NORTHERN CARIBBEAN UNIVERSITY

College of Education and Leadership

Department of Teacher Education

East/West Jamaica Regional Campuses

MODULE 1, 2020

MAJOR: ALL NEW STUDENTS

COURSE NAME:UNIVERSITY ORIENTATION

COURSE CODE: EDUC110

ROOM: ONLINE

NUMBER OF CREDITS:1

SECTION: K/M

DAY: Kingston – TBA 5:00 – 6:00 p.m.

Montego Bay – TBA 6:10 – 7:10 p.m.

NUMBER OF HOURS: 1

NAME OF LECTURER: ROSEMARIE WAUCHOPE

EMAIL ADDRESS: rwauchope@ncu.edu.jm

PREREQUISITES: NONE
COURSE DESCRIPTION
This course is designed to present information intended to help new students make the transition
from Community College and other institutions, to the culture and life of Northern Caribbean
University. It serves to foster the cultivation of a better understanding of the various areas of
adjustment: intellectual, social, spiritual and emotional, and provide an open and non-judgmental
atmosphere in which students can discuss issues related to university life. These areas are
intended to contribute to the enhancement of self-esteem and to the promotion of an overall
positive attitude and outlook. This orientation course is designed for students who would have
had some exposure to tertiary level education and are either transferring or upgrading.
Orientation for new students is a core requirement for all students admitted to the
university. All new students to the university must complete the orientation process, which
includes the successful completion of this course.

COURSE LEARNING OUTCOMES

At the completion of this course students should:
 Develop a better understanding of the University’s environment, its history, policies and the
importance of school loyalty.

 Appreciate the role of motivation in enhancing his/her academic success.

 Understand the importance of activities designed to eliminate negative attitudes, enhance self-
esteem and academic persistence, and clarify values.

 Know the information provided to help develop and enhance student study skills (e.g. Library
services)

 Be aware of campus involvement opportunities that will hone communication skills, build
cohesiveness and improve self- awareness.
  Capitalize on forums for discussion of issues relating to university life and adjustment.

Integration of Faith and Learning Outcomes: the use of biblical principles to complement
discussions on topics covered in lectures.
At the end of the course the students should be able to:

a. Repeat an inspirational thought that they will use to motivate them during their tenure at
Northern Caribbean University.
b. Recognize the importance of worship and chapel services.
c. Explain the importance of using the talents/gifts that God has given them for His cause.
NCU Values and Attitudes: Focus
1. Christlikeness
2. Integrity
3. Justice

Christlikeness:
I, Rosemarie Wauchope and all the students of EDUC 110 University Orientation class, commit
to exercising the highest levels of Christlikeness in all actions during this semester in relation to
the following:
1. Handling student issues in a fair and equitable manner
2. Displaying honesty with submitted work
3. Displaying kindness to each other
4. Displaying humility, compassion and unselfishness to each other
5. Showing confidence in all things through Christ who strengthens me. (Philippians 4:13)

Integrity:

The facilitator and students will undertake learning experiences that exercise the highest levels of
integrity such as:
 Honouring deadlines in submission of assignments
 Practising academic honesty with respect to the use of published works and other intellectual
property
 Participating equally in group work and activities
 Good stewardship of tools, equipment and other resources in the teaching learning
environment
 Give fair evaluation to student work
 Display proper deportment and conduct.

Justice:
The facilitator and all students will exercise the highest level of justice and fairness in all actions
related to this course in the areas of:
 Fair grading for tasks submitted for evaluation
 Timely feedback and redress of inquiries, challenges, issues, grouses
 Impartial treatment of all students regardless of race, age, religious affiliation, nationality or
ethnicity.

Access to Computer and Internet Resources: Completing these course requirements

necessitates regular access to computer technology and the Internet. If a student does not have a
personal computer with Internet access, computers on the University’s Main Campus and
Extension Sites are available for student use.

Civility, Courtesy and Respect: As professionals, mutual respect is required; the instructor
expects all class members to communicate in a professional and courteous manner. While
everyone may feel passionate about a particular subject and is entitled to his/her opinions,
classroom discourse must always be conducted in a respectful and civil tone. No disrespectful or
disparaging comments about gender, ethnicity, religion, et cetera will be tolerated.

Honour Code: Regulations on plagiarism and other forms of cheating are strictly enforced.
Since engaging in either activity may result in very serious penalties, including failing grades, or
dismissal from the University, you should endeavour to avoid such activities. Any assignment or
work submitted for this course must not have been submitted for any other course. No written or
digitally authored work may be submitted for academic credit more than once. If you have
questions about how this may apply to an assignment you are considering for this course, please
ask the facilitator for clarification.
Students with a Disabling Condition: Any student who, because of a disabling condition, may
require some special arrangements in order to meet course requirements, should communicate
with the instructor in a timely manner, to seek such special considerations. Students should
present appropriate verification from the relevant administrative office at the University. There
is no guideline indicating that special considerations be given prior to completion of the existing
university verification process.

COURSE DELIVERY

This course will be conducted Online via readings and discussions based on the text,
supplemental materials, group, and individual assignments. Discussions are designed to
enhance collaborative learning and assignments and exams are to enhance an
understanding of the material presented in the course.

COURSE CONTENT

Unit #1: Transitioning into University

Instructional Objectives

At the end of this unit students should be able to:

1. List some of the major transitional problems freshmen commonly face in the first
semester.
2. Compare and contrast the characteristics of university life with high school or community
college.
3. Identify coping skills that may be applied in adjusting to university life
Key Vocabulary: transitioning, coping, survival, adjustment

Content

The transition into university is a major change for students and it may take some time to settle
into a new life. This is normal and is typical for most university freshmen because this is a major
life change.

Transition of first year students into the university can be difficult for some students as
they are required to adapt into a new environment and learning styles that is different
from what they have learned during their previous years in school. Transition is simply
defined as moving from one level to another, it is a process and not an event in which it
symbolise change, it can be seen as a motion from familiar into unfamiliar, for example
environment. Transition of first year students is defined as moving up from high school
into tertiary levels, changes that all first year students entering university has to tackle on.
“Student transition” is also describes as a category of transitional changes that is needed
for students in entering academic life in universities, it is a process of moving from one
community to another. People tend to worry their selves when entering a new stage of their
life, just like how students worry when entering university life. This can be a big problem
when all they think about is the negative sides.

Major Activities
1. Either or: When you consider the “journey” through university, would you liken it to
someone ‘riding on a bus’ or someone ‘driving a car’?

2. After reading the tips on adjusting/transitioning into university life, recommend three to
your colleagues and say why you chose those

 Brief question and answer session

 Think-Pair-Share
 Discussion
 PowerPoint Presentation

Resources:
Power point Presentation: https://slideplayer.com/slide/9808074/
Transition into University: The W- curve:
https://www.ed.ac.uk/students/new-students/parents/starting-university/transition-into-university
Student Handbook
Silverman, S.C. and Northcutt, F. (2013). How to Survive Your Freshman Year. (5th Edition).
Hundreds of Heads Books, LLC, Atlanta, Georgia

Assignment
After going through the PowerPoint slides create a Venn diagram Compare and contrast the
characteristics of university life with high school or community college.

UNIT 2: The Role of Motivation and Goal Setting

Instructional Objectives:

At the end of this unit students should be able to:

 Assess their scholastic motivation.
 Formulate a personal mission statement.
 Evaluate the importance of having personal values and goals of education.
 Critique the role of motivation in the Ben Carson Story.
 Create a list of short-term and long-term goals using the SMART method.

Content
 Assessing the importance of scholastic motivation in determining your levels of success.
 Developing a personal system of values; how rational thinking affects students success.
  Is a university student similar to a high school student?
 What does it mean to be a student who is intrinsically motivated to learn?
 What are your personal values and goals of education?

Major activities:
 Brief question and answer session
 Think-Pair-Share
 Discussion
 Motivation Inventory
Resources:
1. Needs, Motivation and Commitment Evaluation
2. PowerPoint presentation: Motivation: Why are you here?
3. Movie: Gifted Hands: The Ben Carson Story and Gifted Hands Worksheet
4. Chapter 1 of main text.

UNIT 3: Understanding the Culture of Northern Caribbean University

Instructional Objectives:

At the end of this unit students should be able to:

 Discus the significance of knowing the institution’s history and culture.

 Identify examples of how the university has contributed to the development of the
society.
 Discus the importance of attending assembly and other university functions.
 Identify key locations on the campus and the services that are accessible by students.

Content

 School history.
 Mission and Vision statements.
 Core values of the institution/ NCUCARES.
 Chapel and student assembly.
 Fill out the required fields on the Campus Awareness activity.

Major activities:
 Brief question and answer session
 Think-Pair-Share
 Discussion
 Campus Awareness Activity
Resources:
Northern Caribbean University at a Glance: https://www.youtube.com/watch?v=-rk5hPR9-n0
Power point Presentation: NCU
Student Handbook
Campus Awareness Activity

UNIT 4: Scholastic Success

Instructional Objectives:

At the end of this unit students should be able to:

 Demonstrate competence in the use of the University Bulletin to locate pertinent

information for scholastic success.
 Use AEorion competently for academic success.
 Illustrate their understanding of referencing according to prescribed writing standards.
 Highlight the services offered by the following departments and how to access these
resources:
o Records Office
o Academic Administration
o UNISS
o University Library
o SEARS
 Discuss the importance of getting to know their academic department and advisor.
 Fill out the required fields on the “Knowing your department” activity.

Content
 How much do you know about your department?
 Who is your Academic Advisor?
 Have you discovered your University bulletin?
 Do you know the importance of the Records office?
 Add/drop process
 GPA
 Petitions
 Honors
 Absence/Late Policy
 Grading Policy
 Are you familiar with the petition procedures and protocol for registering grade and other
grievances?
 How is being able to use AEorion important for academic success?
  How can the Library help me to be successful?

Major activities:
 Brief question and answer session
 Think-Pair-Share
 Discussion
 Guest presentations
 Reference/bibliography

Resources:
Knowing your department activity
Power point presentations
Chapter 4: Peak Performance: Maximize your Resources
Library Handouts and PowerPoint Presentation: Information Literacy
Publication Manual for APA, 2010

UNIT 5: Developing self-management and personal skills

Instructional Objectives:

At the end of this unit students should be able to:

 Complete learning style inventory.

 Discus ways in which knowing their learning style can work to their advantage.
 Create a personal timetable.
 Develop a budget.
 Write a Resume and cover letter.
 List some study tips that will reduce test anxiety and utilize their learning styles.
 Demonstrate ability to think critically when presented with scenarios.
 Highlight the services offered by the following departments and how to access these
resources:
o Student Finance
o Career Services
o Counselling and psychological Services Center

Content

 College/University is a community of learners where each learner is destined to be successful if

he/she appropriately applies him/herself.
 Do you know yourself?
 Do you know your learning style?
 Can you balance work, study and play?
  Timetable
 How do you study and/or prepare for final exams and prevent test-anxiety?
 Are you aware of how to access information, improve test-taking skills and develop your literacy
and critical thinking skills?
 Why is budgeting important?
 Professionalism.

Major activities:
 Brief question and answer session
 Think-Pair-Share
 Discussion
 Learning Style Inventory
 Guest presentations
 Article review: Working and Studying
Resources:
Model of Personal Timetable: Main text
Power point presentation: Effective Time Management
Sample budget
Handout: The winning Resume
Chapter 3 and 10 of main text

UNIT 6: Developing leadership skills through involvement in campus and community activities
Instructional Objectives:

At the end of this unit students should be able to:

 Develop a service learning project.

 Engage in a service learning project.
 Discuss the importance and benefits of getting involved in campus clubs.
 Illustrate a spirit of cooperation while working with group members.
 Demonstrate ability to respect the rights and opinions of others.
 Interview a professional in a similar field of work.
 Discus how Jesus demonstrated the importance of reaching out to those in need.
Content

 Citizenship, participation and leadership on campus and in the community all help to prepare
you for greater service in this world and for the world to come.
 What clubs and campus activities would you like to be engaged in?
 Which academic club are you assigned to?
 Can you explain the difference between community service, service learning and leadership?
  Who is a servant-leader?
 Are you willing to recognize and appreciate your own as well as others’ perspective as a
citizen on this campus?
 Strategies for communicating and building rapport.
 Building healthy relationships.
 Resolving conflicts.
 Learning from others.
 Jesus as our example.

Major activities:
 Brief question and answer session
 Think-Pair-Share
 Discussion
 Brainstorming
 Interview
Resources:
 Service Learning worksheet
 Holy Bible
 Chapter 12 and 14 of main text

UNIT 7: Making Oral and Written Presentations

Instructional Objectives:

At the end of this unit students should be able to:

 Research a current regional or international issue and participate in a class discussion/or group
debate.
 Highlight the steps in making oral presentations.
 Competently prepare and present an oral presentation on an assigned topic.
 Write a presentation outline that shows evidence of research and preparation.
 Illustrate creativity in preparing the elements for an oral presentation.
 Use constructive feedback to improve presentation skills.

Content

 The five-step writing process for developing effective papers and speeches.
 Making an oral presentation.
 The importance of being prepared.
 Resources needed for a good presentation.
 Mastering the language
 How to build professional presentation skills by being a good listener and being able to
take effective notes.
 Expressing yourself in writing and speech
 Overcoming speech anxiety.
Major activities:
 Brief question and answer session
 Think-Pair-Share
 Discussion
 Learning Style Inventory
Resources:
Chapter 5, 6 and 9 of main text
Chapter 8 of supplementary text

EVALUATION:
Grading Information/Course Work Weighting

Items Points %
1. Movie Critique 10 10%
2. Resume & Cover Letter 15 15%
3. NCU History and Culture 5 5%
4. Online Discussion 15 5%
5. Interview and Profile 15 15%
6. Campus Involvement Assignment 15 10%
7. Final Project 100 30%
Class Attendance and Participation 10 5%
Journal & Inspirational thought 15 5%
Total 200 100%

GRADING SYSTEM

At the end of the semester, in order for students to obtain a satisfactory grade, they must be
consistent and have satisfied the requirements of the course according to the prescribed
standards. An “S” (Satisfactory) grade may be obtained if the student has earned a percentage of
60- 100%; percentage between 0-59% will result in a “U” (Unsatisfactory). Please note that if a
student obtains a “U” the course will have to be repeated at the student’s expense.

GRADING SCHEME:
Percentage Score Assigned
90-100 Satisfactory
85-89
80-84
75-79
70-74
65-69
60-64
55-59 Unsatisfactory
 50-54
0-49

Assignment Schedule for EDUC 110: University Orientation

Assignment

1. Campus involvement Activity- How well do you know your department?

a) Who is your Department Chair?
b) Where is your department located?
c) Name 3 Lectures in your department.
d) Who is your academic advisor?
e) What is the name of the academic club in your department?
f) What is the mission statement for your department?
g) What is the vision statement for your department?
2. NCU History
3. Movie Critique Gifted Hands
4. Interview & Profile
5. Resume and cover letter
6. Major Project
7. Reflective Journal of Class & Inspirational Quotes

Language Policy: For all written work 25% of the overall grade will be attributed to
grammar, sentence structure, and mechanics.

1. Service Learning Requirement

Students are required to complete 5-7 hours of Service Learning. This is to be conducted in an
organization within the community that may be in need of assistance.


Students are reminded that this exercise should not be "over the top" i.e. costly either in
time or money. You are encouraged to choose a project that can be completed within the
designated time frame. (Projects may vary, from making charts for an early childhood
 centre, giving a face lift to a community centre, to reaching out to a known needy person
with a clean-up day at their home).
 This assignment is to be completed in your assigned groups. Each group is required to
journal their experience and prepare a typed document on the experience and be prepared
to share on the designated date in class, an overview of said experience. Please bear in
mind that evidence that the project was completed needs to be included in this
presentation (Photographs etc.).
 Letters to permit entry will be provided by the Instructor.

EXPECTATIONS:
Students are expected to -
 Keep all cell phones turned off in class
 Be on time for all class session
 Participate in group discussions
 Keep a journal
 Respect each other’s opinions
 Engage in the reading of related literature – assigned or self-selected
 Hand in all pieces of assignments on time.
 Please note that students will get a grade for participation.
 All assignments should be type written and double spaced.
 All assignments require a cover page.
 Students are to ensure that they use Standard English. A computer can be a wonderful
tool in helping you write correctly. Please use spell and grammar checks before
submitting assignments. Errors will result in deduction of points of 25%. In addition,
late assignments will result in up to a15% deduction. A.P.A style is required for all
assignments.
It is an offence to engage in the act of plagiarism. All sources used in any presentation must
be properly cited. Violation of this procedure will result in a failing grade (zero), for the
work being submitted. ‘Cutting and pasting’ will not be accepted as students’ legitimate
work, as this constitutes fraud, which is a criminal offence.

REFERENCE MATERIALS

MAIN TEXT
Ferrett, S. K. (2015). Peak Performance: Success in College and Beyond 9th Ed. 2 Penn Plaza,
New York: McGraw-Hill
SUPPLEMENTARY TEXTS

Carson, B. (1990). Gifted Hands. Grand Rapids, Michigan: Review and Herald Publishing Association

Rochester, R. (2005). Ten things every college freshman should know. Mandeville, Jamaica: NCU
Press

Thompson, H. J. (2002). Jamaica rebuilding the walls. Kingston, Jamaica: Dikah Publishers.

White, E. G. (1943). Counsels to parents, teachers and students. Miami, Florida: Inter-American
Division Publishing Association.

White, E. G. (1968). Counsels on education. U.S.A.: Pacific Press Publishing Association.

Students’ feedback on course: Students are required to submit a journal every two (2) weeks, which will
provide the following information:
 What went well?
 What could be improved?
 Questions/ Comments/ Suggestions
 Date of journal entry

Activity Rubrics:

Reading Reports Journal

(Total Points = 10) (Total Points = 10)

The title is used as the heading.  Content (4 points):

Points are: (3 points)
 Clear and in student’s own words.
Do not use whole sentences from the
article as your points. Use your
comprehension skills.
 Reflecting an overall summary of the
article.
Reaction (4 points):
 Is clear and in student’s own
words.
 Gives student’s overall view of the
article and their thoughts on the
matter(s) discussed.
 Student shared at least three (3)
applicable points or thoughts on
the article.
 There is a spiritual connection.
Format and Grammar (3 points):
o Points are important and help make
entry interesting.
o Information helps the student see
things in a clearer way.
 Comprehension (3 points):
o Information is clear and easily
understood.
o The entry is neatly typed or
handwritten.
o Journal is has no grammatical or
spelling errors.
 Organization (2 points):
o Journal entry is logical and effective.
o Information helps the student see
things in a clearer way.
o Evidence of well thought out review
of the teaching and learning process.
  Report is properly formatted:  Effort (1 points):
double line spacing; Times New o Questions or comments are outlined.
Roman; size 12 font; 1″ margins; o The requirement of the assignment is
etc. met.
 Report is free from grammatical
errors.
 Spelling and sentence structure are
correct.
Typewritten Assignments
 Introduction (4/2 points):
o There is an appropriate title.
o The paper has clear controlling
statement relating to the specific
Assignment.
o Background information is
provided to establish importance
of the topic.

 Body of Research (18/12 points):

o There is linkage to concepts
discussed in class.
o There is evidence of research and
application of knowledge.
o Information is presented in
students own words, not “cut and
pasted” from research sources.

 Conclusion (4/2 points):

o The most important points or
findings are stated.
o No new information is introduced
in the conclusion

 Language and Format (4 points):

o An appropriate title is provided.
o Sentences are carefully constructed.
o There are no “first person” statements
in the document.
o There are no spelling errors or visible
corrections.
There are no obvious grammar or punctuation
errors.

Artistic Presentations
 CATEGORY 12 10 8 6

Creativity The AR shows The AR shows The AR shows No creativity and

extreme creativity. moderate little to no no consistency/
Learner went above creativity. creativity with focus on chosen
and beyond Accurately numerous story.
expectations. represents the inconsistencies.
Accurately chosen short story
represents chosen with few
story. inconsistencies.
Spelling and Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes
Grammar errors in grammar or errors in grammar errors in grammar more than 4 errors
(Conventions) spelling that or spelling that or spelling that in grammar or
distracts the reader distracts the reader distracts the reader spelling that
from the content. from the content. from the content. distracts the reader
from the content.
Adding The creator seems to The creator seems The creator adds No personal voice.
Personality be creating from to be drawing on little to none of Copy of examples.
(Voice) knowledge or knowledge or his/her creativity
experience. The experience, but to the project.
author has taken there is some lack
ideas and made of ownership of
them "his own." the topic.
Capture Learner fully Learner shows Shows average Shows little to no
captures an clear grasp of story, but understanding of
important element understanding of focuses on the chosen story
of chosen story. the story, but does unimportant and project does
not fully capture element. not reflect any
an important element of chosen
element of story.
storyline.

ADDITIONAL INFORMATION:
  Academic honesty and integrity are essential to the ethos of Northern Caribbean University.
Students are held accountable for the honest completion and representation of academic work.
Sources are to be cited appropriately and respect for the academic work of others shown. Students
who violate these standards will be confronted and must accept the consequences of their actions.
Do not plagiarize.
 Lateness and tardiness attract a penalty; they affect performance and therefore grades. (See
bulletin.)
 Cellular phones disrupt concentration and therefore must be on silent mode in class. It is
disturbing to see students run out of class to answer phone calls so please avoid doing this.
 All major assignments must be placed in a clean folder, unless being submitted on Æorion.
 Submit all assignments in Times New Roman size 12 Font, double spaced.
 Use the APA system for writing references. Get information on that style in the library or the
English Department.
 All assignments must be submitted on or before the due date. Late assignments will not be
accepted.
 All work must be submitted in Standard English. Errors will be penalized with loss of marks.

POLICY ON SERVER UNAVAILABILITY OR OTHER TECHNICAL DIFFICULTIES

The university is committed to providing a reliable online course system to all users. However, in the
event of any unexpected server outage or any unusual technical difficulty which prevents students from
completing a time sensitive assessment activity, the instructor will provide an appropriate accommodation
based on the situation. Students should immediately report any problems to the instructor and also contact
the UNISS eLearning Help Desk: http://uniss.ncu.edu.jm/elearninghelp , . The instructor and the UNISS
eLearning Help Desk will work with the student to resolve any issues at the earliest possible time.

TECHNICAL REQUIREMENTS
In addition to a competent level of computer and Internet literacy, there are some minimum technical
requirements that must be met to enable a successful learning experience. Please review the important
technical requirements and the web browser configuration information at http://aeorionde.ncu.edu.jm/ to
ensure that your personal computer meets the outlined requirements.

LIBRARY SERVICES
Distance Learners will need an Æorion user account to access all of the library’s electronic resources
(reserves, journal articles, ebooks and search online databases) from off campus. For NCU students living
close to one of our extension campuses, a valid NCU ID card is required to check out materials from the
Library. For more information on library resources go to http://www.ncu.edu.jm/library/

COURSE EVALUATION
You are required to complete an evaluation of the course at the end of the semester/module. These
evaluations are used to garner valuable feedback that helps to improve the quality of instruction. Online
course evaluations will be made accessible by the end of the semester/module and students will be
informed via email or internal messages when they become available.

NCU EMAIL
Northern Caribbean University is aware of the efficiency, effectiveness and overall importance of
communication between students and faculty/staff through electronic mail. At the same time, e-mail
raises some issues concerning security and the identity of each individual in an e-mail exchange. The
university encourages all official student email correspondence be sent only to a student’s NCU e-mail
address and that faculty or staff consider email from students official only if it originates from a NCU
student account. This allows the university to maintain a high degree of confidence in the identity of all
individual corresponding and the security of the transmitted information. NCU furnishes each student
with a free e-mail account that is to be used in all communication with university personnel. The
University Information Systems Services Department at NCU also provides a method for students to have
their NCU e-mail forwarded to other accounts.

ACADEMIC HONESTY AND INTEGRITY

All students are expected to maintain a high level of responsibility with respect to academic honesty.
Students engaged in cheating or academic dishonesty of any form will be subject to disciplinary penalties
which include the possibility of failure for the course and/or dismissal from the University. Cheating,
dishonesty, plagiarism, copying portions of another student’s work are totally unaccepted and will be
dealt with seriously. A minimum penalty will be a zero for the course work submitted. Further action
may be taken at the instructor’s discretion. In view of the fact that such dishonesty harms the individual,
all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced.
Any form of cheating is sufficient for an automatic “F” for the course.

DISCLAIMER: The Department reserves the right to make adjustments to this course outline as deemed
necessary.