for success in college. When you are here
and contribute, you will be in the best position to demonstrate what you have learned. Therefore, you
are expected to arrive to class on time prepared to contribute daily in this seminar. This expectation
includes having completed any required reading and writing assignments prior to the start of each class
session so that you are prepared to contribute to our seminar’s conversations and activities.
TARDINESS
Arriving late to class and leaving early from class is a disruption to the academic process in college and is
highly discouraged. Come to class on time, plan to remain in class the full time, and return from breaks
on time. If you must be late or leave early, please discuss your situation with your professor and arrive
or leave the classroom quietly. Generally, students who arrive to a class more than 15 minutes late or
leave a class more than 15 minutes prior to the conclusion of a class are counted as absent.
EXPECTATIONS
What you can expect from the instructional team: We will
 take you and your work seriously. We’ll treat you fairly.
 provide you with challenging assignments and will expect you to wrestle with complex ideas and
think critically about issues and problems.
 give you individual attention as you need it—and whenever you ask.
 try to help you with questions you have about college life and the university in general.
 promptly respond to your submitted work—within a week, generally.
 give you clear guidance for the work you undertake in the course.
What we expect from you: You will
 be in class every day on time and will contribute to the daily discussions.
 plan for appropriate out-of-class time to master the work for this course. The general rule is 2-3
hours of out-of-class time for each hour of in-class time. Therefore, plan to spend between 2-3
hours of out-of-class reading and study time per week for this course.
 complete your work on time.
 respect yourself, your work, your classmates, and your instructional team members. If you choose
to disrespect your classmates or any member of the instructional team, you will be asked to leave
class, and you may face personal misconduct charges, which can result in failing the course.
 take our class time seriously—you’ll come on time and be prepared, and you’ll keep on task. (If
you are not able to keep on task, you will be reminded only once—after that you will be asked to
leave and may face personal misconduct charges resulting in a failing course grade.)
 ask us if you have any questions, large or small. Asking questions is critical to success!
CLASSROOM AND COMMUNICATION ETIQUETTE
Attending college is a privilege. Unlike high school, college is not required and we assume that you want
to be here. Part of a successful transition is learning to operate in the culture of the university.
Therefore, there are general rules of etiquette that guide students’ behavior in college classrooms and
in communication with instructors. The following list of guidelines will govern both our classroom and
communication etiquette for this course and should help you as you transition into the college culture:
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Come to class prepared with paper and a writing utensil (pen/pencil). Always arrive early and be
ready to take notes.
Sit attentively and actively contribute when appropriate.
Respect others by not talking, sleeping, or doing other work when the instructor or a peer is
talking.
Always behave ethically in your dealings with others and in your academic pursuits.
Never have your cell phone on in the classroom. If you have an emergency and are expecting an
important call, inform your instructor prior to the start of class and ask for approval to have your
phone on during the class session.
Always use a civil and respectful tone of voice and manner when talking to others in class.
If your instructor allows food/drink in the classroom, eat/drink quietly and clean up after yourself.
There is no need in college to ask to be excused to use restroom facilities. If the need arises,
quickly and quietly leave the room and reenter quietly.
Never record or photograph a class session without prior approval from the professor. Course
sessions are considered the intellectual property of the instructor.
Always take down in your notes information written on the board by the instructor.
Never begin closing books or gathering your belongings before the instructor is finished and has
dismissed the class. Such actions are considered rude and unacceptable in college.
Always inform your instructor ahead of time if you cannot be in class.
Always address your instructor as Professor “X”, unless otherwise noted by the instructor.
Email etiquette is extremely important in university culture. Always be sure to use a clear subject
heading that indicates your message’s content. Remember that your messages are permanent;
therefore, always use proper writing techniques: salutations, spelling, grammar, punctuation,
capitalization, complimentary closings, etc. Proofread for both content and mechanical errors
before sending emails because there is no good excuse for improper messages.
COURSE EVALUATION
Daily seminar contributions
Student mentor conference
Group drawing activity reflective essay
Scavenger hunt
Saraga research worksheet
Enrollment shopping cart
Career research worksheet
Fieldwork project group presentation
Personal Development Plan (PDP)
Semester-in-Review presentations
Course Grading Scale:
A+
= 97-100
B+ = 87-89
A
= 93-96
B = 83-86
A= 90-92
B- = 80-82
20%
5%
10%
5%
10%
5%
10%
10%
20%
5%
C+ = 77-79
C = 73-76
C- = 70-72
D+ = 67-69
D = 63-66
D- = 60-62
F = 59 
Late Work Policy
 Assignments need to be submitted on time on their due dates.
 Late assignments will be penalized one full-letter grade for each day they are late.
ELECTRONIC DEVICES IN THE CLASSROOM
You've committed to spend each class period exclusively with your classmates and instructional team.
Any outside communication can wait until class has ended. Therefore, make sure your phone and laptop
are turned OFF and stored away before you enter our classroom. Phone calls, texting, and typing during
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class are not permitted. Violating this policy by disturbing others during class can have negative
consequences, including being marked as absent or being asked to leave class.
IUPUI’S PRINCIPLES OF UNDERGRADUATE LEARNING (PULS)
As an IUPUI undergraduate student, you will need to understand and demonstrate use of the PULs
through your course work in U110. These six principles are designed to guide you throughout your
entire undergraduate program at IUPUI. We will work with all of the principles in U110:
Core Communication and Quantitative Skills
Integration and Application of Knowledge
Intellectual Depth, Breadth, and Adaptiveness
Understanding Society and Culture
Values and Ethics
Critical Thinking
ADMINISTRATIVE WITHDRAWAL POLICY
A basic requirement of this course is that you will attend and contribute to class. Keep in touch with one
of our instructional team members if you are unable to attend, participate, or complete an assignment
on time. If you miss more than half our class meetings within the first four weeks of the semester
without contacting one of the instructional team members, you will be administratively withdrawn from
this course. Our course meets twice per week; thus if you miss more than four classes in the first four
weeks, you will be withdrawn. Administrative withdrawal may have academic, financial, and financial aid
implications. Administrative withdrawal will take place after the full refund period, and if you are
administratively withdrawn from the course you will not be eligible for a tuition refund. If you have
questions about the administrative withdrawal policy at any point during the semester, please contact
any member of the instructional team.
UNIVERSITY COLLEGE FRESHMAN DROP POLICY
University College first-year students (25 credit hours or below) may not drop more than one course per
semester. This policy will be enforced through advisor sign-off on drop requests. This policy does not
include course adjustments made during the first week of class nor does it apply to classes in which a
student has been “administratively withdrawn.”
EARLY ALERT SYSTEM (FLAG)
This semester we will be using IU’s FLAG Early Alert System to provide real-time feedback on your
performance in this course. Periodically throughout the semester we will be entering data on factors
such as your class attendance, participation, and success with coursework, among other things. This
information will provide feedback on how you are faring in the course and offer you suggestions on how
you might be able to improve your performance. You can access this information in the student center:
Onestart > Student Services page > Student Center > My Academics and Grades > My Grades.
ACADEMIC INTEGRITY, ACADEMIC MISCONDUCT, AND STUDENT CODE OF CONDUCT
If you are caught cheating on an assignment, you will fail the entire course. In addition, the usage of
another’s idea(s) without proper citation is considered plagiarism. Unintentional plagiarism may result
in a failing grade for that assignment. Intentional plagiarism will result in a failing grade for the entire
course and will be cause for disciplinary action, which can include expulsion from the university through
the Dean of Students office. For specific policies regarding cheating and/or plagiarism and other
detailed campus-wide policies governing the conduct of courses at IUPUI, visit
http://registrar.iupui.edu/course_policies.html.
STUDENT COUNSELING AND PSYCHOLOGICAL SERVICES (CAPS)
Over the course of the semester, if you find that stress is interfering with your academic or personal
success, consider contacting Counseling and Psychological Services (CAPS). CAPS provides direct
professional psychological services, including crisis response, counseling, assessment, and referral, that
are accessible to, and provide for, the general well-being of all IUPUI students. For more information,
visit http://life.iupui.edu/caps/, or contact capsindy@iupui.edu or 274-2548.
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STUDENT ADVOCATE
The Student Advocate helps students solve problems by offering objective consultation, promoting self
advocacy, and providing information on campus and community resources. Any student, parent, faculty,
or staff member with a student-related question, complaint, conflict, or general concern should feel free
to contact the IUPUI Student Advocate, IUPUI Student Advocate, Campus Center, Suite 350, (317) 2787594, stuadvoc@iupui.edu.
CLASS CANCELLATION
IUPUI rarely closes. Should the university cancel classes due to a weather emergency or some other
crisis, the information will be broadcast widely on Oncourse, Onestart, local radio and television
stations, as well as IUPUI’s automatic calling/emailing/texting service. As long as the university is open
and classes are in session, we will try our best to meet this class. Should there be an occasion when we
are unable to make it to campus and need to cancel class, David will send a high-priority email through
Oncourse at least two hours prior to the start of class, so please check Oncourse regularly. Otherwise,
plan accordingly (leave early to arrive on time) to meet for class at its regularly scheduled time.
IUPUI POLICY ON DIVERSITY
Having diversity in classrooms, research labs, clinical practice settings, and places of work are essential
to the fundamental work of the university. If you are to learn, you must be encouraged to ask questions,
seek knowledge from those with whom you disagree, and take part in open and honest debate. The
ability to learn from and use diverse perspectives is instrumental to constructive problem solving and
good citizenship, so it is essential that the campus have an environment that encourages interaction
among individuals of diverse backgrounds. IUPUI students, faculty, and staff expect and deserve to work
in a healthy, supportive atmosphere that respects differences.
STUDENTS AND DISABILITIES
The Office of Adaptive Educational Services (AES) helps students with disabilities receive appropriate
accommodations from the university and their professors. Students needing accommodation because
of a disability will need to register with the AES before accommodations will be given. The AES office is
located in Taylor Hall, UC 100. You can also reach the office by calling 274-3241. Visit
http://aes.iupui.edu/ for more information. If you need accommodation in order to complete the work
of this course, please let any of us on the instructional team know as soon as possible (we need only
discuss the accommodation you need).
TOBACCO FREE IUPUI AND INDIANA’S NEW SMOKE-FREE-AIR LAW
While IUPUI has had a tobacco-free policy since 2006, the new Indiana state law enacted on July 1, 2012
makes smoking in IU facilities or within eight feet of an entrance illegal and a citable offense subject to
fines. As such, the IU Police Department will begin issuing warnings in July and soon after will start
issuing citations. Additionally, violations will be referred to the appropriate administrative office for
review and appropriate administrative action. We want referrals, formal warnings and citations to be a
very last resort – We are asking for your support in complying with the law and university policy, and
also through sharing this message with others. For more information, please refer to Tobacco-Free
IUPUI website http://www.smokefree.iupui.edu/
FERPA POLICY (FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT)
FERPA is a federal law that protects the privacy of student education records. College student records
are considered private, confidential information. As your professor, I am required by law not to divulge
any student information to a third party outside the university system, which includes students’ parents,
family members, and/or friends. Therefore, I will not communicate with students’ parents, family
members, and/or friends regarding students’ grades or progress in any course. For more information on
FERPA, visit http://registrar.iupui.edu/confiden.html.
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U110 FIRST-YEAR SEMINAR FOUNDATIONAL GOALS AND LEARNING OUTCOMES
In support of establishing high expectations and strengthening academic content of first-year seminars,
six overarching goals have been defined for these courses:
1. Provide students with an introduction to the purposes and values of higher education
2. Facilitate students’ exploration of multicultural perspectives
3. Challenge students toward attainment of academic excellence and persistence
4. Encourage students to explore academic ma ors and career options
5. Assist students in the development of their personal development plan (PDP)
6. Support students’ transition into the university and their academic majors
Goal 1
Provide students with an introduction to the purposes and processes of higher education
Learning Outcomes
Students will explain what is involved in critical thinking as a fundamental process of the academic
community as well as comparing the multiple ways of knowing that exist among the academic
disciplines by:
1. Identifying and practicing appropriate academic behavior, including practices of academic integrity
2. Identifying the multiple levels of critical thinking that they will be expected to demonstrate as they
progress in their academic work
3. Applying critical thinking strategies to a seminar project or activity
4. Applying evaluation criteria to determine credibility of information
5. Applying IUPUI’s Principles of Undergraduate Learning to educational experiences
6. Discussing how an integrative and interdisciplinary approach to undergraduate learning fosters
intellectual engagement
Goal 2
Facilitate students’ exploration of multicultural perspectives
Learning Outcomes
Students will increase their abilities to recognize cultural traditions, appreciate the diversity of the
human experience, and make sound decisions with respect to individual conduct and citizenship by
1. Explaining what multiculturalism and globalization means
2. Practicing scholarship as part of a dialogue with cultural, religious, economic, societal, and global
interests
3. Distinguishing and applying the use of multiple ways of seeing and knowing about the world
4. Assessing their own development of multicultural perspectives
5. Exploring problems and issues from multiethnic, multiracial, multicultural, and multireligious points
of view
Goal 3
Challenge students toward attainment of academic excellence and persistence
Learning Outcomes
1. Students will develop the communication skills necessary for academic success by:
a. Demonstrating civility in communications with faculty and advisors
b. Communicating effectively and efficiently utilizing technology
c. Communicating with faculty, advisors, and peer mentors on issues related to academic progress
d. Participating in active learning assignments such as small and large group discussions and
projects
2. Students will implement effective learning strategies by:
a. Interpreting and completing academic assignments in a thorough and timely fashion
b. Identifying and utilizing learning styles
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c. Utilizing technology in support of learning
d. Analyzing and utilizing strategies for successful completion of assignments, note taking,
classroom participation, and examination preparation
e. Developing effective organizational and time management skills
f. Establishing a financial management system supportive of continued academic engagement
3. Students will cultivate a supportive and positive university learning experience by:
a. Utilizing campus and University College resources (e.g., technology, University Writing Center,
Bepko Learning Center, Speaker’s Lab, and Mathematics Assistance Center) in support of
academic success
b. Connecting with student organizations and co-curricular activities
c. Interacting with library professionals to explore information literacy, including but not limited to
the identification of library resources, Web credibility, electronic databases and articles, and
scholarly publications
d. Exploring RISE activities in support of academic engagement
Goal 4
Encourage students to explore academic majors and career options
Learning Outcomes
Students will establish connections between their academic objectives and future professional careers
by:
1. Exploring how their interests, talents, and educational abilities align with specific majors and careers
of interest
2. Determining requirements for admission to selected major(s) (unit, school, and departmental
certification)
3. Determining courses, requirements, and skills required for specific majors
4. Identifying distinctions and relationships among academic disciplines
5. Utilizing university informational resources to increase knowledge of career options related to
academic majors of interest
6. Identifying employment opportunities that reflect personal career objectives
7. Articulating meaningful career objectives and goals
Goal 5
Assist students in the development of their personal development plan (PDP)
Learning Outcomes
Students will develop a personal development plan (PDP) by:
1. Identifying the aspirations and strengths they already have as well as other skills they need to build
to support their success in college
2. Developing and evaluating a major and career vision by utilizing their major and career research (as
accomplished above in Goal 4) as the basis of informed and realistic decision making
3. Connecting a larger sense of personal values and life purpose to the motivation and inspiration
behind their academic and career goals
4. Identifying long-term and short-term goals
5. Identifying and locating programs, people, and opportunities to support and test goals
6. Identifying and fulfilling requirements for the plan of study
7. Analyzing academic progress over the semester in terms of academic and career success strategies
Goal 6
Support students’ transition into the university and their academic majors
Learning Outcomes
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Students will prioritize and identify strategies to accomplish in the second semester and subsequent
years for their general education and their successful transition to their majors by:
1. Determining action steps that will support their academic success for transition into their majors
2. Continuing their relationship with a University College advisor and/or a school-based advisor
3. Communicating with faculty or advisors on matters related to course or academic plans
4. Identifying appropriate ways to balance school, work, and co-curricular activities
Final Note
We team members are excited about the opportunity to see you become a successful college student
this spring semester! More importantly, we want you to become a life-long learner—open to new ideas,
eager to set out to find new answers to innovative questions, and ready to meet the challenges that life
will surely present you. You're beginning a marvelous journey of discovery in the academy that may
take you to far-off, exotic destinations, which at times might seem quite foreign to you. Be assured that
you will come to embrace these unknowns more readily after having been a part of this seminar. In
addition, you will have the opportunity to understand yourself better and enhance your confidence level
through this seminar. You will soon understand the dynamic of success in our seminar—that together
we can all learn more and go much farther than any one of us could alone.
Please keep these guidelines and course schedule where you can refer to them often. You are
responsible for understanding and following the information presented within this syllabus. As we work
together, you'll discover how enjoyable and productive this semester will be for you. The instructional
team is really looking forward to getting to know you. Please stay in touch with us throughout the
semester. We wish you well as you embark upon your first semester at IUPUI!
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COURSE SCHEDULE – FALL 2012
* COURSE READINGS - All reading materials listed in the schedule below can be found on Oncourse under
the Resources Tab – Articles folder. For each assigned reading, come to class prepared with three
quality questions typed up to contribute to class discussions.
TOPIC
Week 1
Tues. Aug 21
Thurs. Aug 23
Week 2
Tues. Aug 28
IN-CLASS TOPIC
ASSIGNMENTS DUE
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U110 Student Expectations Survey
Seminar overview and U110 course goals
Dates to know & advising role
Partnership for Academic Excellence
Getting to know you : What cultures do you
bring to our community?
 “Why am I in college?” essay assigned
 Cultural views on education/ the value of a
college education
 Technology at IUPUI: Oncourse
Read syllabus carefully
1-2 page typed essay response to:
“Why am I in college?”
 Celebrations & Challenges
 What’s your code? Understanding your
Holland code
 Mentor conferences
Personal calendar filled in with all
syllabi assignments, exams, and
project due dates
Maura Cullen – 8/29 – 7-9 p.m., CE 450
Thurs. Aug 30
Week 3
Tues. Sept 4
 Current Events
 Communication etiquette
 Campus scavenger hunt
Begin mentor conferences
Read “Are Your Students
Communicating Appropriately?”*
and prepare three quality questions
for class discussions
 Celebrations & Challenges
 Personal Development Plan (PDP)
 Group advising prep (meet in classroom,
walk to computer lab, ES2119)
Continue mentor conferences
Thurs. Sept 6
 Current Events
 Classroom etiquette
 Role play and discussion on classroom
behavior
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Read “Student Perceptions of
Classroom Incivility”* and prepare
three quality questions for class
discussions
DATE
Week 4
Tues. Sept 11
Thurs. Sept 13
Week 5
Tues. Sept 18
Thurs. Sept 20
Week 6
Tues. Sept 25
Thurs. Sept 27
Week 7
Tues. Oct 2
Thurs. Oct 4
Week 8
Tues. Oct 9
Thurs. Oct 11
IN-CLASS TOPIC
ASSIGNMENTS DUE
 Celebrations & Challenges
 FLAG presentation
 Experiential learning (group drawing activity)
Mentor conferences end this week
 Current Events
 Reflection on group drawing activity
Reflective essay on group drawing
activity
 Celebrations & Challenges
 Group Advising (meet in classroom, walk to
computer lab, ES2119)
Major & Career Info Day (Noon-2 pm)
Group scavenger hunt projects
 Current Events
 Planning and researching your Fieldwork
Project
 Saraga International Market field trip
 Library research on items purchased at
Saraga treasure hunt sheet
Saraga (Meet in classroom, walk to UL 1130)
 Celebrations & Challenges
 Presentations on items purchased at Saraga
Presentations on Saraga items
 Current Events
 Ace That Midterm! Test-taking and study
skills
 Celebrations & Challenges
 Balancing your life
 Reality check assigned
 Current Events
 Educational Goals assigned (PDP, Part 1)
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Read “What a Student Owes His
Teacher”* and prepare three quality
questions for the professors
attending the professor panel
DATE
Week 9
Tues. Oct 16
Thurs. Oct 18
Week 10
Tues. Oct 23
Thurs. Oct 25
Week 11
Tues. Oct 30
Thurs. Nov 1
Week 12
Tues Nov 6
Thurs. Nov 8
IN-CLASS TOPIC
ASSIGNMENTS DUE
 Fall break – no class
Relax and reenergize yourself
 Current Events
 If I’d Only Known. . . . Mid-semester reality
check
Reality check assignment
 Celebrations & Challenges
 Career road maps
 Enrollment shopping cart assignment
Read “Moving Up or Moving Out of the
Company”* and prepare three
quality questions for class
discussions
 Current Events
 Time Management
Enrollment shopping cart
Read “’Is that paper really due today?’:
Differences in first-generation and
traditional college students’
understanding of professors’
expectations.”* Pay attention only
to the following three sections:
Introduction, Background, and
Results. Prepare three quality
questions for class discussions.
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Celebrations & Challenges
Spring semester registration
Fieldwork Project group presentation
assigned (groups selected)
Read “We Must Teach Students to Fail
Well”* and prepare three quality
questions for class discussions
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Current Events
Career research (meet in UL 1130)
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Celebrations & Challenges
Career development strategies
RISE concurrent sessions
Educational Plans assigned (PDP, Part 2)
Group presentation guidelines
 Current Events
 Role play: Majorians/Minorians
 Reflection on Majorians/Minorians
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Career research worksheet
Continue working on Personal
Development Plan (PDP)
DATE
Week 13
Tues Nov 13
IN-CLASS TOPIC
ASSIGNMENTS DUE
 Celebrations & Challenges
 Student organizations
Read “Laptop and Battery”* prepare
three quality questions for class
discussions
 Last day to withdraw from classes 11/13
Thurs. Nov 15
Week 14
Tues Nov 20
Thurs. Nov 22
Week 15
Tues Nov 27
Thurs. Nov. 29
Week 16
Tues Dec 4
Thurs. Dec 6
 Current Events
 Fieldwork Project group presentations
Fieldwork Project group presentations
 Celebrations & Challenges
 Culture of the university and the IUPUI
Student Code of Conduct
 Semester in Review assigned (PDP, Part 3)
Read “Facing the Culture Shock of
College”* and prepare three quality
questions for class discussions
 Thanksgiving – No class
 Celebrations & Challenges
 Scholarships & financial management
PDP (including Educational Goals,
Educational Plans & Semester in
Review)
 Current Events
 Structure of the university
 Principles of Undergraduate Learning (PULs)
Read “College Value Goes Deeper than
the Degree”* and prepare three
quality questions for class
discussions
 Semester-in-Review presentations
Semester-in Review presentations
 Semester-in-Review presentations; End-ofsemester reflection and course evaluations
Bring something tasty from your culture
to share
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