NORFOLK STATE UNIVERSITY

Course Syllabus
Spring 2015
College of Liberal Arts
Introduction to University Life 101 (IUL 101 LA01)
For History & Undeclared Majors Only
3 credit hours
Meeting Times:

Tuesday & Thursdays 11:00 am to 12:30 pm

Instructor:

Dr. E. Arnold Modlin, Jr.

Section:

LA3

Classroom:

Online, with all work being submitted through Blackboard

Office Location:

Bowser Room 104

Office Hours:

Mondays & Wednesdays: 1:00 to 3:00 pm

Tuesdays & Thursdays: 11am to 12 noon and 2:00 to 3:00 pm
Other times by appointment only!

Telephone: (757) 823-9457

E-Mail:

eamodlin@nsu.edu

Norfolk State University

Fall 2014
Introduction to University Life 101 (IUL 101), 3 credits
Course Description
This course is a required course for all NSU students. It introduces students to academic,
personal, and leadership skills necessary for success in their discipline and at the university. The
course will facilitate students adjustment and social integration into the University, develop
students understanding of the learning process, and help students acquire essential college
survival skills. This course will also focus on the enhancement of critical thinking skills for all
majors, a goal which matches the theme of the Universitys Quality Enhancement Plan (QEP).
Accordingly, it will introduce students to the cutting-edge pedagogical practices of rigorous
speaking- and writing-intensive assignments, group work, document analysis, service-learning
projects, and reflective journaling, among other methods.
Required Texts
Gardner, and Barefoot. Your College Experience: Strategies for Success, Eleventh
Edition 2014 (ISBN-10: 1-4576-5589-6; ISBN-13: 978-1-4576-5589-0)

[Common Reading Book] Isabel Wilkerson. The Warmth of Other Suns: The Epic Story
of Americas Great Migration. Publisher: Vintage Books, a division of Random House,
Inc.; 2010; ISBN-13: 978-0-679-76388-8

[Department specific reading] A Pocket Guide to Writing in History. 7th edition.

Publisher: Bedford/St. Martins. ISBN-13: 978-0312610418.

Required Excerpts to Read (supplied on Blackboard in Week 1 folder)

1. Upward, Chapter 1, pp. 4-30, Topic: Biography of Lyman Beecher Brooks, First Norfolk
State President.
2. Upward, Chapter 2, pp. 31-44; Upward, Chapter 3, pp. 45-52; Scott and Spencer, History
of NSU, pp. 16-42, Topic: The Founding of What Became Norfolk State.
3. Nathan McCall, Makes Me Want to Holler, Chapters 24-28, pp. 219-256, Topic: Norfolk
State Student & Alumnus in the Aftermath of the Civil Rights Era.
Course Rationale
This course provides, in theory and practice, an overview of the core competencies (quantitative
reasoning, scientific reasoning, written communication, information technology literacy, critical
thinking, and oral communication) required by the University. These competencies are defined
and measured at the introductory level.
R.E.A.S.O.N.
The Universitys Quality Enhancement Plan (QEP) uses the acronym R.E.A.S.O.N. in order to
operationalize the enhancement of critical thinking skills of students in the general education
core and beyond. R.E.A.S.O.N. stands for:
Reflect: Reflect on information to identify main ideas and make comparative judgments.
Evaluate: Evaluate assumptions to determine validity and identify limitations or
contradictions.
Argue: Argue to effectively advocate ideas and to evaluate issues.
Solve: Solve problems in creative, effective ways.
Obtain: Obtain goals by assessing and evaluating plans and conclusions.
Network: Network to communicate ideas, solutions, and results.
Accordingly, this course will introduce freshman and new students to these pathways to enhance
their critical thinking skills.
COURSE GOALS AND LEARNING OUTCOMES
Introduction to University Life 101 is designed to assist first-year students through a positive
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adjustment and assimilation into the University culture. Course materials and evaluation of
student success will be based upon students attainment of the following learning outcomes:
I. Foster Academic Success
As a result of this course, students will:
a) Adapt (Obtain) and apply appropriate academic strategies to their courses and learning
experiences.
b) Demonstrate (Network) how to effectively evaluate (Evaluate) information sources
and utilize University libraries and information systems for academic inquiry.
c) Recognize (Reflect) the purpose and value of academic integrity and know the
appropriate ways of citation and quotation.
d) Use written and oral communication to discover (Obtain), develop (Solve), and
articulate (Argue) ideas and viewpoints.
e) Identify (Reflect) and apply strategies to effectively manage time and priorities.
f) Identify (Reflect) relevant academic polices, processes, and procedures related to
advising, course planning, and major exploration.
II. Help Students To Connect with Norfolk State University
As a result of this course, students will:
a) Identify (Reflect) appropriate campus resources and opportunities that contribute to their
educational experience, goals, and campus engagement.
b) Develop (Solve) and apply skills that contribute to building positive relationships with
peers, staff and faculty.
c) Describe (Reflect) what it means to be a member of the Norfolk State University
community within the context of the history, traditions, and culture of the University.
III. Prepare Students for Responsible Lives in a Diverse, Interconnected, and Changing
World
As a result of this course, students will:
a) Examine (Evaluate) how their background and experiences impact their values and
assumptions and explain (Network) the influence these have on their relationships with
others.
b) Describe (Reflect) concepts of cultural diversity and recognize (Reflect) diverse
perspectives.
c) Describe (Reflect) and demonstrate (Network) principles of responsible citizenship
within and beyond the campus community.
d) Describe (Reflect) processes, strategies, and resources, and explain (Network) the
implications of their decisions, related to their overall wellness.
RELATED UNIVERSITY-WIDE AND COURSE-SPECIFIC REQUIREMENTS
Four of the six Commonwealth of Virginia-mandated competencies for college graduates will be
directly assessed in this course, with a special emphasis on Writing and Critical Thinking.

Writing
Writing will be assessed by short papers, in-class essays, discussion postings on Blackboard and
longer papers as assigned. Revisions of all written work will be allowed, but the final grade will
be tied to the official submission for grade.


Information Technology Literacy
Information Technology Literacy will be assessed by students interactivity with the professor
and one another on the Blackboard site; by students appropriate use of electronic indexes and
full-text databases in their research; and by the word processing and revision skills demonstrated
in written communication including Email.

Oral Communication
Oral communication will be assessed during class discussions, oral reports and by conference
presentations. Although we strive for a classroom atmosphere that is lively and informal,
students are expected to use Standard English in class.

Critical Thinking
This courses uses sophisticated thought models and paradigms and is devoted to enhancing
students critical thinking whether the target text be a literary text, a film, a lecture or a historical
site. We follow and use the NSU Q.E.P. model R.E.A.S.O.N.
Primary Methods of Instruction
The method of instruction for this course will be a combination of lecture, class discussion, and
interactive seminars. Students should expect an array of teaching methods and strategies that
engage and challenge them.
Evaluation Methods
Written Assignments, Quizzes, Journal Entries
Participation/Active Attendance
University Assessments -- Pre and Post Test (Final Exam)
Total Points

60%
20%
20%
100%

GRADING SCALE:

A = 94 100
B- = 78 81
D+ = 62 65

A- = 90 93
C+ = 74 77
D = 58 61

B+ = 86 89
C = 70 73*
D- = 54 57

B = 82 85
C- = 66 69
F = 0 53

A- = 3.7
C+ = 2.3
D = 1.0

B+ = 3.3
C = 2.0
D- = 0.7

B = 3.0
C- = 1.7
F = 0.0

QUALITY POINTS:

A = 4.0
B- = 2.7
D+ = 1.3

Final Grade
Each student will earn a grade ranging from A to F.
*This course must be passed with a grade of C (NOT C-) or better.

Course Rules for Success:

This course has five important rules. If you choose to follow these rules, your odds of learning
the material and earning a good grade in this class will improve greatly (these rules will also help
you succeed in your other classes).
1. Show up! To succeed in this course, you must choose to attend every scheduled class period
in its entirety. If you must miss class due to an authorized University activity such as an athletic
competition, you must provide written notification prior to class. For absences such as illness or
personal problems, you still must contact your instructor prior to class. If a true emergency
prevents you from contacting the instructor prior to class, contact him/her as soon as possible
following the emergency.
Not more than 20% of class meetings (excused AND/OR unexcused) may be missed by
a student during a given semester. At the discretion of the instructor, a student whose
absences exceed 20% of scheduled class meetings for the semester may receive a grade
of F for the course. (See additional information in the NSU 2012-2014 Undergraduate
Catalog, pg. 38).
2. Do the work! To succeed in this class, you must choose to do your very best work in
preparing for each class session and on all your assignments. See Course Assignments General
Instructions section for additional information on completing assignments. If unsure about the
nature of the assignment, ask your instructor immediately.
3. Participate actively! To succeed in this class, you must choose to stay focused and involved
in every class, offering your best comments, questions, and answers. This is a seminar class, not
a lecture class active discussion is expected of all students.
Electronic Devices: Turn off your cell phone and all electronic devices and put them
away before class starts so you can focus on the class discussion and not cause a
distraction for others, unless directed otherwise by your instructor.
Respect: You will be exposed to a variety of viewpoints, values and opinions in college
that will differ from your own. All students in this class should feel comfortable enough
to participate actively and express their viewpoints and concerns. You are an important
part of creating an atmosphere that makes that possible.
4. Be Honest! Your instructors and fellow students expect you to choose to act with integrity.
All students should exhibit academic honesty in all academic exercises and assignments. An
incident of academic dishonesty occurs when a student commits any of the following acts:
Cheating: Intentionally using or attempting to use unauthorized materials, information,
or study aids in any academic exercise, which includes all forms of work submitted for
credit.
Plagiarism: The deliberate adoption or reproduction of ideas or words or statements of
another person(s) as ones own, without acknowledgement.
(See additional information in the NSU 2012-2014 Undergraduate Catalog, pg. 38).
5. Be prepared to discuss the Common Reader in its entirety before classes begin!
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Assignments, Quizzes, Discretionary Points

Please complete quizzes, homework assignments, etc. as designated on the course calendar.
Your grades will be available on Blackboard.
Requirements for Evaluation
1. Students must be punctual and consistent in their class attendance. The University Policy
states, At the discretion of the instructor, a student whose absences exceed 20% of
scheduled class meetings for the semester may receive a grade of F for the course. See
page 38 of the 2012-2014 University Undergraduate Catalog for the complete policy.
Three tardies are equal to one unexcused absence.
2. Students must successfully complete all class assignments, projects, and examinations.
All assignments are to be typed on a computer.
3. Students must come to class sessions prepared.
4. Students must complete all course requirements.
In order to receive an A for participation, you must:
Complete assignments on time
Engage in class discussions on a regular basis (daily)
Be an asset to your small group activities
Attend regularly
In order to receive a B for participation, you must:
Complete assignments on time
Engage in class discussion on a semi-weekly basis (weekly)
Be helpful in your small group activities
Attend regularly
In order to receive a C for participation, you must:
Complete assignments on time
Participate at least minimally in class discussion
Participate at least minimally in group activities
Attend over 80% of your classes
A grade of D for participation will be assigned if you:
Do not complete all assignments on time
Participate in class discussions only minimally
Participate only minimally in group activities
Attend over 80% of your classes
A grade of F for participation will be assigned if you:
Routinely come to class unprepared
Attend less than 80% of your classes

Student Responsibilities
Student responsibilities provide opportunities for students to demonstrate learning and receive
feedback on progress toward achieving course outcomes. At a minimum, each section of IUL
101 will include the following student responsibilities:
Regular reading
Active participation in class
Regular written reflection (reading responses, journals, blogs, reaction papers, thesis
cards, visual collage with brief explanation, etc.)
Individual meeting(s) with advisor
Co-curricular Assignment (a reflection paper dealing with academic events)
Information literacy competency project
A formal presentation
Final integrative Service-Learning paper or project
Make-up Work
It is the responsibility of the student to obtain any materials missed during an absence from class.
Makeup work may only be allowed in the case of an emergency such as family death or illness,
and such work is offered at the discretion of the instructor.
Student Classroom Conduct
All students are expected to exercise self-discipline and respect for the rights of others at all
times. Behavioral disruptions that interfere with the business of the classroom or with an
individuals ability to learn may be referred to the appropriate office for resolution. Please be
sure to:
1. Be punctual.
2. Turn off all cell phones or pagers, unless directed otherwise by your instructor.
3. Wear appropriate clothing.
4. Remove hats, sunshades, chewing gum, and electronic headsets before entering the room.
5. No children or unregistered guests should be allowed in class.
Library and Research Skills: As per the syllabus, we will meet for a seminar by the research
librarian. You will learn the proper means of researching a topic (this will prove to be helpful for
your research papers, presentations, and projects).
Speaking and Listening: Effective verbal communication involves active speaking and listening
skills. Classes will involve open discussions, respectful debates, and student presentations. Your
involvement in the class discussions is needed to make this class interesting to you and your
classmates.

Americans with Disabilities Act (ADA) Statement

In accordance with Section 504 of the 1973 Rehabilitation Act and the Americans with
Disabilities Act (ADA) of 1990, we ask, if you have a disability or think you have a disability
please make contact with the Disability Services Department.
Location:

Student Service Center, Suite 110

Contact Person:

Audrey M. Wells Coordinator, Disability Services/International

Students

Telephone:

757-823-2014 / 757-823-2689 (fax)

Email:

amwells@nsu.edu

Web Site:

https://www.nsu.edu/student-affairs/disability-services/index

University Assessment Statement

As part of NSUs commitment to provide the environment and resources needed for success,
students may be required to participate in a number of university-wide assessment activities. The
activities may include tests, surveys, focus groups and interviews, and portfolio reviews. The
primary purpose of the assessment activities is to determine the extent to which the universitys
programs and services maintain a high level of quality and meet the needs of students. Students
will not be identified in the analysis of results. Unless indicated otherwise by the instructor,
results from University assessment activities will not be computed in student grades.
Enrollment Policy
A student who has not attended a single class session by the end of the second week will be
deleted from the roster. The students name must be on the official roster in order for the
student to receive a grade for the semester. The student is responsible for obtaining and
maintaining proper enrollment status in the course.
E-Mail Policy
The instructor will respond to e-mail messages received Monday through Friday within 24 hours.
Make sure you use your NSU Spartan e-mail. Messages that are e-mailed on Saturday and
Sunday will be answered the following Monday, when possible.
ACADEMIC SUPPORT SERVICES THROUGH THE SPARTAN SUCCESS CENTER:
The Spartan Success Center offers services designed to improve student achievement, increase
retention, and reduce time to degree completion. The Spartan Success Center offers a support
system for students and peer assistance in the comprehension of course work. Tutorial services
are available through the Spartan Success Center in Bowser Hall, for any student who is in need
of additional instruction outside of that provided by the professor. The main office, academic
advisors, tutorial center, and statistical lab are located in room 118 of James A. Bowser building.
A second tutorial center is located in Brown Memorial Hall, wing B, room 191. The tutorial
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program is available at no cost for students enrolled at NSU. Students are encouraged to take
advantage of the services provided.
The Spartan Success Center provides the following services:
One-on-one tutoring
SMARTHINKING (online free tutoring service)
Academic advising
Mentoring
Group study sessions
Structured study hall
Effective study tips
Sophomore Year Experience
Examination of Writing Competency assistance
For additional information, please go to the centers web site at https://www.nsu.edu/provost/ssc/
The tutorial hours are as follows:
Mondays through Thursdays from 8:30 a.m. to 7:30 p.m.
Fridays from 8:30 a.m. to 5:00 p.m.
Blackboard Instructions
This is a web enhanced course that requires competency in the use of Blackboard.
Training on the use of Blackboard is provided by the Office of Distance Education located on the
third floor of Lyman B. Brooks Library in Suite 3007. Students should contact Blackboard
Support Central at 757-823-2812 or 757-823-2328. Students are also encouraged to visit
Blackboard Support Central Monday through Friday from 8:00 am to 5:00 pm. if having
difficulty accessing Blackboard with the username and password provided by the University.
In order to access Blackboard, follow the steps below:
1. Log on to the NSU website at http://www.nsu.edu
2. Select Blackboard from the menu
3. Select log-in to classes
4. At the log-in prompt enter your user name (student id) and your password (if you are a
first time user the password is password).
5. Select submit to see a menu of all Blackboard courses for which you are enrolled.
6. Select Career Exploration and read course announcements from the professor. Students
are required to read announcements regularly in order to stay informed of course
activities.
7. Course assignments are posted in the assignments folder.
8. In addition, students will be required to take SmarterMeasure assessment. This
assessment is designed to identify a students readiness for a successful experience when
taking an online course.

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Portions of this syllabus are subject to change during the semester.

WEEK OF
Jan. 12

Calendar
Fall 2014
HOMEWORK, QUIZZES & READINGS
Homework: IUL 101 Pre-Test Administered
Course
Homework: NSU Mission and History Test

CONTENT
Using Technology Resources
1. Student,
Instructor
and
Introductions
2. Syllabus Review
3. Review log-in procedures for NSU email, Blackboard and Spartan Shield
4. How to navigate (find what you are
looking for) in Blackboard site
5. Discuss College Freshmen Reader
Program
6. Discuss Service-Learning Component

NSU Mission and History assignment

1. Overview of Universitys history and
mission
2. Norfolk State University is significant to
the Norfolk community.
Jan 19

Chapter 1: Why Go to College? (What

college is all about /How to make sensible
choices for college success!)
Student Affairs, Safety:
Discuss college safety and survival tips.
Chapter 3: Emotional Intelligence (Why
emotional intelligence matters in college and
in life!)

Readings:
(1) Upward, Chapter 1, pp. 4-30,
Topic: Biography of Lyman Beecher Brooks, First Norfolk
State President.
(2) Upward, Chapter 2, pp. 31-44; Upward, Chapter 3, pp.
45-52; Scott and Spencer, History of NSU, pp. 16-42,
Topic: The Founding of What Became Norfolk State.
(3) Nathan McCall, Makes Me Wanna Holler, Chapter 4, pp.
22-31; Chapters 23-27, pp. 219-256,
Topic: Norfolk State Student & Alumnus in the Aftermath of
the Civil Rights Era.
Homework:
Students will:
1. Watch Student Affairs videos from Blackboard
2. Continue reading The Warmth of Other Suns.
3. Complete three assessments on Blackboard:
a) Quiz on Health, Counseling, Disability Services
b) Quiz on Residential Life, Sexual Assault, and
University Police
c) Quiz: Exploring Your Purpose for Attending College

Chapter 4: How You Learn (How learning

styles and teaching styles often differ/How to
optimize your learning style in any classroom
setting)
Jan 26

Listening, Note taking and

Participating/Learning to Study,
Comprehend, and Remember
1. Discuss Effective Studying and Test
Taking
2. Please refer students to Spartan Success
Center for tutorial services and skills
seminars regarding studying and test
taking!

Quiz: Listening, Note taking, and Participating

Chapter 6: Reading to Learn (How to read

your textbooks/How to review your reading)
Chapter 7: Getting the Most Out of Class
(How to use your senses in learning and
remembering/How to listen critically!)

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Feb. 2

NSU Rights and Responsibilities,

Plagiarism:
1. Students Rights and Responsibilities,
Spartan Code of Ethics, Effective
Strategies for College Adjustment
2. What is plagiarism? Information
disseminated.

Homework: NSU Rights and Responsibilities Quiz

Homework: Quiz: Taking Exams and Tests
Homework: Constitution Day Exam
Homework: Plagiarism Quiz

Chapter 8: Studying (Why a good memory

can be an asset but is not all that you need
if you are to do well in college)

Feb. 9

Chapter 9: Test Taking (Ways to prepare

yourself for exams physically, emotionally,
and academically/How to reduce test
anxiety)
Rampolla Plagiarism (pages98 105)
Managing Your Time and Money: Time
Management Skills/Planning and Goal
Setting
1. How to use a daily or weekly planner to
create a workable schedule.
2. How to create a budget.

Homework: Continue reading and re-writing answers to

questions related to The Warmth of Other Suns.

Chapter 2: Time Management: (How to

prioritize your use of time/How to combat
procrastination!) Managing Time and Staying
Motivated: The Setting Line for Academic
Success.
Feb. 16

Personal Budgeting
Chapter 14: Money (How to create a budget
that works for you/Why you should plan for
your financial future)

Homework:
1. Develop a financial plan
2. Prepare a budget
3. Managing time and staying motivated: The Setting line
for academic success
Homework:
Quiz: Managing Your Time and Money

Feb. 23

Library Orientation: Developing Library,

Research, and Information Literacy Skills

Service-Learning Project:
Plan of action to be delivered to instructor.

Please refer to online tutorial on NSU

website:
http://www.nsu.edu/library/Minitutorials.html
Homework: Library Quiz found at
http://www.nsu.edu/spartanform/survey.php?
sid=EE3FB7
Chapter 10: Information Literacy and
Communication (The many resources that are
available at a college or university
library/How to choose a topic, narrow it
down, and research it)

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March 2

Managing Relationships:
Chapter 11: Relationships (How
relationships are important to your success in
college/How relationships with parents or
family members change during college)

Homework: Students will complete a written assignment:

1. Describe some of the ways in which your life has
changed since you came to college.
2. How have you handled the changes?
3. What has been the most difficult aspect of your new
college life so far?
4. Why?
Homework: Students shall visit their departmental offices and
obtain pre-registration advising.

March 16

March 23

Introduction to Norfolk State University

Quality Enhancement Plan (QEP)

Quiz: SmarterMeasure (coordinate with Ms. K.

Hawthorne, Director of Assessment, Wilson Hall, 139, phone
757.823.8375, kahawthorne@nsu.edu)

Rampolla Introduction: Why Study History

(pages 1 6)
Rampolla Working with Sources (pages 6
21)

Quiz: Proficiency Profile (coordinate with Ms. K.

Hawthorne, Director of Assessment, Wilson Hall, 139, phone
757.823.8375, kahawthorne@nsu.edu)

Planning and Goal Setting, Including PreRegistration Information:

Quiz: Evaluating sources

Homework:
Quiz: Critical Thinking

Chapter 5: Critical Thinking (Why critical

thinking is essential for success/How to
sharpen your critical-thinking skills)
March 30

Diversity Diversity presentation and

discussion:
1. Diversity: Appreciating Differences
Among Us

Homework:
Test: Diversity, Relationships, and Value

Chapter 12: Diversity (The concepts of

culture, ethnicity, race, age, sexual
orientation, physical ability, and gender as
they relate to diversity)
April 6

Critical Thinking: REASON: Reflect,

Evaluate, Argue, Solve, Obtain and
Network

Service-Learning Project: Preliminary project deliverable

and initial draft of reflection journal due.

April 13

Critical Thinking Ethics case study.

Homework:
The final version of the answers related to The Warmth of
Other Suns is due by the end of the week.

Chapter 15: Majors and Careers (How

majors, interests, and careers are linked-but
not always)
April 20

Chapter 13: Wellness (The importance of

managing stress/The positive effects of
exercise on your mind and body)

Service-Learning Project: Final project deliverable and

reflection journal due.

Rampolla Following the Conventions of

writing History (pages 49 76)

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April 27

May 3

Rampolla
Approaching
Typical
Assignments in History (pages 22 48)
Rampolla Writing a Research Paper (pages
77 97)
Rampolla Quoting and Documenting
Sources (pages 106 149)
Examination Period:
1. Final Assessment (Post-Test)
2. Course Evaluation

Homework: Short Annotated Bibliography

Homework: Identifying quotations and citations

Homework:
IUL 101 Post Test
Electronic Course Evaluation

Written Assignments
Quizzes: 20 % of final grade
Journal Entries, Short Assignments & Response Papers: 40 % of final grade
This is a writing-intensive class which means that at least 60 percent of your course grade will
derive from writing activities designed to help you master course objectives. Writing in this
course is one of the tools your instructor will use to help you learn course material. Some
writing activities will require you to draft and revise your work, with or without instructor
feedback. Others may not receive a grade but are designed to assist you in critical reflection of
the course material. You should approach writing in this course as a tool to use as part of your
learning as well as a tool your instructor will use to assess your level of learning.
Journal Entries: You will be assigned a few journal entries on you experiences related to
university life during the week. Your entries are always due by 5 p.m. on the Friday of the
week they are assigned. You must write at least one page, double-spaced, to receive credit for
each entry. Each journal should include paragraphs for the introduction, body and conclusion.
Any exceptions will be noted on the class schedule and/or in class. Keep all of your entries
together in your hard-copy folder/binder and Dropbox or Skydrive.
Response Papers: You will be required to complete the following requirements. After attending
these events you will be responsible for turning in a one page, typed, double-spaced RESPONSE
PAPER. The paper is due within ONE week of the event. Each paper should cover the
following areas (unless otherwise noted):
a. Event title and date
b. Did the event meet your expectations, if you had any prior to the event?
c. Was the event fun, interesting, educational, exciting ?
d. What did you learn from the event?
e. What did attending this event help you to learn about yourself?
f. What does this have to do with your professional development and your education?
g. Would you attend an event like this again? Why or why not?
Each student must attend or complete the following:
Norfolk State Cultural Event (Theatre, Dance, Music, or Art)
Norfolk State NCAA/MEAC Athletic Event
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Interview with a Professor - use separate handout as a guideline

Student Organization Meeting or Interview with a Student Organization President
or a Student Activities Professional Staff Member
Campus Presentation
Career Interview use Academic Coach Interview template as a guideline

Guidelines for Journal Writing:

a) Each Journal Entry should be typed, and double-spaced, with your name, date, and a label
at the top.
b) Copy the directions for each step from the book into your journal (just the bold print); so
that the journal entry can stand-alone and make sense apart from the book.
c) Be spontaneous. Write whatever comes to mind in response to the directions. Unlike
public writings such as English composition, your journal is a private document written
primarily for your own benefit. If you tell me personal information in your journals, I
will keep it confidential, unless you reveal that you plan to hurt yourself or others, then I
will have to share that information with the appropriate people.
d) Be honest. Tell yourself the truth in your journal entries; honesty leads to your most
significant self-discoveries, can help you identify barriers to success and allows you to
celebrate your strengths.
e) Be creative. Add favorite quotations, sayings, poems, song lyrics, etc. Use color,
drawings, photographs if you want. Make a movie instead of a written journal if you
want.
f) Write your journal for yourself, not for the instructor. Dive deep and really make an
effort at self-reflection. At the end of the quarter, some students will view their journal as
one of their most valued possessions from Fall Quarter, while others will consider the
journal writing to be largely busy work. Your attitude and effort on the journal
assignments will determine the journals value to you.
g) While instructors always expect your best work, grammar, spelling, and punctuation will
not be overriding factors in awarding points for journal entries because the primary focus
is on the content of your journal. At most, instructors will take off three points per
journal entry for grammar, spelling, and punctuation.

IUL 101 Service-Learning Project

Best Practice Recommendations

Integrate service learning into the course with a view to engaging students in responsible
and challenging actions for the common good.
Include a clear description of the service component in the syllabus so that students are
well aware of this course expectation and can plan accordingly. New students benefit
from having a dear rationale for course expectations. Articulate explicit service and
learning objectives in the syllabus, and revisit them in class discussions and reflection
activities.

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Provide structured opportunities for students to reflect critically on their service

experience. Students need time to think about what they are going to do, what they did,
and how it went.
Emphasize critical thinking and writing (e.g., journal entries and short reflection papers
focused on writing for social change). Include training, supervision, monitoring, support,
assessment, and recognition to meet service and learning goals.
Identify, early on, a community agency or service site. Meet with agency staff to discuss
and prepare for the service component. Work towards developing a strong partnership
with the community agency. (An effective approach is to invite the community partner to
a session on campus prior to the service experience.)
As an alternative to selecting a community agency or service site, guide students in
selecting sites and projects that will meet the learning objectives. Students should
understand that the service project is not merely about feeling good but is really about
substance - about learning and development. While the service experience should
contribute to the student's self-exploration and personal development, it should also foster
social awareness and critical thinking.
Design group service projects, rather than individual service activities, so that the service
component builds peer relationships and strengthens communication between the
students and their instructors. Through group projects, students will learn to work
collaboratively and appreciate the value of teamwork. Group projects can lessen the
anxiety that may be associated with venturing out into the community. Offering
opportunities for students to interact with faculty and staff members in diverse roles is
very beneficial.
Require one-time service projects (e.g., creating a mural at a community center, engaging
in an environmental clean-up activity, or organizing games for residents of a nursing
home). This will allow students to complete a project with a sense of accomplishment.
All IUL 101 students as a large group could commit to a larger, ongoing service project
(e.g., preparing a vacant house for renovation) and "pass the torch" from one IUL 101
group to the next over a few years.
Consider blocking out class time for the service project, in the same way that one would
block out time to complete a lab assignment or to visit the Career Center. Alternatively,
plan for the entire IUL 101 class to meet on a Saturday or on a Sunday afternoon to
complete a major service project.
Give peer student leaders a role in handling some of the details associated with a service
project, such as conducting reflection activities.
Recognize and celebrate students' involvement in the service-learning project by
providing pictures to the campus or local community newspaper and the service-learning
newsletter. Nominate students and community partners for campus-wide recognition
during the Annual Service-Learning Awards hosted by the Center for Service Learning.
This document was written and designed by Glenn Bowen, Center for Service Learning,
Western Carolina University, in support of the implementation of the Quality
Enhancement Plan (QEP). March 2008.

Service-learning participation shows significant positive effects on eleven outcome measures:

1) academic performance:
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2)
3)
4)

5)
6)

a) GPA,
b) writing skills,
c) critical-thinking skills,
values:
a) commitment to activism and,
b) to promoting racial understanding,
self-efficacy,
leadership:
a) leadership activities,
b) self-rated leadership ability,
c) interpersonal skills,
choice of a service career, and
plans to participate in service after college.
(Astin et a1., How Service Learning Affects Students, Los
Angeles: HER), UCLA, 2000, p. ii)

Academic Calendar
Spring Semester 2015
Note: Academic Calendar dates are subject to change. Visit the NSU Website at http://www.nsu.edu/registrar/calendars.html for the most
recent updates.

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