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UNIV*1200 01, Course Outline: Winter 2022 General Information “We acknowledge that the University of Guelph resides on the treaty lands and territory of the Mississaugas of the Credit (Treaty 3). We recognize the significance of the Dish with One Spoon Covenant to this land and offer our respect to our Anishinaabe, Haudenosaunee and Métis neighbours as we strive to strengthen our relationships with them. Today, this gathering place is home to many First Nations, Métis and Inuit peoples and acknowledging them reminds us of our important connection to this land where we learn and work.” (Source: ARC Website) UNIV*1200 First Year Seminars F, W (3-0) [0.50] First Year Seminars are interdisciplinary courses designed especially for first year students. The goal of the First Year Seminar course is to provide opportunities for students to participate in small enrolment, discussion-oriented classes in their first year. Different seminar topics are offered each year in each separate course section, reflecting the particular research or professional interest of the course instructor. The seminar course counts as a free elective in the student's Schedule of Studies. For information about how the seminar courses may in some cases fulfil particular program distribution requirements, students should contact their program counsellor. A list of current and archived offerings is available by following the links on the First Year Seminars web page.

Course Title: Be a FYS Digital Storyteller Researcher UNIV*1200 01 W22 Course Description: This course provides an opportunity to learn how to create two Digital Stories (using WeVideo) (one individual one and one collaborative one) and how to conduct real collaborative research by interviewing and surveying other First Year Seminar students in other W22 UNIV.1200 courses. The virtual interviews you do with other students will be used to create collaborative Digital Stories (DS). The purpose of conducting research is to learn more about the University of Guelph’s (UOG) First Year Seminar (FYS) program from FYS students and to use these research findings to inform and further develop the UOG’s FYS program. In collaboration with the UOG library Media Studio, and in consultation with UOG’s REDLAB, Mobile Media Arts Lab https://revisioncentre.ca/ students in this UNIV 1200*01 course “Be a FYS Digital Storyteller Researcher” and the Director of FYSs (your instructor Dr. Mavis Morton) will be trained to create multimedia stories as one of the main data gathering methods in which to answer research questions about being a FYS student. In the first half of the term, we will learn how to create 2-3 minute videos that pair audio tracks with visual and soundscapes (photos, video clips, music, artwork, gestures etc.) to tell YOUR story about being a first year UOG student using a program called WeVideo. The training includes resources and support from Lindsey Robinson, Digital Learning Specialist, UOG library Media Studio related to design, online tutorials on using audio, video, and editing software and equipment. After the multimedia training, you will create and screen two stories in class, an individual DS in the first half of the term and a collaborative DS at the end of the term.

2 As part of the Design-Based Research methodology we are using, this process is iterative such that the ideas and themes developed and shared in the F20, W21, F21 FYS will be examined and built on in our W22 course. The data gathered across the F20, W21, F21 and W22 terms and the digital stories produced will be used to inform the future of the FYS program at the UOG. Credit Weight: .05 Academic Department (or campus): Interdisciplinary University (UNIV) Provost and VicePresident Academic Semester Offering: Winter 2022 Class Schedule and Location: Face to face Mondays/Wednesdays 2:30 p.m. to 3:50 p.m. Rozanski (ROZH) Room 107 We will use Zoom for the first 2 weeks (Jan 10th, 12th, 17th & 19th) for virtual class meetings, please use this link: Time: 2:30 PM Eastern Time (US and Canada) Join Zoom Meeting Topic: UNIV 1200.01 W22 Zoom Meeting https://zoom.us/j/96129579849?pwd=Rmh5bkppWFk3ZUlNcmFqNEdIWDdZUT09 Meeting ID: 961 2957 9849 Passcode: 074370

Instructor Information Instructor Name: Dr. Mavis Morton Instructor Email: [email protected] Office location and office hours: 633 Mackinnon but virtual office hours Wednesdays 4:00 p.m to 5:00 p.m. by appointment and other days/times by appointment.

Course Content Specific Learning Outcomes: The following course specific learning outcomes align with the University of Guelph’s Undergraduate learning outcomes https://www.uoguelph.ca/vpacademic/avpa/outcomes/pdfs/Undergraduate%20Learning%20Outc omes.pdf Critical and Creative Thinking 1. Demonstrate critically reflective, analytic and creative thinking in oral, written and visual formats. Literacy 2. Demonstrate literacy in finding, reading, analyzing and referencing relevant information about First Year Seminars. 3. Conduct research with FYS students using qualitative interviews and an online Qualtrics survey. 4. Apply Digital Storytelling research methods within a Design-Based Research methodology.

3 Communicating 5. Apply the ideas, connections, extensions (ICE) framework effectively orally and in writing. 6. Demonstrate professional, and relevant participation, engagement, communication, listening, active reading. 7. Mobilize research findings by creating digital stories & infographics. Professional and Ethical Behaviour 8. Demonstrate effective skills in collaborating with, teaching, learning from and sharing information with others in small and larger group settings. 9. Demonstrate initiative, independence, personal & social responsibility, respect, academic integrity and accountability in individual and group contexts. 10. Manage individual and collaborative teaching and learning experiences in uncertain and changing circumstances. Course Content: Please note that the schedule below is a DRAFT guide for the semester. The amount of time spent on each topic will depend on may factors including what we as a collaborative team decide we need and when we need it. As such, the topics and assignment due dates may be adjusted throughout the course of the semester but always in consultation with you. Date/Week W1 Jan. 10th & 12th

Topic Land acknowledgement, Introduction to course, FYSs & each other

Reflective Journal #1 due Jan 14th Examples of previous FYS Individual DSs W2 Jan. 17th & 19th

UOG FYSs Criteria & Research Findings

WeVideo account asap and WeVideo workshop by Jan 31st

Digital Storytelling (DST) Introduction and Orientation to DST

W3 Jan. 24th & 26th

Plan W22 FYS research steps/timeframe

Storyboard/script DS#1 due Jan 28th

UOG FYSs Criteria & Research Findings

Required Readings Syllabus

Learning Outcomes 2, 5, 6, 8, 9, 10

Murray. (2017). EnquiryBased Learning Online: Course Development and Student Experience of a First Year Enquiry-Based Learning Seminar. Fostaty Young. (2021) 1, 2, 5, 6, Introduction to the ICE 8, 9, 10 Model, Chapter 1 in Teaching Learning and Assessment Across the Disciplines: ICE Stories. Murray. (2017). Changes in First-Year Students’ Use of Research Resources. Al-Sheeb, Abdulwahed & Hamouda. (2018). Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education.

1, 2, 4, 5, 6, 7, 8, 9, 10

4 Script Development Thinking #DS1 Making Stories DS#1

Jairam. (2020). First-year seminar focused on study skills: an ill-suited attempt to improve student retention.

W4 Jan 31st & Feb. 2nd Images #1 &

Capturing Images & Sounds for DS#1 – Video + editing

Images/Audio/ Sounds added to WeVideo DS#1 due Feb. 4th

Collaborative DS examples

Reynolds, Byrne, Campbell, & Spritz. (2019). One Size Doesn’t Fit All: Students’ Perceptions of FYE Approaches

W5 Feb. 7th & Feb. 9th

Ethics of Holding Stories Qualitative Interviewing Training

W6 Feb 14th & 16th

Individual W22 DS#1 Screening

Export DS#1 (before noon in WeVideo) & Final Screening DS#1 due Feb 14th

Prof Morton send recruitment Email to FYS students in other FYS

Feb. 21st-27th Winter Break W7 Feb. 28th & March 2nd

NO CLASSES

Reflective Journal #2 Due March 4th

Schedule and sign up for virtual interviews

Start conducting virtual interviews with other FYS students in W22 FYSs

Woolfork‐Barnes. (2017). Seven‐Year (2007–2013) Retention Study on Students Enrolled in Thematic and Nonthematic First‐Year Experience Seminar Courses Young & Keup. (2016). Using Hybridization and Specialization to Enhance the First‐Year Experience Stephen, & RockinsonSzapkiw. (2021). A highimpact practice for online students: the use of a firstsemester seminar course to promote self-regulation, selfdirection, online learning self-efficacy. Healey-Etten & Sharp. (2010). Teaching Beginning Undergraduates How to Do an In-depth Interview: A Teaching Note with 12 Handy Tips

1, 2, 4, 5, 6, 7, 8, 9, 10

1, 2, 4, 5, 6, 8, 9, 10

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Connolly. (2017). First Year Experience for At-Risk College Students

Leary, Corsi & Bryner. (2021). The Effect of FirstYear Seminar Classroom Design on Social Integration and Retention of STEM FirstTime, Full-Time College Freshmen.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

5

W8 March 7th & March 9th

W9 March 14th & March 16th

Interview FYS students Code FYS interview data

Interview FYS students Code/analyze FYS interview data

Code/analyze FYS interview data due by March 18th

W10 March 21st & March 23rd Coll DS#2 Workplan due March 25th W11 March 28th & March 30th

W12 April 4th & April 6th Coll DS#2 Export April 5th by midnight

Coll DS#2 themes/FYS groups

Coll DS#2 add clips, images, sounds, music to WeVideo timeline Finalize Collaborative DS #2 (including transitions, references etc.) in WeVideo Export & Screening of Collaborative DSs #2

Pickenpaugh, Yoast, Baker & Vaughan. (2021). The role of first-year seminars and firstyear college achievement for undeclared students. Swanson, Vaughan & Wilkinson. (2017). First Year Seminars Supporting Male College Students’ Long-Term Academic Success Senyshyn. (2019). A FirstYear Seminar Course that Supports the Transition of International Students to Higher Education and Fosters the Development of Intercultural Communication Competence. Permzadian & Credé. (2016) Do First-Year Seminars Improve College Grades and Retention? Culver & Bowman (2020). Is What Glitters Really Gold? A Quasi-Experimental Study of First-Year Seminars and College Student Success Find your own discipline specific research articles on FYSs

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

No readings

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

No readings

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

6 Reflective Journal #3 Due & both DS consents forms submitted April 8th Course Assessments: Assessments

Participation & Engagement (ICE) Perusall Reading In & outside class engagement/ participation Ind DS#1 WeVideo Production & Delivery: WeVideo account via the UOG library and Tutorials Digital Story Tutorials/Workshops (min 3) Story Board/Script DS#1 Images & Audio/Sounds DS#1 Final Screening DS#1 Qualitative Research with FYS Students Preparations for interviews Conduct interviews (2 interview/2 record = 4 min) Code/analyze interview data for collaborative DS#2 (approx. 5 each) Collaborative DS#2 WeVideo Production & Delivery Workplan DS#2 (clips/sound/images) Export Coll DS#2 in WeVideo Final Screening DS#2 Reflective Journals (3)

Total

Due Date

Bi-Weekly (24 meetings)

Contribution to Final Mark (%) 20%

Learning Outcomes Assessed 1, 2, 5, 6, 8, 9, 10

10% 10% 15%

1, 4, 5, 6, 7, 8, 9, 10

Immediately

Jan-Feb Jan. 28th Feb. 4th Feb. 14th Feb. 18th Feb. 28th start

Pass/Fail 5% 5% 5% 35% 10% 15%

March 18th

10% 20%

March 25th April 5th April 6th #1 Jan. 14th #2 March 4th #3 April 6th

1, 3, 4, 6, 7, 8, 9, 10

1, 3, 4, 5, 6, 7, 8, 9, 10

10% 10% 10% (3% x 3), 1% for submission of consent form 100%

1, 6, 7, 8

ALL

Participation & Engagement Weekly 20% (10% Persuall, 10% class) As a seminar, the format of the course depends on a high level of student participation and active engagement. Prior to, during, and following class times, students will be involved in various teaching and learning activities, sometimes independently, sometimes in small and/or larger groups. Students are expected to attend every class, read all assigned materials prior to class with the view of using them as required, and participate actively and thoughtfully in all course activities.

7 If you are going to be absent, if you have to leave early, or if you arrive late, it is best to email me ([email protected]) in advance, especially if there are extenuating circumstances related to health or other urgent matters. There are many ways to help make the seminar space an engaging and positive one. When on Zoom, put your camera on so you demonstrate you are HERE! Being respectful toward others is important. That means looking and listening at whoever is speaking. Your participation grade will be based in part on your reading preparedness, attitude, and ability to articulate ideas, connections, extensions (ICE framework on Courselink) related to the course material in discussions, activities, and writing. Use Perusall (top 10 grades will be used toward 10% of your grade but must be completed BEFORE class) to demonstrate engagement with the readings and use the Academic Reading Review Chart (find on Courselink under course materials) to identify/evaluate and communicate: 1. 2. 3. 4. 5.

Argument/purpose of chapter/article, research questions, relevant concepts Theoretical perspective Methodology/methods Findings/results, conclusion Tensions/debates/limitations.

*Participation and engagement (10% class based) are assessed every class (24 meetings) and top 20 scores will be used towards final grade. You will receive a mid-term grade for the first half and a 2nd grade for the second half of the term. Individual Digital Story (DS) #1 –WeVideo Process/Production & Delivery 15% You will make 2 digital stories. We will use WeVideo to make these DS and you must create a WeVideo account via the UOG library as soon as you have access to do so. The first DS will be an individual one in which you watch videos (from the UOG library) about how to design a storyboard/script and create a DS based on the question: “What is it like to be a FY UOG student in a pandemic?” This DS assignment will be graded based on criteria such as: Time management and planning (completion of script/storyboards, sounds/music, relevant use of stock and personal images/video, completed DS#1) • Relevant content and themes • WeVideo technology (editing, audio, images)

•

Qualitative Research with FYS Students 35% You will conduct and record qualitative interviews with other UOG FYS students in the 2nd half of the term. We will review research ethics rules, complete the CORE tutorial, review and revise the interview guide used by the F21 class and then schedule, practice, and conduct short (15 mins) virtual interviews with approximately 50-60 other UOG FYS students from other FYSs. This data will be used to create the 2nd Digital Story called “Collaborative Digital Stories #2”. Lots more information and resources to be provided on Courselink and in class. Qualtrics Survey with FYS Students We will also review and revise the Qualtrics Survey questions used in the F20, W21 & F21 terms prior to sending it out to this fall’s FYS students.

8 Collaborative DS#2 - WeVideo Production & Delivery 20% The 2nd DS will be done collaboratively in small groups, and this will be based on themes that come from the interviews with other FYS students, the Qualtrics survey data and the academic research you are reading. To prepare to create a Collaborative DS we will code the interview data, look for themes and then decide what video clips from the interviews we will use to illustrate the theme/focus of each Collaborative DS. Each student will choose to work in a group with other students to create ONE collaborative story (for a total of about 5 Collaborative DSs). We won’t know what they will be about until we examine the qualitative interview data. This Collaborative DS#2 assignment will be graded based on criteria such as: • Time management and planning (group workplan that includes script/storyboards, sounds/music, relevant use of stock and personal images/video, completed DS#2) • Relevant content and themes • WeVideo technology (editing, audio, images) • Producing a final WeVideo Collaborative DS#2 exported on time and ready for screening on the last day of class (April 6th) Reflective Journals (3 due dates throughout term) 3x3% each + 1% for submission of consent forms for Individual and Collaborative DSs. 10% Reflective journals will be used to demonstrate personal reflection, critical thinking and writing related to the process of learning how to create digital stories and on other aspects of the course such as working in a collaborative environment and being a student researcher. More specific questions/prompts and criteria will be given via Courselink.

Course Resources Required Readings: Available on Ares and linked to Courselink Al-Sheeb, B. A., Abdulwahed, M. S., & Hamouda, A. M. (2018). Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education. Connolly, F. (2017). First Year Experience for At-Risk College Students. College Student Journal, 51(1), 1–. EDUCAUSE Learning Initiative. (2007). 7 things you should know about digital storytelling http://www.educause.edu/ir/library/pdf/ELI7021.pdf Fostaty Young. (2021) Introduction to the ICE Model, Chapter 1 in Teaching Learning and Assessment Across the Disciplines: ICE Stories. https://ecampusontario.pressbooks.pub/storiesofteachinglearningandassessmentacrossthedisciplin es/chapter/introduction-to-the-ice-model/ Healey-Etten, V., & Sharp, S. (2010). Teaching Beginning Undergraduates How to Do an Indepth Interview: A Teaching Note with 12 Handy Tips. Teaching Sociology, 38(2), 157–165. http://www.jstor.org/stable/25677744

9 Herkulaas M.v.E. Combrink & Lauren L. Oosthuizen (2020). First-Year Student Transition at the University of the Free State during COVID-19: Challenges and Insights. Journal of Student Affairs in Africa, 8(2). https://doi.org/10.24085/jsaa.v8i2.4446 James, P., & Hudspeth, C. (2017). How Do You Take Learning Beyond the Classroom in an Interdisciplinary First‐Year Seminar? New Directions for Teaching and Learning, 2017(151), 79–95. https://doi.org/10.1002/tl.20250 Jairam, D. (2020). First-year seminar focused on study skills: an ill-suited attempt to improve student retention. Journal of Further and Higher Education, 44(4), 513–527. https://doi.org/10.1080/0309877X.2019.1582757 Leary, Tylka, A., Corsi, V., & Bryner, R. (2021). The Effect of First-Year Seminar Classroom Design on Social Integration and Retention of STEM First-Time, Full-Time College Freshmen. Education Research International, 1–9. https://doi.org/10.1155/2021/4262905 Murray, J. and Wolf, P. (2016). Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph. The Canadian Journal for the Scholarship of Teaching and Learning: 7(1), Article 4, 1-19. Murray, L. (2017). ...