IDST 301.03/EDUC XXX.XX: The Junior Transfer Seminar – Thriving In Transition
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3 credits, graded
Course Overview
This course will challenge students to think critically about educational issues as they transition to a 4-year, research university. Through readings, videos, course activities, and research, students will explore questions such as:
What is the value of higher education?
What is the value of a liberal arts education?
What is the role of diversity in higher education?
What is intelligence and how does it develop?
What is the role of habit in learning and success?
What is happiness and what is the role of happiness in education?
What does development look like among college-age students?
What is the role of motivation in college success?
This course will also introduce students to qualitative research in education. Students will conduct original research and present findings.Through weekly field work experiences, students will collect and organize qualitative data from the university community. For the final project, students will analyze the data they have collected from interviews and observations as well as reflect on their transfer experience and their educational trajectory. Students will report research findings in an autoethnography and in a class presentation.
Junior Transfer Seminar
This course is designated as the Junior Transfer Seminar. The Junior Transfer Seminar program was designed to help junior transfer students make a successful transition to the University. All students who register for this course are junior transfer students. The goal of this seminar is to give new transfer students the opportunity to work closely with an instructor in a small-class environment and to meet other transfer students. This seminar emphasizes class discussion as well as learning in creative ways. The seminar is also designed to help students refine their communications skills, including the ability to speak clearly and write persuasively, as well as build critical thinking and research skills. Participating in this seminar may help transfer students build a network of peers with the common experience of transferring. This support system will help students tothrive through their transition to the University.
General Education Requirements
This course fulfills EE, experiential education, and SS, social science, general education requirements. For information on the General Education requirements, please visit Academic Advising ( and see the Making Connections Curriculum overview on The Undergraduate Curricula website:
Research Intensive Course
This course is designated as a research intensive course. Over half of the course is devoted to students conducting original research and presenting research conclusions.You may use this course toward earning the Carolina Research Scholar designation on your transcript.For more information on the Carolina Research Scholar program and to register, visit
Required Readings
Weekly required readings are on Sakai. Additionally, you should obtain the following books from the library or Amazon.com.You must bring the readings to class. Complete the assigned reading BEFORE class. Take notes as you read. Bring the readings and your notes to every class.
- Dweck, C. (2006).Mindset: The New Psychology of Success. New York, NY: Ballantine Books.
- Duhigg, C. (2012).The power of habit : why we do what we do in life and business(1st ed.). New York: Random House.
Recommended Readings
You do not have to purchase these books. These books are recommended if you would like to learn more.
- Dembo, M. H. (2007). Motivation and Learning Strategies for College Success: A Self-Management Approach. New York: Routledge.
- Patton, M. Q. (2001). Qualitative Research and Evaluation Methods. Thousand Oaks, California: Sage Publications.
Field Work
Students will complete two hours of field each week. This field work will focus on collecting qualitative data from interviews with members of the University community and from on-campus observations. Each week, students must spend two hours interviewing, observing, scheduling interviews, organizing data, or transcribing fieldnotes. In total, students will complete 30 hours of field work over the course of the semester collecting qualitative data. The final paper and presentation for this class will analyze the qualitative data in an autoethnography.
By the end of the semester, students will have completed 10 interviews and 5 observations all within the University community.
Interviews
Students will use the interview protocol attached to this syllabus as a starting point. Students may choose to add to this protocol, but they cannot deduct from it. You must take notes or record each interview. (Before recording an interview, ask permission!) Examples of people you may choose to interview include:
- A faculty member in your major (or intended major)
- A faculty member not in your major (or their intended major)
- A staff member in academic services (The Learning Center, The Writing Center, Academic Advising, The Math Help Center, etc.)
- A staff member who works oncampus in student affairs (The Dean of Students, Residential Education, The Campus Y, Career Services, Counseling & Wellness Services, etc.)
- A person on campus who was the first person in their family to attend college.
- Someone who studied abroad as an undergraduate.
- A student who is working on undergraduate research.
- Someone who works at the University hospital.
- A graduate student.
- A student who writes for the Daily Tar Heel.
- A fellow transfer student.
- A scholar, artist, musician or actor currently working on campus.
Observations
Students will complete 5 on-campus observations. Each observation must be at least 30 minutes. You must take field notes for the duration of your observation. You should not participate in the activity you are observing. Your role is to watch the scene and take descriptive field notes. Students can pick their observation locations based on their interests. Here are some suggestions:
- The Pit at lunch time.
- The first floor of the Undergraduate Library.
- A student organization meeting.
- An on-campus cultural event (play, concert, film).
- A gallery in the art museum.
- A scholarly guest lecture or forum.
- An athletic event.
- A research lab.
- A book reading at Student Stores.
Fulfilling the Two Hours per Week Fieldwork Requirement
You must spend two hours per week on fieldwork. You will need to record your time in a log (found at the end of this syllabus and due on XX). The time you spend on fieldwork can include:
- interviewing
- observing
- scheduling interviews
- organizing data
- transcribing fieldnotes
Final Project & Presentation: The Autoethnography
Your final project and presentation will analyze the data you have collected over the course of the semester in an autoethnography. Autoethnography is a form of social science research in which the researcher synthesizes data collected from observations and interviews with their own lived experience. Your authoethnography must include:
- A clear statement of your “educational scene.”
- A statement of positionality (Who are you? Where are you from? How do these things influence the way you analyze the data?)
- A section on methodology (Who did you interview? What questions did you ask? What did you observe? When and for how long?)
- A section on data analysis (Data analysis procedures are clearly explained and detailed).
- A discussion of the themes that emerge from your data.
- Narrative coherence: What is the story that links this data together?
- Direct quotes and descriptions from your interviews and observations.
- Your lived experience: describe your experience collecting this data, participating in this class and transferring to Carolina.
- Relevant appendices (interview protocols, fieldnote guides, memoing guides).
Authoenthographies are written in the first, person narrative and explore the author’s lived experience during the research process. To complete this assignment successfully, you will need to describe your experience anduse the data. If you do just one or the other, you will not fulfill the assignment requirements.
You may write your autoethnography in narrative form (at least 10 double-spaced pages not including the Appendices). Or, you may choose to present your autoenthography in a visual, electronic or web-based format. For example, your autoethnography may be a video, multimedia presentation, or a webpage. If you choose an alternative format, please discuss your plans with your instructor beforehand. Remember that you still must weave in direct quotes and descriptions from your interviews and observations.
Each student will make a 5-8 minute presentation on their research-based autoethnography.
A Note on Finding Your Educational Scene
As we start doing research, you will, over time, begin to narrow your focus on a particular educational scene at Carolina and exploring how you relate to that educational scene. It will take some time and some data collection for you to figure out what your scene will be; but, to give you some examples, below are sample titles from the finalproject autoethnographiesof students who have taken this course in the past:
- UNC-Duke: An Autoethnography of the Tobacco Road Rivalry
- Community College Transfer Students at The University of North Carolina-Chapel Hill: An Autoenthography
- Education and the Pursuit of Happiness Among Undergraduates: An Autoenthography of My First Semester at Carolina
- The Black Student Movement at Carolina: An Autoethnography
- More Alike Than You Think: An Autoenthography of My Time Interviewing the Homeless and Carolina Undergrads on Franklin Street
- An Autoethnography ExploringMental Health and Well-Being Among Undergraduates at UNC-Chapel Hill
- Boots and Books: An Autoenthnography of My Transition from Marine to Undergrad
- To Bleed or Not To Bleed, That Is The Question: An Autoenthography Exploring Individual Identity and Group Identity at the University of North Carolina at Chapel Hill
- Conversations on the Bus: An Autoethnography of Interviews and Observations on the Buses at UNC-Chapel Hill
- Carolina and the Arts: An Autoenthography of Exploring Arts and Culture on Campus
- The Flagpole Smokers: Finding My Community at Carolina
Class Format
This course meets two days per week (Tuesdays and Thursdays). On Tuesdays we will focus on discussing interdisciplinary readings on higher education. You should come to class on Tuesdays:
- with a copy of the reading,
- having completed the assigned reading for the day,
- and with at least one-page of notes and critical thinking questions on the reading (expect this page to be collected by the instructor).
Classes on Tuesdays will be devoted to lectures and seminar discussions concerning the readings.
Thursdays will be devoted to developing your skills as a qualitative researcher through workshops and collaborative learning activities. On Thursdays you should come to class:
- with a copy of the assigned reading,
- having completed the assigned reading for the day,
- prepared to discuss your field work experiences,
- with your plans for keeping your research project moving forward,
- and with questions or concerns regarding your research.
Critical Thinking Questions
Critical thinking skills are imperative to your success as a university student. Critical thinking is a process of reflecting and questioning assumptions. Critical thinking skills include observation, interpretation, analysis, inference, evaluation, explanation, and metacognition (thinking about your thinking). As you progress as a scholar asking the right questions becomes as important, if not more important, than finding the “right” answers. Each week, for your Tuesday reading, you must develop a list of questions about the reading. It is up to you how many questions you write each week, but if you are really engaging the material I would expect that you would have at least 4-5 questions per article and closer to 10 or 15 questions for longer chapters or segments from books. Completing a list of questions each week will count for 10 points of your final grade.Questions will be collected each Tuesday. Questions should be typed, include your full name as well as the title of the readings for the day, and should be labeled (“Critical Thing Questions 1, 2, 3, etc.”).If you miss a week, you can submit it during the “Make-up” week (see the course schedule). Your questions should be detailed and challenge you to think critically about the text.Based on class discussion, you may add more questions at the bottom of the page. See a sample page of Critical Thinking Questions at the end of this syllabus.
Mid-term and Final Exams
The mid-term and final exams will focus on content from the required readings and class lectures. The exams may include short answer essays questions and multiple choice questions. To perform well on the exams, students should complete all required reading, come to every class meeting, and take thorough notes.
Grades: Your letter grade is determined by total number of points you earn.
Points can be earned from the following class components:
Critical Thinking Questions10
Fieldwork Log5
Midterm Exam15
Final Paper35
Final Paper Presentation20
Final Exam15
This table shows the percentage of points required to get each letter grade:
94-100 = A87-89 = B+77-79 = C+66-69 = D+
90-93 = A-84-86 = B74-76 = C60-65 = D
80-83 = B-70-73 = C-Less than 60 = F
Class Policies
Academic Honesty
The Honor Code is in effect at all times to ensure the integrity of our learning experiences. In accordance with the Honor Code, students must sign a pledge on each paper and exam to state that they have complied with the Honor Code. For our exams, this means that you take them without the help of notes, books, other people or any other kind of external aid. It also means that you take steps to reduce the possibility of others’ cheating by protecting your own examination paper from the view of others.
Electronic Devices
Turn off and put away all electronic devices before class begins. Please do not look at or use any electronic devices for the duration of the class period.
Late Papers
If you anticipate some conflict with a paper deadline, then submit EARLY. Late submissions will be accepted, but there will be a 2-point deduction for each day that they are late.
Final Exam Schedule
The class will take the final exam at the time assigned to us by the University. If you have two exams at the same time or three exams within 24 hours, you must see an academic advisor or assistant dean in Academic Advising for an exam excuse form if you wish to reschedule the final exam.
The Writing Center
The Writing Center is an excellent resource on campus to support your development as a writer. If you have never gone to the Writing Center, I encourage you to make an appointment for a face-to-face session with a Writing Center tutor. The Writing Center is not a proofreading service, but a tutor will gladly discuss your plans for your autoethnography as you begin working on the assignment. You can make an appointment online:
For students working with Accessibility Services: please see the instructor as soon as possible to discuss any necessary arrangements.
The Personal Librarian Program
This program provides each incoming transfer student with a designated contact in the University Library. The librarian can make referrals to library and campus resources as needed. The program can connect you with expert library staff to help you navigate their campus and research information needs. Visit or contact Suchi Mohanty, Director of the Undergraduate Library, at for more information.
Transfer Student Website
Transfers.unc.edu is the central repository of information and resources geared towards the diverse needs of transfer students.
Course Schedule
Week / Tuesdays / Thursdays / Assignments & ActivitiesFocus on Interdisciplinary Readings / Focus on Qualitative Research
1 / XX/XXTopic: Day 1 / XX/XXTopic: Introduction to Educational Research
Reading Due: Types of Educational Research /
- Syllabus Review & Introductions
- Start 2 hours of field work
2 / XX/XXTopic: What is the value of higher education? What is the value of a liberal arts education?
Readings Due:
- What are the Liberal Arts and Why a Liberal Arts Matter
- College at Risk
Readings Due:
1.On Writing Fieldnotes
2.Tips for Writing Fieldnotes
Start Reading Mindset (finish by XX/XX)
BRING YOUR LAPTOP TO CLASS /
- 2 hours of field work
- Watch David Foster Wallace “This is Water” video (In-class Tuesday)
- Read Mindset (finish by XX/XX)
- Critical Thinking Questions 1 due (Tuesday)
3 / XX/XXTopic: More on the Liberal Arts and The History of UNC-Chapel Hill
Readings Due:
- If Students Are Smart, They’ll Major In What They Love
- Bucking Cultural Norms, Asia Tries the Liberal Arts
Reading Due:
Qualitative Interview Design /
- Start 2 hours of field work
- Virtual Museum Activity (In-class Tuesday)
- Read Mindset (finish by XX/XX)
- Critical Thinking Questions 2 due (Tuesday)
4 / XX/XXTopic: Growth Mindset - What is intelligence and how does it develop?
Readings Due:
Mindset / XX/XXTopic: Memoing and Ethnography
Reading Due:
Ethnographic Designs (Creswell 472-496)
Start Reading The Power of Habit (finish by XX/XX)
BRING FIELDWORK LOG TO CLASS /
- 2 hours of field work
- Read The Power of Habit (finish by XX/XX)
- Critical Thinking Questions 3 due (Tuesday)
- Fieldwork log check (Thursday)
5 / XX/XXTopic: Panel of Seniors Who Transferred
Reading Due:
Assignment Due: Bring questions for seniors whotransferred last year / XX/XXTopic:An Autoethnography On Learning About Autoethnography
Readings Due:
An Autoethnography On Learning About Autoethnography /
- 2 hours of field work
- Senior and former transfers visit class (Tuesday)
- Critical Thinking Questions 4 due (Tuesday)
6 / XX/XXTopic: What is the role of diversity in higher education?
Readings Due:
- Why Does Diversity Matter in College Anyway
- Real Work
- A Matter of Degrees
Reading Due:Narrative Research Designs (Creswell 511-532) /
- 2 hours of field work
- Midterm Review (In-class Thursday)
- Read The Power of Habit (finish by XX/XX)
- Critical Thinking Questions 5 due (Tuesday)
7 / XX/XXTopic: Midterm
No Reading Due / XX/XXTopic: Using E-Resources to Find Example of Authoethnographies
Reading Due:
Shakespeare in the Bush /
- 2 hours of field work
- Midterm (In-class Tuesday)
- Read The Power of Habit (finish by XX/XX)
- E-Resources Tutorial and Search for Autoethnography Examples (In-class Thursday)
8 / XX/XXTopic: What is happiness and what is the role of happiness in education?
Readings Due:
- Prep for Watching The Film “Happy”
- The Future of American Colleges May Lie, Literally, In Students Hands
- The University Gazette – Inmate Education
Readings Due:
- Strategies for Qualitative Data Analysis
- Turning In: Positionality, Subjectivity, and Reflexivity
- 2 hours of field work
- Watch Documentary Happy (In-class Tuesday)
- Coding Practice (In-class Thursday)
- Read The Power of Habit (finish by XX/XX)
- Critical Thinking Questions 6 due (Tuesday)
9 / XX/XXTopic: What does development look like among college-age students? – Emerging Adulthood
Reading Due:
- Emerging Adulthood
- Emerging Adulthood Powerpoint
Read The Power of Habit (finish by XX/XX) /
- 2 hours of field work
- Read The Power of Habit (finish by XX/XX)
- Critical Thinking Questions 7 due (Tuesday)
10 / XX/XXTopic: What is the role of habit in learning and success?
Reading Due:
The Power of Habit / XX/XXTopic: Statement of Positionality and Preparing Final Projects
Worksheet Due:
Statement of Positionality /
- 2 hours of field work
- Sign-up for presentation date
- Workshop on statement of positionality (In-class Thursday)
- Critical Thinking Questions 8 due (Tuesday)
11 / XX/XXTopic:The Philosopher Kings
Reading Due:
Here’s Hoping / XX/XXTopic: Reflexivity In Research and Rubric for Final Paper
Readings Due:
- Reflexivity In Research
- Qualitative Data Analysis Pages 31-56
- 2 hours of field work
- Watch “The Philosopher Kings” (In-class Tuesday)
- Critical Thinking Questions 9 due (Tuesday)
- Review Rubric for Final Paper (Thursday)
12 / XX/XXNO CLASS / XX/XXTopic: Final Project Workshop
Reading Due:
Finding Your Story: Data Analysis /
- 2 hours of field work
13 / XX/XXTopic: Academic Motivation
Readings Due:
- Writing Your Way to Happiness
- It’s Note Me, It’s You
Reading Due:
Race, Culture, and Researcher Positionality /
- 2 hours of fieldwork
- Critical Thinking Questions 10 due (Tuesday)
- Review Presentation Rubric and Expectations
- Watch Powerstance Video (In-class Tuesday)
- Presentations start
14 / XX/XXPRESENTATIONS 7-12
Reading Due:
Towards A Positive University / XX/XXPRESENTATIONS 13-19 /
- 2 hours of field work
- Critical Thinking Questions Makeup due if necessary (Tuesday)
- Presentations
15 / XX/XXPRESENTATIONS 20-25
Assignment Due:
Field Work Log / XX/XXNO CLASS /
- 2 hours of field work
- Field work log due
- Presentations
16 / XX/XXTopic: Review for Final Exam
Assignment Due:
Final Paper /
- Presentations
- Review for Final Exam
- Final Paper Due
- Class Wrap-Up
FINAL EXAM:
Interview Protocol