UST 1000 (055) Learning in Community (Fall 2021)

UMD Seminar Fall 2021

Mondays | 8:00 am - 8:50 am

Week 1 August 30: Welcome – what is seminar and what would you like to learn?

Week 2 & 3 September 6, September 13: The Pandemic Pivot--Connection to Campus and Community [Compassion]

Week 4 September 20: Building Relationships & Honoring Multiple Perspectives [Awe]

Week 5 September 27: Communicating Across Situations 

Week 6 October 4: Value & Possibilities of a Liberal Education [Contempt]

Week 7 October 11: Decision-Making & Healthy College Living [Foods & Fitness] Achieving Balance in College [College Hobbies & Parties 101]

Week 8 October 18: Thinking & Learning [Love]

Week 9 October 25: FALL BREAK [NO CLASS]

Week 10 November 1: Locus of Control and Goal-Setting [Aggressiveness]

Week 11 November 8: Academic Planning, Graduation Planner, & Registration Basics

Week 12 November 15: Key Anchors in a Relationship to Create Friendtimacy

Week 13 November 22 (THANKSGIVING WEEK – NO CLASS)

Week 14 November 29: Wrapping it up – Reflecting on the First Semester [Compassion & Kindness]

Week 15 December 6: Wrapping it up all the way

Instructor: Christiana Maier, Ed.D. E-mail: cmaier@d.umn.edu

Teaching Assisant: Jack Wiedner Email: wiedn006@d.umn.edu

What is UMD Seminar? UMD Seminar facilitates the successful transition into college learning and student life at UMD.

UMD Seminar is a course designed to assist students in making a successful transition to UMD. It is an introduction to the academic, social, cultural, and personal opportunities that UMD can offer. Students will examine who they are, explore who they are becoming at UMD, and begin thinking about how their UMD experiences will affect their lives and the world around them after they graduate. UMD Seminar requires both practical and reflective learning, where students are encouraged to focus on how the course material applies to their unique experience as a new UMD student. The course will help students achieve success in their educational and life goals by making personal connections, laying the foundation for lifelong learning, and participating in diverse communities.  It is an invitation to possibilities.

Course Goals:

The course strives to do the following (linked to UMD’s Student Learning Outcomes):

• Explore the differing expectations and demands between secondary and higher education (SLO: 2, 5, 9)
• Introduce tools, skills, and resources necessary for UMD success (SLO: 2, 9)
• Help new students feel welcome at UMD by making it easy to meet people and form connections (SLO: 8, 9)
• Engage students in respectful conversations with individuals who have different perspectives (SLO: 2, 4, 6, 7, 9)
• Guide students on the journey of self-exploration as they begin to discover what is important to them (SLO: 2, 4, 5, 8, 9)
• Help students evaluate options to make responsible decisions (SLO: 2, 3, 4, 9)

Course Learning Outcomes:

At the end of the course, students should be able to do the following (which will be identified in the articulated ways):

• Transfer academic and life skills (journal)
• Access campus resources in planning for academic, social, and personal success in college (2 year Graduation Planner)
• Get involved on campus and meet people (reflection)
• Appropriately and effectively communicate in various contexts (email sample)
• Acknowledge that people approach the world from different perspectives (reflection)
• Explore who they are and who they want to become (reflection)
• Think reflectively (final reflection)
• Recognize that making decisions involves weighing the benefits and consequences of possible options (class activity)

UMD Seminar will ask you to learn in three ways: to develop experience and knowledge, to analyze and reflect on what you have learned, and to apply and transfer that knowledge in new situations. 

Readings, Class Preparation, and Late Work: There is no textbook for this course, but you will be required to access readings, videos, and exercises online. Assigned readings, online exercises, and all assignments are to be completed before coming to class on the due date, so students are ready to engage with the material and with each other during class. Assignments are to be completed by the due date--ready to turn in at the beginning of class. Late work will be accepted only at the discretion of the instructor; students must make prior arrangements with the instructor before any late work may be submitted. Late work may receive a substantially lower grade than work submitted on time. Incompletes for assignments or for the course are at the discretion of the instructor and must be arranged before assignment due dates and before the end of the course. 

Web Page:  Our class website is on Moodle.  Class assignments and reference materials will be posted on the site.  Please also check your email daily – many of your professors (including me) will send out information via email between class meetings.

Grades: The final course grade will be weighted as follows:

Attendance and Participation - 35%    

One-on-One with Instructor/TA - 5%

30-60-90 Surveys  - 5%

Assignments and Self Reflections - 40%

End of Semester Reflection - 15%                               

A standard grading scale will be used to determine your final grade:

A = 93-100     A- = 90-92    

B+ = 87-89     B = 83-86     B- = 80-82

C+ = 77-79     C = 73-76      C- = 70-72     

D+ = 67-69   D = 63-66 D- = 60-62     

F = <60                               

Grades will be posted throughout the semester on Moodle.  Please check your scores as they are posted and email the instructor or TA if you think any grades are in error. 

Attendance and Participation: Weekly attendance is required and will factor into your course grade. Class sessions include short lectures, discussions, and small group activities; this means that it is impossible for you to make up exactly what you miss when you are absent. You are encouraged to become an active participant in each class session. You are responsible for assignments even if you are absent. It is important to contact me ahead of absences even for illness. More than one absence may result in the lowering of your course grade. In order to get the most out of the course, your participation in class discussions and exercises will be important.  Please come to class prepared to discuss any readings or assignments that have been given.

Incivility/Class Etiquette:  You are expected to exhibit courtesy and respect towards your instructors and fellow students.  It is important to be tolerant of different viewpoints, values, and opinions, in order to create a positive learning environment for everyone. Additionally, you may not use your cell phone during class.   

Assignments:

You will receive more information on each assignment at least one week prior to the assignment due date in class and/or on Canvas. You are responsible for keeping track of when assignments are due and for getting assignment information from a classmate if you are absent when more information is provided. If you need clarification on any of these assignments, please ask your instructor or teaching assistant; we are happy to help.

Written Assignments:  All written work must be typed and double-spaced in 12-point Times New Roman font with one-inch margins. 

A rubric for writing standards is included in this syllabus. As a college student (and in the future, as a college graduate) you are expected to be able to write at a collegiate level. Any writing you do for any course needs to adhere to the basic expectations of college-level work. Use the rubric as a guide to the expectations of writing in this course. Similar or compatible standards will be expected (at minimum) in every college course.

               A - A-                         B - B-                  B- - C-                 D - F

Ideas/Content: clear idea and purpose, supporting details included, thoughtful and reflective, connection to larger themes of the course.	Few or no clear ideas of supporting details. Little or no reflection evident. No connections to themes of the course.	Main idea is evident but not well supported. Some reflection evident. Some connections to the themes of the course.	Main idea is clear and well supported. Thoughtful reflection is evident. Writer makes clear connections to the themes of the course.
Organization and Structure: topic sentences, relevant details, introduction and conclusion, information flows logically.	Little or no paragraph structure or organization. Ideas are difficult to discern.	Acceptable structure. Some organization problems, but basically coherent.	Each paragraph is well constructed and the paragraphs flow together well.
Follows the Directions of the Assignment: answers the questions posed in assignment.	Did not address central elements of the paper. Did not follow directions of the assignment.	Addressed some of the central elements of the assignment. Followed some but no all of the directions.	Thoughtfully addressed all of the questions or prompts and followed the directions.
Grammar/Conventions: capitalization, spelling, punctuation, sentence fluency, word choice.	Many grammatical errors. Interferes with communication of the ideas.	Some noticeable errors, but did not interfere with communication of ideas.	Few to no grammatical errors.

 

Respectful and Effective Learning Environments: UMD Seminar values the participation of all students. Meaningful learning can only take place in an environment of mutual respect and an appreciation for the contributions of others. We expect that classroom discussions are respectful and free of prejudice and intolerance. The instructor will enforce and students are expected to follow the University's Student Conduct Code. Appropriate classroom conduct promotes an environment of academic achievement and integrity. Students are encouraged to review the Student Conduct Code online at http://www.d.umn.edu/conduct/code/ Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Disruptive behavior includes inappropriate use of technology in the classroom. Both instructors and students are responsible to ensure that the classroom environment supports a civil and open exchange of ideas. You are encouraged to review UMD’s policy on teaching and learning at http://www.d.umn.edu/vcaa/TeachingLearning.html

Academic Honesty:  Cheating, plagiarism, or other forms of academic dishonesty will result in an “F” for the assignment and may result in an “F” for the course. Students are encouraged to review UMD’s Student Academic Integrity Policy online at http://www.d.umn.edu/catalogs/current/umd/gen/integrity.html. Students are often surprised at what is considered academic dishonesty; review the policy so that you understand your responsibilities in and outside the classroom. Academic dishonesty is regarded as a serious offense by all members of the academic community. This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders. 

Disability Policy Statement: Individuals who have any disability, either permanent or temporary, which may affect their ability to perform in this class are encouraged to inform the instructor at the start of the term. Adaptations of methods, materials, or testing may be made as required to provide for equitable participation. Students should contact the Disability Services and Resources office located at Kirby Student Center 254 or by calling 726-8217 

Mental Health & Wellness Services: As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down or lonely, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential (and free!) mental health services available on campus via the UMD Health Services Counseling website at: http://www.d.umn.edu/hlthserv/counseling/.

Course Schedule

Keep in mind that this syllabus is a working document that will guide us through the semester.  There may be times throughout the semester when we decide to pursue different subject areas from what is directly specified in the syllabus.  Therefore, this document is subject to change.