Viewing: USC 101 : Introduction to University Education I

Last approved: Wed, 22 Nov 2017 09:02:23 GMT

Last edit: Wed, 22 Nov 2017 09:02:22 GMT

Changes proposed by: aldunca3
Catalog Pages referencing this course
Change Type
Major
USC (University Studies Course)
101
021677
Dual-Level Course
Cross-listed Course
No
Introduction to University Education I
Intr Univ ED I
Division of Academic and Student Affairs
Exploratory Studies (24EXPLST)
30.9999
Multi-/Interdisciplinary Studies, Other.
Term Offering
Fall Only
Offered Every Year
Spring 2018
Previously taught as Special Topics?
No
 
Course Delivery


Grading Method
Letter Grade Only
1
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture1.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Yes
1
 
 
1
Amanda Beller
Academic Advisor and Lecturer

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
No
Developmental and academic topics to assist students as they make well-informed decisions about majors. Topics include: transition issues between high school and college; community and diversity; major and career decision making; assessment of interests, skills, and values; university resources; overview of university majors and minors as well as policies and procedures. Exploratory Studies students only. Student cannot get credit for both USC 101 and USC 103.

Wording was updated to include our name Exploratory Studies (formerly First Year College.) Minor wording changes were made to more clearly articulate our course material. 


No

Is this a GEP Course?
Yes
GEP Categories
US Diversity
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 
Course Learning Outcome: Understand and articulate how diversity impacts their experience at NC State

USC 101 students work through a chapter of our text (with the facilitation of their instructors) that helps them consider their own identities and the identities of others. This is usually done in small groups in class or may be done as an out of class writing assignment. Here are some example of the case studies that are used in this chapter:

Ricky is an Asian-American male, and the first person to attend college in his family. He has been going to the counseling center for help with his anxiety. Prior to college Ricky was able to manage his anxiety on his own, but now he feels it is affecting his grades. Ricky’s family has high expectations for his success in engineering. He finds it hard to communicate with his family about academic issues, because he knows they wouldn’t understand. He is trying to explain his situation to his roommate, who replies “Lighten up, bro! You’re Asian…You guys are supposed to be good at school!”

• What are the assumptions the roommate is making about Ricky?
• If you observed this interaction, how would you feel?
• What response would you have?
• What aspects of this situation are new to you? What would you like to learn more about?

Daniela is a Latina transwoman who also identifies as bisexual. She’s the first generation in her family to attend college and speaks multiple languages fluently. While going out with friends to Talley Student Union she goes to use the women’s restroom. Another student walking out of the bathroom just as Daniela is walking in yells loudly, and with punctuated English, “DUDE, YOU ARE USING THE WRONG RESTROOM!” Startled and offended, Daniela corrects the other student with, “I can hear you perfectly fine and I speak English. There’s no need to yell,” and proceeds in to use the facilities.

• What are the assumptions that the other student is making about Daniela?
• If you observed this interaction, how would you feel?
• What response would you have?
• What aspects of this situation are new to you? What would you like to learn more about?

Beau is a white male from rural North Carolina. He came to NC State to study agriculture, and has a need-based scholarship and student loans. He decided to join a fraternity for the leadership and networking opportunities. All of his friends joined the same fraternity. Beau works for UREC, and his entire paycheck goes toward fraternity dues. Beau wasn’t aware that there would be additional costs for activities and events, and feels left out because his work schedule and the costs prevent him from participating. Beau’s fraternity brother recently said to him, “We never see you anymore, man. You know you have to be at this stuff to be a member. Maybe you should just quit.” Beau worries that he will lose his friends if he quits.

• What are the assumptions that the other student is making about Beau?
• If you observed this interaction, how would you feel?
• What response would you have?
• What aspects of this situation are new to you? What would you like to learn more about?
 
 

 
 

 
 

 
 

 
 

 
 
Course Learning Outcome: Understand and articulate how diversity impacts their experience at NC State

All students who take USC 101 complete the Identities Reflection. They may reflect and respond in writing or in another format of their choice (video recording, audio recordings, digital presentation, poster, song or poem, etc.)

Here are the prompts from the Identities Reflection:

● After reading Chapter 3 from THE Workbook, describe your three most important identities. Why did you pick these?
● Give a specific time when you were most aware of your identities being different from the identities of others? How did it feel to be in a situation that made you aware of your differences?
● A stereotype is “a widely held but fixed and oversimplified image or idea of a particular type of person or thing” (Oxford Dictionary). Share a stereotype you have heard about one dimension of your identity that fails to describe you accurately. Complete the following sentence: "I am (a/an) ____________ but I am NOT (a/an) _____________." Here is an example, such as "I am a Mexican American, but I am NOT an Illegal Immigrant." How does it feel to have one of your most meaningful identities be the subject of a stereotype? How do you think others feel when their identities are the subject of stereotypes?
● Refer to page 33 of THE Workbook. How does the complexity of your identities help shape your view of the world? How do you think your world view differs from others with different identities? For this response be sure to focus on why your worldview is what it is, as opposed to what your worldview actually is.
● What does it mean to you to give respect and dignity to people who have identities that are different from yours? How will you do this?
Requisites and Scheduling
0
 
a. If seats are restricted, describe the restrictions being applied.
 
Exploratory Studies Students Only.
 
b. Is this restriction listed in the course catalog description for the course?
 
Yes.
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None.
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None.
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 



Student Learning Outcomes

Upon completion of this course, students will


1. Identify the resources available to them within the University community and explore opportunities for connecting with the University community


2. Articulate how diversity impacts their experience at NC State (meets US Diversity Co-Requisite Objectives 1 and 4, which are outlined above)


3. Identify factors that affect academic success


4. Apply University policies and procedures


5. Apply information about University majors, minors, and other academic programs


6. Be able to name the three main components of the Exploratory Studies career decision making model, categorize class activities/topics based on these components, explain why the model is depicted as a cycle, and explain where they currently fit into the process


7. Be able to apply the information gained from personal assessments to the process of choosing a major



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