INTD 133-06
Journal, Presentation, Events, Advisor Interview and Class Project Guidelines
College Life Journal – Due Oct. 17
For the journal, you will be keeping a weekly “diary” of your experiences during the first month of college. At the end of each week (on a Sat. or Sun.), you should write about ˝-1 page (typed) on that week (about 2-3 paragraphs). Your focus for the entries is how you are adjusting to college, any challenges and successes, life changes and management, and reflections on the readings for the class.
Your final entry should be an overview and discussion of your first six weeks at college – so what do you think about college so far? How have any of the issues we have discussed in the course related to your first six weeks? The entire journal (all 6 entries) should be about 4-6 typed, double-spaced pages, and is to be turned in on the due date.
Formatting:
- The journal should be typed and single-spaced, in Times New Roman, 12 point font, and with 1-inch margins (all around). Do not justify the text.
- All pages should be numbered, and stapled together (do not use paper clips or folders for the paper).
- On the title page, simply type your name, the course number/section, the date, and the title of the paper: College Life Journal.
- For each entry, simply type the date at the top of it.
Presentation/Discussion – Due Sep. 19th
You are to look up one scholarly research article and one popular press article on the same topic. We will go over the difference in class and with handouts. The articles should be from the last 5 years (dated 2000 and later).
In your presentation, you simply need to summarize the information from each and indicate why one is scholarly and one is popular press (about 1-3 minutes).
All you need to turn in is a typed bibliography of your 2 articles (using MLA or APA format) and a brief written summary of the statement you made in class. You will be graded on content (e.g. relevance of articles, thoroughness - addressing the important issues, good summaries) and contribution/effort (e.g. clear involvement in discussions).
Event/Activities Assignments – Due at the class meeting after an event
You are required to go to at least 5 out-of-class events/activities. Two of these will be Success Series events and the other three can be any events on campus.
After attending an event/activity, write a paragraph or two about it, and what did you think about it (can be handwritten if legible). It is due the class meeting after the event. For example, if the activity is on a Saturday, the write-up will be due in class on Monday. You will be turning in a total of 5 write-ups.
Overview: Your advisor may well be one of the most important people you interact with during your four years of college. As such, students in INTD 133 are required to interview their advisor within the first 6 weeks of the semester.
First Steps:
q Call, e-mail or drop by your advisor’s office to set up an interview meeting.
q Explain what the meeting will be for (an interview as opposed to advisement)
q Prepare a list of questions that includes the following:
Questions:
q Where did your advisor attend college? Graduate school?
q How did they choose their area of interest?
q What other areas of interest might they be active in?
q What do they think the professional opportunities within their field of study are?
q How long have they taught at Oneonta?
q Where did they come from before Oneonta?
q What advice might they offer first year students in their department? In any department? At any college campus?
q What other thoughts might they want to share with you / our class?
Format:
q Using the questions above as your template (and any other questions you might think of), write a 1-2 page profile of your advisor.
q Your profile should read like a magazine interview or mini-biography.
Completed Interviews may be handed in during class at any time but are due no later than September 7th, 2006. I encourage you to hand them in as soon as possible as this will ensure you get to know your advisor. Late interviews will not be accepted. There will be no exceptions.
This is common class project for all INTD 133 sections. The Goal of the project is a creative production describing the transition to college in 2006, specifically to Oneonta State. This project should be reflective of their initial experiences here. Sections are free to brainstorm and use their combined expertise and creativity to create their project. The following are some common guidelines sections should follow. We will select a group time (reception) where classes can share their project with everyone. Projects will be displayed as poster type presentations – so should be able to ‘stand alone’ for display purposes (can use poster or digital format) so people can look at them on their own – rather than formal presentation.
Break your class into smaller work groups of 3-5 people. Be sure to provide groups with specific assignments to keep them on task. Spend a little class time each meeting to check on progress.
Group tasks could focus on the following:
- visuals, sound, content, production, research
Describe the who, what, when, where and why
Who: describe Oneonta State and the Freshman class of 2005. Potential resources would be talking with admissions about class profile, RA’s and upper class leaders, peers, administrators, faculty, etc.
What: What does making a transition mean? What other transitions have you as a group/cohort already made? What makes this one different?
When: The first 4-5 weeks of their experience here – maybe even their decisions during high school to attend Oneonta State.
Where: Oneonta – campus environments – resident halls, sport fields, labs, classroom buildings, administrative buildings, union. Community environment – small city atmosphere
Why: To create a message or voice of new faculty. Remind everyone what the experience is like, to share with students, faculty, and staff. Hopefully, this could create a memory for the group.
The role of VIPs: The greatest concern about this project is planning and organizing it. They can keep the project moving along for completion. The VIPs can take a role in moving things along. They can be sure that the groups are meeting and completing tasks. They can report back to the professor about the progress, potential problems, and concerns. They can give suggests to students about where to go, who to include, etc. Ultimately they may not be able to have complete responsibility of this project – but they can certainly help with the supervision.