Department of Arts and Integrated Studies

University 101 (UNIV 101)

Course Syllabus
Instructor: Addisu Bailie
Section: AB3
Class Time: Wednesdays 10:00AM-12:50PM
Room: ABA266

Email: [email protected].
Office Hours: I have a flexible schedule for office hours. Send me an email to make
appointments for a meeting. I will respond in 24 hours.

Calendar Description:
Students develop the skills needed to thrive in diverse and dynamic post-secondary learning
environments, contribute to academic conversations, make connections between disciplines, and
identify how their education will impact their lives and their communities. Students will become
familiar with key academic skills, institutional and faculty expectations, and the supports and
programs offered at UFV through seminar-style classes, group work, and reflexive assignments.

Required Readings and Materials:

All readings will be provided online through Blackboard. It is also recommended to access
supplemental course materials and be self-directed in seeking out additional resources to address
emerging questions and to inform discussions and activities, as necessary throughout the course.
Please note that completing the assigned readings before each scheduled session is a requirement
in this course.

Learning Outcomes:
Upon successful completion of this course, students will be able to:
1. Explain Canadian university culture and tacit practices.
2. Locate themselves in relation to university efforts to Indigenize and the process of
Reconciliation.
3. Explain their position in relation to antiracist and EDI practices at university and beyond.
 4. Position themselves in relation to university policies and systems.
5. Apply strategies to critically evaluate written, oral, visual, and multimodal scholarly
materials.
6. Demonstrate responsible and ethical knowledge creation and ownership through applied
academic integrity practices.
7. Use active listening skills in both a classroom and small group setting.
8. Apply respectful intercultural awareness and inclusivity in written, oral and small group
work.

Class Format
Our class is made up of in-person meetings, independent reading, and online discussions. You
will be expected to attend all the in-person sessions unless you are sick. Each week will have a
theme and you should have completed the readings and other assigned activities before class.
During our class meetings, we engage in discussions and activities related to the theme as well as
any new ideas that come up. Each week, you will have either an online discussion or an in-class
reflective writing. The online discussions should be completed before class time. And it takes
place on Blackboard (https://myclass.ufv.ca/) in the “Learning Community” section. In our first
class, we will discuss how to access and use the discussion board and the specific weeks you will
have to engage in online discussion.

Overview of Assessment Strategies

In this course, we use a variety of assessment strategies including quizzes, in-class reflective
writing, online discussion, group assignment and presentation, attendance, and class
participation, etc. The use of a variety of assessments helps not only to ensure the achievement of
the intended learning outcomes of this course, but also to prepare you for the kinds of
assessments you will experience in different courses you will be taking at this university and
beyond. The goal is to help you build the skills you need to do well in university, both in your
studies and in your personal growth.

Assessment Weight Due Date

1. Online Discussion 15% Every two weeks
2. In-class Reflective Writing 20% Every two weeks
3. Quizzes 20% Week 6 and Week 12
4. Group Assignment and Presentation 20% Week 10
5. Personal Learning Narrative (Portfolio) 15% Week 13
6. Attendance and Contribution to the 10% Every class
Learning Community
Total 100%
Description of Assessment Strategies
i) Attendance and Contribution to the Learning Community (10%)
Most of your UFV classes are going to expect you to attend and actively participate in courses.
UFV instructors expect active engagement from students, encouraging participation in
discussions and group activities consistently. As a class, we form a learning community, where
ideas are shared, questions are raised, and mutual support is fostered. Therefore, participating
and actively engaging in class activities not only enhances individual learning and development
but also contributes to the collective progress of the entire class.
Getting a good participation grade requires more than just regular attendance – it demands active
involvement, which helps advance our course goals and demonstrates your engagement with
course material. To get a great grade does not require you to participate all the time, but it does
mean you should show regular engagement with the material and the concepts in the course. This
can include being involved in class discussions or small group work, but it can also mean asking
questions. In fact, questions can be one of the best forms of participation because they advance
the class’s knowledge and show you are trying to think through the course ideas.
I will take attendance at each class. If you are unable to attend a class, please get in touch with
me before class to tell me that you are going to miss it. Missed classes will be discussed on a
case-by-case basis.
Criteria for Grading Attendance and Contribution (10%)

Criteria Weight
(points)
Regularly attending classes 2
Consistently coming to class prepared, having completed all assigned 2
readings and tasks.
Actively participating in class discussions (small group, large class), 3
contributing meaningful insights.
Taking the initiative in proposing ideas, seeking clarification, or asking 3
questions.

ii) In-class reflective writing (20%)

Every other week, you will be writing a reflective piece in class. You will be given prompts for
reflection based on the theme of the week. Your response will be due by the end of that class. I
will usually give you 15-20 minutes to work on it and will ask you to submit it before you leave
class for the day. I expect them to be 100-150 words. I’d also welcome other creative ways of
completing these tasks such as art-based reflections. All these in-class reflective writings will be
submitted on the “Journals” sections of Blackboard. Submissions made after the class is over
will not be graded.
The purpose of these reflective writing activities is to help you connect your personal experience
to the learning activities and also voice your perspectives on the issues discussed. As an example,
in a week where we discuss UFV’s student services and policies, I will ask you to reflect on how
and to what extent the university caters for the needs of students with diverse backgrounds (e.g.,
international students, racialized students, Indigenous students, etc.). This way, you can reflect
on your own experiences and backgrounds and suggest ways the university could do better. Since
these are reflective activities, you are expected to use the first person in your writing. We will
discuss how this is different from other kinds of writing. Each reflective writing will be graded
out of 10, but together, they will make up 15% of your grade for the course.
Criteria for Grading In-Class Reflective Writing

Criteria Weight (possible

points)
Responses are at least 100 words long and relevant to the prompts 3
Making appropriate and meaningful connections to personal 3
experiences
Thoughtfulness and insights 4

iii) Quizzes (20%)

There will be two quizzes that will be administered during our Week 6 and Week 12 classes. The
quizzes will focus on reviewing the materials we have been exploring in the previous weeks.
Among the purposes of the quizzes is to motivate you to read assigned materials for each week.
The quizzes will have different formats, reflective of the different kinds of tests that you will take
in various courses at the university. Details regarding the nature and content of the quizzes will
be discussed one week prior to each quiz.
iv) Group Assignment and Presentation (20%)
In groups of 4-6 students, you will work on a group project focusing on learning and assessment
strategies and approaches in higher education. This assignment requires you to research and
write about your chosen topic. Some of the topics you may consider include collaborative
learning, self-directed learning, active learning, reflective learning, assessment for learning,
experiential learning, service learning, inquiry learning, etc. These are just examples of learning
and assessment strategies and approaches in higher education. You can identify a topic that you
are interested in. However, before you start working on the project, you have to get approval for
the topic from the instructor. Using the resources of UFV library, you will have to conduct
literature research to understand your chosen topic in-depth. You must use a minimum of 5
references in your paper. In your paper, discuss the concept of the learning strategy or approach
you chose, its benefits, limitations, and suggestions for its effective use. You are highly
encouraged to include your personal experiences when appropriate. The paper should be a
minimum of 4 and a maximum of 8 double-spaced pages, excluding title page and references.
Grading Criteria for Group Assignment and Presentation

Criteria Weight
(Points)
Paper
Depth of description and analysis of the chosen topic 4
Clarity and coherence of ideas 4
Integration of personal experiences 2
Use of five or more references 2
Formatting and organization: the paper is well organized with 3
introduction, main sections, and conclusion; properly citing and
referencing; proper editing for grammar, spelling, and punctuation.
Presentation
Preparation and oral presentation skills 3
Understanding and responding to questions 2

v) Online discussion (15%)

Every other week, you will participate in online discussions within small groups. You will be
given prompts for discussions based on the themes of the week. The purpose of these discussions
is to share your thoughts and ideas, consider other perspectives from your peers and learn from
each other. You are expected to both post your reflections and respond to at least two posts
within your group. Your posts and responses should be around 50-100 words each. You will get
letter grades for biweekly online discussions; it will be changed to numerical grades once all the
discussions are completed.
Grading Criteria for Online Discussions

Criteria Grade
1. In addition to meeting all the previous criteria, critically engaging with ideas, A+
playing a central role in the group’s discussion through new perspectives, insights
and provocations
2. Reflection and reactions are posted in time; responses to others’ posts are A, A-
substantive, not cheerleading; great effort is made to extend discussions and
improve others’ understandings; connections between ideas from readings and
prior experiences (personal experiences, readings, weeks, etc.) are illustrated
3. Reflection and reactions are posted in time; some effort is made to engage group B+, B, B-
members in discussions; some effort is made to demonstrate connections between
ideas from readings and personal experiences and/or real-life situations
 4. Reflection and reactions are posted in time and little or no effort is made to extend C+, C, C-
discussions.

vi) Personal Learning Narrative (Portfolio) (15%)

In this learning portfolio, you are tasked with reflecting on your experiences and learning
journey over time. Throughout this course, you will take part in various activities like online and
in-class discussions, group projects, and other learning activities aimed at honing skills and
strategies for success in higher education. This assignment gives you the opportunity to reflect
on your engagement and growth within the course.
The reflection should include sample artifacts such as your discussion posts and/or assignments
to provide evidence of your critical engagement with the materials and your peers. You can
follow different approaches in writing your reflection and focus on various issues such as
critically reflecting on key insights or aha moments, your achievement/progress in the course vis-
à-vis your goals/expectations at the beginning, your contribution to the learning community in
the course, etc. Your narrative should be a maximum of 4 pages, documenting your engagement
and progress in the course. The focus should be more on critical self-appraisal than a mere
description of learning episodes.
Grading Criteria for Reflective Essay

Criteria Weight
(Points)
Reflection showcases critical evaluation of one’s learning and engagement; Illustration of 5
understanding and growth over time; Demonstrates both achievements/strengths and
challenges encountered
Claims made (e.g., about growth, engagement, contribution, etc) are supported by 4
evidence; Use of artifacts (e.g., excerpts from discussion posts or assignments) to support
claims
The portfolio demonstrates efforts and contributions made to the learning community. It 3
includes convincing evidence that you have engaged actively to advance not only your
understanding of the materials and/or issues but also others in the group (discussion
group, project group, and/or entire class)
Reflection is thoughtful, well-written, and coherent; well-organized and properly 3
formatted

Course Policies
Attendance
Attendance and participation are certainly an important part of this course. Please note that you
are expected to attend every class, if possible. Missing three or more classes may mean you will
fail the class; please get in touch if you are going to miss that many classes. Of course, your
health and wellbeing are more important than making it to class. If you feel that you are not able
to attend a class for health or personal reasons, please get in touch as soon as you can so we can
discuss a plan to make up for the missed work.
Generative AI
Students are not permitted to use generative AI in this course. In alignment with UFV’s Student
Academic Misconduct Policy 70, it “shall be an offense knowingly to … submit academic work
for assessment that was purchased or acquired from another source”. This includes work created
by generative AI tools. Also, stated in the policy is the following, “Contract Cheating is the act of
“outsourcing of student work to third parties” (Lancaster & Clarke, 2016, p. 639) with or without
payment.” Using Generative AI tools is a form of contract cheating. Charges of academic
dishonesty will be brought forward to the Office of Academic Integrity.
Learner Support
If you have a disability, or medical condition which may affect your ability to learn in this course
please identify yourself to me so that we can make the necessary arrangements to support you.
Alternatively, you may wish to seek the services of the Centre for Accessibility Services on both
the Abbotsford and Chilliwack Campuses. Information about the wide variety of services they
offer can be found at https://www.ufv.ca/accessibility/.
Late Assignments
As this course is meant to reflect a professional environment, and assignment due dates reflect
your personal time management. A penalty of 10% per day will be applied for late assignments.
In cases of extenuating circumstances, exceptions can be considered on a case-by-case basis,
provided that you communicate your situation at least one day before the assignment due date.

Course Content and Schedule

Week Topic and Resources Assignments/Activiti
es/Due Dates
Module 1: Getting Started
This module will introduce you to the course and provide helpful resources to start your academic
journey. Specifically, we will discuss the course syllabus and expectations. We will also cover what
you should know and do in the first few weeks of the semester. Additionally, there will be a practical
orientation to using the university's learning and student information systems, like MyClass and
MyUFV.
Week 1 Course Orientation NA
Getting to know
Building a learning community
References:
 • AIS 101 Syllabus
Week 2 Scheduling and Managing Your Time In-class reflective
References: writing
• KPU Learning Centres. (2018). “Manage your time: study
strategies for busy students.
• Swanson, A. (2016). The real reasons you procrastinate -
and how to stop. The Washington Post
• KPU Learning Centres. (2018). “Your first week: Getting
organized and finding resources
Module 2: Understanding UFV and Higher Education
In this module, you will learn about UFV's policies and services, as well as the general academic
culture in higher education. Knowing the university's services and policies is crucial for your success.
The module also helps you become aware of expectations and culture in postsecondary education. It
covers topics like academic integrity, misconduct, and the hidden curriculum.
Week 3 Support and Policies Discussion posts
References:
• Student services (https://www.ufv.ca/studentservices/)
• Policies(https://www.ufv.ca/secretariat/policies/#d.en.984430
Week 4 Academic Integrity In-class reflective
References: writing
• Encyclopedia Misconducta (https://www.ufv-aim.ca/)
• Shier, M. (2020). “Plagiarism”.
Week 5 Higher Education Culture and Ethos Discussion posts
References:
• Flowjame (2021). Hidden curriculum and culture.
https://flowjame.com/2021/03/30/hidden-curriculum-and-
culture/
• Julia Sufrin, “3 Things to Know: Cultural Humility,”
https://hogg.utexas.edu/3-things-to-know-cultural-
humility
• Dillion, D. (2021). “Cultural Competency”.
Week 6 Indigenous Peoples, Culture, and Education Quiz 1
References:
• Harrison, S., Simcoe, J., Smith, D., & Stein, J. (2018).
“Ikta: What is Indigenization?”
• The Canadian Encyclopedia. Indigenous Peoples in
Canada
Module 3: Academic and Thinking Skills
This module is all about the skills you need to succeed in your studies. We will discuss different ways
to learn and study effectively. In postsecondary education, you will need to think deeply about what
you are learning, so we will cover topics like critical thinking and reflective learning. You will also
do a lot of writing and take different kinds of tests, so we will go over the basics of writing academic
essays and how to get ready for exams.
Week 7 Learning Approaches and Strategies In-class reflective
References: writing
• Shier, M. (2020). “Learning Preferences and Strengths”.
• Ertmer, P., & Newby, T. (1996). The expert learner:
Strategic, self-regulated, and reflective.
• Dillion, D. (2021). “College level critical thinking and
reading”.
Week 8 Goal Setting and Study Skills Discussion Posts
References:
• Shier, M. (2020). “Study skills”.
• KPU Learning Centres. (2018). “Setting goals to move
ahead”.
• KPU Learning Centres. (2018). “Read with Purpose:
SQ3R Strategy”.
Week 9 Writing Your Assignments and Essays In-class reflective
References: writing
• Klassen, T. R, & Dwyer, J. A. (2015).
• KPU Learning Centres. (2018).
Week 10 Group Work and Presentation Skills Discussion Posts
References:
• Shier, M. (2020). “Presentation Skills”.
Week 11 Understanding Assessment and Evaluation In-class reflective
References: writing
• Shier, M. (2020). “Test Taking”. Group Assignment
• Dillion, D. (2021). “Test-taking strategies”.
Module 4: Health and Wellness
In this module, we will discuss how to take care of yourself while you are in university. We will
cover topics focusing on different dimensions of health and wellness, managing stress and anxiety,
and ways to improve your overall well-being.

Week 12 Wellness Discussion Posts

References: Quiz 2
• Shier, M. (2020). “Personal wellness”.
• UFV Wellness Center. Supporting Your Wellness Journey
 • Armstrong, G. et al., (2021). Capacity to Connect:
Supporting Students’ Mental Health.
Week 13 Project Presentation, Wrap Up and Reflection -Group project
presentation
-Personal learning
narrative
Welcome to the 2023-2024 academic year. Students registered in UFV courses should be aware of the
following institutional procedures & policies that may directly relate to their success.

Grading: All undergraduate students at UFV are evaluated using the same grade scale:

A+ 90-100 B 73-76 C- 60-62

A 85-89 B- 70-72 D 50-59
A- 80-84 C+ 67-69 F <50
B+ 77-79 C 63-66
All students who are admitted to, or declare, a program or program option require a minimum program grade
point average (PGPA) of 2.00 (3.00 for graduate level) on all courses taken at UFV that are used to meet
program requirements. To declare a major/minor or enquire about program requirements, please schedule
an appointment with an Academic Advisor; www.ufv.ca/advising

Academic Misconduct: UFV Policy 70 includes, but is not limited to, plagiarism, cheating (including
unauthorized use of artificial intelligence), impersonation, improper access to examination materials,
falsification or unauthorized modification of an academic document/record, resubmission of work, improper
research practices, obstruction of the academic activities of another, and aiding and abetting.

Attendance Policy: UFV Policy 62 states that instructors may withdraw students who do not attend the first
class and penalize lack of regular attendance. Instructors are expected to advise students of penalties at the
start of term.

Audit Policy: UFV Policy 108 explains that a student intending to audit a course must do so before 30% of
the course is complete. Please refer to Important Dates.

Final Exams are scheduled during the pre-determined final exam period. Students must be available for the
entire exam period and should not make travel or other plans which conflict with this schedule. Instructors
are entitled to require that students take all examinations at the times scheduled.

Final Grade Appeals: UFV Policy 217 outlines the appeal process for final grades. All appeals must be made
within 14 days of the final grade becoming available.

Pre-requisites: UFV Policy 84 states that the minimum grade required for a prerequisite course is C− unless
another grade is stated.

Safe Student Learning Community: UFV Policy 204 states “Students are required to conduct themselves in
a mature and responsible manner, consistent with the university mission, policies, and regulations, and in
compliance with federal, provincial, and municipal laws. Students will be held accountable for their actions
whether acting alone or in a group.” For more information, please visit the Safe Student Community website.

Withdrawal: UFV Policy 81 states students may choose to withdraw from a course without penalty before
completing 60% of the course. Students withdrawing before they have completed 30% of the course will not
receive a “W” on their transcript; students withdrawing after completing 31% to 60% of the course will
receive a “W” on their transcript. A “W” has no academic penalty and is not counted in the student’s GPA.
After 60% of the course has been completed, students must apply for Late Withdrawal. Please be aware of
semester withdrawal deadlines.

For a full list of UFV policies please refer to the University Secretariat website.
Referral to the Student Support Centre (formerly PASS): UFV faculty and staff may submit a referral to the
Student Support Centre to connect you to the supports and resources that may help your academic
persistence and resilience. Such assistance may include finding the right UFV resource for you and working
with you one-on-one to help problem solve and create individualized plans for your specific situation. The
referral is treated confidentially and is sent because your instructor cares about your progress, wellbeing,
and success. Your response to a Student Support Referral is entirely voluntary. Instructors will let you know
they are making a referral. Visit https://www.ufv.ca/studentservices/student-support-centre/ for more
information. If you would like to refer yourself, you can find the referral link on our website.

UFV Communicable Disease Prevention:

Please adhere to the guidelines from UFV Environmental Health and Safety, with regards to ongoing
practices for monitoring and managing the potential for infectious disease to spread illness on campus.
Safety guidelines specific to COVID-19 are also posted online: https://ufv.ca/covid-19-safety/

If you are sick, please do the following:

• Do not come to campus
• Contact your instructor to explain your situation
• Submit a student declaration of absence form to your instructor and work together on a plan for you
to make up any missed learning activities or assignments. This applies to both online classes or
scheduled face-to-face classes
• Communicate with your instructor if you are unable to complete the course due to illness and/or
request an Incomplete Grade Contract*

* “An Incomplete (I) grade is a temporary grade or notation that may be assigned at the instructor’s
discretion, when a student is unable, due to extenuating circumstances, to complete all the requirements
of a course by the end of the semester and has made sufficient progress and achievement to warrant
additional time for completion…”

UFV Safety and Security has a new online tool for reporting incidents as well as ‘near-miss’ incidents.
Security also offers security escort and maintains an active safewalk program, available to all members of
the UFV community.