RUNNING HEADER: UNIVERSITY READINESS

Cochran 1

Kathryn Cochran
HIAD 7451
Dr. Mumiukha
Fall 2015
Semester Paper

Purpose of UNIV 2010- University Readiness

RUNNING HEADER: UNIVERSITY READINESS

Cochran 2

Time after time in the higher education community, students thrive when in the
community college atmosphere, only to falter upon entrance into a four year university. While
the reasons for this have been researched; a new course has been designed to prepare two-year
students to enter the university fully prepared for their future as a university student.
University Readiness (UNIV 2010) is a course designed for students in a two year college
that are preparing to further their education by continuing their education in a four year
university or college. This courses main objective would provide the necessary information for
transferring into a four year institution, as well as preparing the students for the differences in the
two year and four year institutions. This would be completed through research, university visits,
and speakers from universities explaining the importance of continuing an education after two
years. The course is designed to reach students of all demographics, as the only necessary factor
that the student utilizes is that she/he is actively pursuing a program or degree that will allow and
encourage them to transfer into a university setting upon completion of the two years at a
community college. The average student enrolled in the course is on a career path through the
community college and university, can be a traditional student or adult student, and can be
enrolled in any major or minor.
This course could be offered nation wide at any accredited community college and
university; but the two would have to work in conjunction together to ensure success for the
students. For example, the University of Memphis would work in strong connection with
Southwest Tennessee Community College in an effort to provide knowledgeable professors that
ready the students for the work load that is introduced to any new student in a university course.
Jerold W. Apps discusses in the book, Mastering the Art of Teaching Adults, that in order
to become a master teacher, you must be able to adjust teaching strategies to reach all students

RUNNING HEADER: UNIVERSITY READINESS

Cochran 3

(Apps, 1991). As the professor teaching this course, it is vitally important that the professor
teaches to the level of the students, which must be at the university level strictly in order to
enforce the reasoning of the course. The workload must mimic that of a university course, and
the tempo of the class must mimic it as well. Upon completion of the professor creating a
university-styled atmosphere by teaching to that level, then the students will begin to gain the
knowledge and experience necessary to carry into their university education.
The majority of the developmental tasks performed inside the course will be related to
preparing the students for their educational future in the university setting. They will be dealing
personally with finding their goals for their time in the university. This can be completed by
having speakers from different fields, questionnaires being given out to the members of the class,
and other forms of assisting the students as they prepare to continue their education. Another
form of developmental task that will take place dealing with relationships will be the
relationships created from the students to the members of university officials (advisors,
enrollment counselors, orientation members) that will assist them in their transition from
community college to the university.

Objectives
The objectives of this course are in place and are written in terms dealing with the
product of the course. The product of taking this course and successfully completing it will allow
the participants to be successful in their time as a university student.
The objectives of this course is are follows:
1)

To prepare students to begin the process of transferring from a two year college to a four
year university.

RUNNING HEADER: UNIVERSITY READINESS

2)

Cochran 4

To identify and understand the majors/minors/concentrations that will be offered at the

four year university, and to then select the area that they plan to study in at the university.

3)

To understand the expectations and atmosphere of the university prior to arriving at the
univeristy through the lessons taught and researched in the course.

4)

To enter the university setting with confidence and assuredness of their ability to
assimilate and integrate into the setting without faltering.

The objectives relate to the development of the students because they are fully written and
designed for the students to actually go out and do. As they advance in the course, their fears
of transition will ease, their worries of going to a larger school will ease, and their ability to
navigate through the process of applying, being accepted, and registering will improve. If each
objective is met by each, the student and the professor, the students will feel fully prepared to
advance their education; ensuring that their development is the utmost important factor as the
course concludes.

Learning Materials and Resources

The materials used will be previous works of research and multiple books that will be
read. Because the field of higher education is constantly changing and improving, the selected
readings would likely be recent, within the last ten years when relating to the field of higher
education and university education in particular. The reason for this is because the field of higher
education, and especially universities, are changing yearly. As they continue to reform and
progress, its vital that the students are taught the most current information when teaching the

RUNNING HEADER: UNIVERSITY READINESS

Cochran 5

material relating to the university system. One of the texts used will be The First Year at
University: Teaching Students in Transition by Bill Johnston; a book that highlights the transition
period for students and how to teach that transition to be as successful as possible.
The diversity of the materials used will aim to be large, but due to the subject nature of
the course, the diversity may depend more upon the students and what they feel is needed to
know in terms of diversity in the university. For instance, in a class full of minorities (women,
immigrants, etc..), the chosen readings could be aimed towards giving them information that
would benefit them upon arrival in the university. A class full of women may read a lot as to how
to be successful as a woman in the higher education field. The other form of diversity taught will
be how to expect the diversity that the university system has to offer. With that said, it will
prepare the students to expect larger classes with a wider variety of students age, race, gender,
etc. As we teach the students these key facts, it is vital that we express to them the importance of
understanding and embracing diversity as their career in education continues to flourish. As they
are able to understand and accept, the more likely they are to enter the system prepared for all
that they will be opened up to, even if they previously were not in their lifetime.

Setting
The setting for UNIV 2010 is highly conducive to the learning environment in the
classroom. Not only are they sometimes advancing from 20-person classrooms to 200-person
classrooms, but we must prepare them for this change in every way possible. In order to do this,
the classroom that this will be taught in will be large, but if that is not feasible due to the course
and the classrooms available, they will be touring university facilities and prepared to see the
auditorium style classrooms they they will be utilizing upon entrance into the university. As they

RUNNING HEADER: UNIVERSITY READINESS

Cochran 6

see these larger classrooms and different styles of teaching prior to their first day at a university,
it will allow them to enter on their first day of classes feeling confident.
The students will feel welcomed, and their voices heard in the course, by the professor
allowing for any conversations to be welcomed and admitted by the professor that remains on
topic. The professor is vital for reassuring the students of any thoughts they have, negative or
positive, and its important for the professor to spread the inclusive attitude to all the students in
the course. One vital piece to the course is that the students will share their thoughts, fears, and
excitements about entering the university; and it is the professors utmost importance to ensure
that no student feels unwelcome or judged, not only by the students; but also by the professor. An
inclusive classroom for this course is one of the keys for the course that will create a road to
success.
As the students are able to reflect upon their identity in the community college and what
they perceive their identity to be in the university, the students will be encouraged to not only
look to the future, but to look to their past and use their past experiences to continue to grow and
thrive in their future of education. This will be encouraged by the use of journals regularly during
the course of the semester, but also reflective papers and classroom discussions. In the text The
Courage to Teach by Parker Palmer, Palmer speaks of the braveness of taking risks in the
classroom, such as inviting open dialogue (Palmer, 1998). Palmer speaks of how creating an
open atmosphere that students feel welcome to discuss any topic of any area of their life will
create, for the students and professor, a classroom with low levels of tension, anxiety, and stress.
In this course, the professor will be expected to open up the classroom floor to any field that the
students may venture into; and to then accept comments in that field, as well as offer back

RUNNING HEADER: UNIVERSITY READINESS

Cochran 7

comments. Through this strategy in the classroom, an open, honest classroom will allow the
students and professors to strive for the best in all situations that may come up in the course.
Learning Activities
In UNIV 2010, professors will experience students at all levels of emotional preparedness
to enter a new stage of their life, while the professor must also find the best solution in teaching
and working alongside these students. It is important that, despite any differences in the learning
and development that the students may have, that the professors consistently offer a wide variety
of educational opportunities from different viewpoints that reach the students in all areas of the
room that come from all different walks of life and are coping with the stress all in different
manners. While the course will rely heavily on life experiences and students offering their
personal thoughts and feelings of their future in the university system, the professor will be the
rock in the center of the room that creates a sense of openness and fosters (pro)active learning in
the classroom. The students will feel welcomed to open their minds and thoughts to the open
discussions in the course because of the sense of openness that the professor will create. The
learning activities will relate explicitly to the students life experiences and what they presume
from the future of their life in the university setting, because of the ability for the professors to
ask open questions in open varieties that will provide the students a chance to examine their
concerns, comments, and issues with their transition period.
As the professor teaches, it is the professors second most important goal to create an
atmosphere that the professor is seen not as a higher up, but more as a coach, a motivational
helper, someone that is there to assist the students in their learning experience in the course. The
students will be able to manage the course in a way that allows them to create the course. For
example, because this is mainly a discussion and experience-based course, the professor would

RUNNING HEADER: UNIVERSITY READINESS

Cochran 8

be wise to cater the course to the expectations of the students and less based on the expectations
of themselves. While it would make sense to explain the difference in a basic class in community
college and a university setting, if the students enrolled in the course are asking questions at the
beginning of one class session dealing with their enrollment questions; it may be wise for the
professor to opt instead for the discussion of that day and the work to be completed outside of the
classroom that week to surround the enrollment process, advising, and becoming oriented with
the university. This allows the professor to be in control of the course, while allowing the
students to sometimes set the pace depending on their comments and questions that pertain to the
business of the course.
Evaluation
The testing in UNIV 2010 will be minimal, but evaluations from the professor to the
students will be completed by the depth of classroom discussions, the depth that the students
perform their journals, and the depth of the interactions between the students and professor when
in communication about their transition period. Because this course is being offered to students
in community college in their final year before transferring to the university, it will be vitally
important that the students are updating the professor on their transition period. For instance,
there will be deadlines set to perform certain acts that will pertain to the students transfer
process. If a student has shown no signs of selecting a major and career path, applying to the
university of their choice, getting in touch with enrollment and financial aid counselors, and
other items that will assist them in their transfer; then the professor will know that the student
isnt putting much effort into their personal transfer process; which will result in lower
evaluations from the professor.

RUNNING HEADER: UNIVERSITY READINESS

Cochran 9

Course Syllabus
University Readiness- UNIV 2010 (1 credit)
Spring 2016
Faculty Information:
Kathryn R. Cochran
Professor:
University of Memphis; Adjunct Southwest TN Community
College
Office: 100 Ball Hall
Office Hours: By appointment
Phone: (901) 123-4567
Email: kcchran1@memphis.edu
Location of course: Southwest TN Community College, Room 115

RUNNING HEADER: UNIVERSITY READINESS

Cochran 10

Course Description: UNIV 2010, University Readiness

An overview of the necessity of continuing education in a university, a
preview of the university system, and an overview of the administration
similarities and differences in colleges and universities.
Prerequisites: Must have completed 15 hours at a community college and
preparing to apply to a university.
Textbook:
The First Year at University: Teaching Students in Transition by Bill Johnston
Other Readings will be required that will be provided electronically through the library or passed
out in class.
Methods of Instruction: In class discussion, journal writing, in and out of class readings,
written papers and essays.
Key Assessments: There will be a weekly reading, as well as a weekly update of how the
transition process is going. Regular journal writing and updates will be assessed, as well as one
final paper.
Accommodations for Students with diabilities
Please inform the professor or have the professor informed by the disabilities office if a disability
is known and documented. Upon knowledge of knowing this, the professor will do all in their
ability to assist the learned with a disability to have equal, proper treatment by the professor and
their peers. All that can be done will be done, and no disability will be ignored with proper
documentation.

Course Objectives:
1)
To prepare students to begin the process of transferring from a two year college to a four
year university.
2)

To identify and understand the majors/minors/concentrations that will be offered at the

four year university, and to then select the area that they plan to study in at the university.

3)

To understand the expectations and atmosphere of the university prior to arriving at the
univeristy through the lessons taught and researched in the course.

4)

To enter the university setting with confidence and assuredness of their ability to
assimilate and integrate into the setting without faltering.

RUNNING HEADER: UNIVERSITY READINESS

Cochran 11

Grading: There is to be no work duplicated from one course to this one. If this is done, the
student will receive no credit and it will impact the students final grade. When grading papers,
clarity, conciseness, correctness and logic will be taken into consideration for final grades. APA
style is mandatory on all written assignments.
94-100 pts
A
90-93 pts
A87-89 pts
B+
84-86 pts
B
80-83 pts
B77-79 pts
C+
74-76 pts
C
70-73 pts
C67-69 pts
D+
65-66 pts
D
Papers are graded with the guidelines below:
A= Organized, clear, proper grammar and sentence structure, connected thoughts, logic, APA
style used with only slight errors.
B= Organized, clear, but a few areas that arent clear. Some mistakes in spelling or grammar,
some APA mistakes, few amount of references, not fully explained logic.
C= Not organized in a manner to be understood, not enough references, not logical, poor
sentence structure and grammar/spelling.
Requirements for the course:
Students enrolled in this course are expected to be in the process of or
already have looked at universities, applied, or been accepted. It is expected
that there will be regular contact with the professor and students that will
keep in touch often in reference to the point each student is at in their
transitioning journey. Without consistent communication and class work
being completed on time and submitted on time, please be aware that this
will impact your final grade as the semester concludes. All of these factors
are keys to success for the students, and will benefit you (the student) in the
long run as you prepare to enter the university setting. As this course is
designed to better prepare you for the future of your educational career, it is
expected that much effort will be given in the course in hopes of much
reward being given.
Assignments:
#1- Weekly Readings: Each week, there will be an assigned reading. You are expected to
read the selected reading PRIOR to the class meeting for the week and to be prepared to discuss
the readings in an open class discussion. If there are questions on the readings, you are expected
to have those questions to the professor before class or at the beginning of the class.
#2- Journal Writings: Every two weeks there will be an extra journal writing, where you will
respond to the journal prompt given by the professor. This question will stem from class
discussions OR class readings, and you will have one full week to prepare your response. It is

RUNNING HEADER: UNIVERSITY READINESS

Cochran 12

expected that your response is atleast 1 page and no more than three. This will be turned in at the
beginning of the due date given.
#3- Final Paper: Throughout the course of the semester, each student will choose a topic of
their choice to complete a research paper on. The topic can be of any choice that relies on the
transfer process or a particular step in the transfer process. The paper will need to be completed
in APA format, and will be essential to your learning process in the course. Examples:
orientation, the application process, how to select a university, etc..
#4- Weekly Paper: Each week, it is expected for the student to turn in a 1-2 page paper on
their current stage in the transfer process. For weeks that there are no steps taken, discuss the
importance of other steps, the selected readings for the week, or what your next step is. For
instance, when you begin your FAFSA paper work, you will write on that for that particular
week. No references are necessary, but if they improve your work, they are welcomed.
**Note to students: Inside of each of these assignments is the possibility of other assignments,
depending on the stage that the course is in. The ability to do extra at specific times will play a
role in the final grade, but it is expected for this shell to be current, up to date, and rarely
changed, if ever.
Evaluation Explained:
Class Participation
Journals
Weekly Papers
Attendance
Final Paper
Total Possible Points

15 Points
15 Points
20 Points
20 Points
30 Points
100 Points

Course Schedule
Weeks 1-4: Syllabus, Class Review, Understanding higher education,
understanding the transfer process.
Due: 2 journal responses, 3 Weekly papers (none due the first week). Must select final
paper topic in these weeks. Guest speakers in will be discussing the differences in a community
college course and a university course.
Weeks 4-8: Getting into higher education; the admissions process, the
orientation process, Financial Aid, selecting a major.
Due: 2 Journal responses, 4 weekly papers. Guest speakers will be workers in these
fields.
Weeks 8-12: Why we continue our education, the benefits of an education,
Where are we now?
Due: The final four weeks will be an in-depth look at the benefits of continuing our
education. We will be discussing the point were at as the course wraps up, and preparing to

RUNNING HEADER: UNIVERSITY READINESS

Cochran 13

depart the course ready for a university. Guest speakers will be administrators from universities
and higher education workers. Final two journals due, four weekly papers, and the final paper is
due on the last week of class.
Final Notes: This course is being directed by a professor at both community
college and the university, it is expected that you will have questions,
comments, concerns, etc.. often; and they are all welcome. I want to
influence all forms of diversity to feel welcomed to speak out and voice all
opinions. As we go through the transfer process together, Id like to open up
our discussions in every way possible to everyone in the course; whether it is
through email or in the classroom. Your attendance and participation are vital
to your growth in the course, and I encourage you to take in all that you can
in the course in order to make it as beneficial as possible. I look forward to
the semester with you!

References
Apps, J. (1991). Mastering the teaching of adults (Original ed.). Malabar, Fla.: Krieger Pub.
Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San
Francisco, Calif.: Jossey-Bass.

RUNNING HEADER: UNIVERSITY READINESS

Cochran 14