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Los Angeles Pacific University Logo

Associate of Arts · Humanities · Liberal Arts

ISTU 101 Success in the University
ISTU-101

  • SP1 2021
  • Section All
  • 3 Credits
  • 01/11/2021 to 03/05/2021
  • Modified 11/05/2020

Course Description

This course lays a strong foundation for a successful transition to college by increasing critical thinking, curiosity, goal orientation, and motivation. It provides an orientation to Los Angeles Pacific University, the Moodle Learning Management System, digital library services, and other support services. Students are introduced to the idea of a Christian liberal arts education, a strengths approach to learning, and opportunities to develop practical skills and strategies for addressing the challenges of college.

Who We Are

Purpose/Mission Statement

Los Angeles Pacific University exists to deliver high quality, accessible Christ-centered education to students everywhere.

Adult Learning

Los Angeles Pacific University vigorously pursues the goals of Christ-centeredness, academic excellence, affordability, accessibility, and relevance to the contemporary world.
 
A LAPU course week extends from Monday to the following Monday with the exception of the final week, which ends on Friday. Graded assignments are due on the days listed in the Course Calendar. All deadlines refer to Pacific time, unless a different time zone is set up by students in their individual Profile settings.

Required Texts and Resources

  • Fandl, K. & Smith J. (2013). Success as an online student: Strategies for effective learning. New York, NY: Routledge.

  • Chittister, J. & Williams, R. (2014). Uncommon gratitude: Alleluia for all that is. Collegeville, MN: Liturgical Press.

  • Rath, T. (2007). Strengthsfinder 2.0. New York, NY: Gallup Press. (New copy with access code needed for StrengthsFinder Assessment)

As a core organizational principle, Los Angeles Pacific University is committed to economic affordability. To this end, students are free to choose the textbook format that best suits their needs. Formats include: rental or purchase of e-textbooks (in most cases the most affordable option), used paperback or hardcover textbooks, or new paperback or hardcover textbooks.

Outcomes

 

Course Learning Outcomes

Method of Assessment

CLO 1

Students will examine the integration of Christian faith, life, and learning within the context of LAPU’s diverse learning community.

Discussion Forums, Reflective Journal; PASSport

CLO 2

Students will evaluate their learning goals in relation to a strategy for successful completion of their degree.

PASSport

CLO 3

Students will develop appropriate skills to succeed at LAPU, including time management, work-life balance, self-care, good study habits, and goal planning.

Discussion Forums, Skills Practice, Reflective Journal

CLO 4

Students will articulate how and in what ways personal strengths inform their participation with God’s work in and for the world.

PASSport

CLO 5

Students will demonstrate college-level writing literacy, including knowledge of grammar, plagiarism, APA expectations, and information technology.

Skills Practice, PASSport

Course Requirements

Course Presentations

Foundational course concepts will be introduced through a series of course presentations. The presentations highlight critical ideas and themes from the course, and provide guidance for how students can approach the week’s activities. Presentation topics include course welcome, introduction to learning, faith integration, growth mindset, strengths, library and writing tutorials, overcoming obstacles, college financial planning, and career and vocation.

Course Readings

Course readings cover key concepts in more detail than is possible in the presentations. Students will read from assigned textbooks and supplementary resources for the purpose of processing, analyzing, and synthesizing course concepts and objectives.

Discussion Forums

Discussion forums are designed to help students work through key concepts and questions that are raised in the course. Each week, the class will be presented with a problem or question and provided relevant resources to address that problem. Together, the class will conduct research, offer suggestions, pose questions, and reflect on personal experiences in an effort to come to a broader understanding of the course material. These exercises will also help inform the Reflective Journal Entries, which are submitted individually throughout the course. Discussion topics weave together the theme of “momentum for the journey” and include the foundations of success, learning for the unknown, gearing up, discovering strengths, library and writing skills, navigating challenges, and career and vocation.

Reflective Journal Entries

In conjunction with discussion forum interactions, students will prepare and submit a series of reflective journal entries. The entries are relevant to the weekly topic, and provide students the opportunity to demonstrate thoughtful and creative thinking. The journal is a record of students’ reflections about their own experiences, attitudes, opinions, and feelings in relation to the material and within the context of the themes we are examining in the course. Students are encouraged to make several entries each week, as their thoughts develop in response to the course material. The entries are best conducted with the resources and dialogue provided in the course. Journal topics include reflections on learning, the unknown, study plans, uncommon gratitude, and challenges.

Success Coaching

Students will interact each week with their success coach for the purpose of learning how to successfully navigate Los Angeles Pacific University’s systems and resources and to dialogue about course topics and assignments. The success coach interactions provide students with a direct connection to the community of learning at the university. In addition to supporting course content, coaches provide students with strategies for motivation and assignment planning, academic advising, basic financial aid guidance, and the integration of faith, living, and learning.

Skills Practice

Throughout the course, students will practice various skills that are necessary for success in the online university environment. Activities will introduce students to foundational writing concepts and resources including proper grammar and APA formatting, library navigation and academic research, time management, and goal planning. Students will submit the NSO100 Certificate of Completion, annotated bibliography practice, and results from a plagiarism self-assessment.

PASSport

Students will create a Personal Academic Success Strategy Portfolio (PASSport). The portfolio will be compiled in stages throughout the course, so that upon completion the student has a comprehensive and personalized strategy for success. Three PASSport essays will reflect on the academic, vocational/professional, and faith implications of three central questions: Who am I? What are my goals? How will I get there? In addition to personal reflection and integration of the course material, the PASSport will include a graduation road map and a college financial planning worksheet. Finally, an annotated bibliography will compile relevant academic, career/vocational, and faith development resources. 

Evaluation

An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments.

Final Grades

The following scale will be used when calculating final grades:

A 93%-100% B- 80%-82% D+ 67%-69%
A- 90%-92% C+ 77%-79% D 63%-66%
B+ 87%-89% C 73%-76% D- 60%-62%
B 83%-86% C- 70%-72% F < 60%
FN Students who fail to submit at least 50% of their assignments (as determined by the possible points for the course), or miss more than a specified number of face-to-face classes (see catalog) will receive an FN grade, which could impact financial aid. 

Checking Grades

Be sure to check your grades often via the gradebook.

Course Assessment

 

Graded Activities and Assignments

Total Points

Discussion Forums

 320

Reflective Journal Entries

 120

Success Coaching (Pass/Fail)

 160

Skills Practice: NSO100 Certificate of Completion (Pass/Fail)

 10

Skills Practice: Graduation Plan and Course Needs Worksheet Summary

 10

Skills Practice: Annotated Bibliography Practice

 20

Skills Practice: Plagiarism Self-Check (Pass/Fail)

 10

PASSport Essay #1: Who am I?

 100

PASSport Essay #2: What are My Goals?

 100

PASSport Essay #3: How Will I Get There?

 100

PASSport: Annotated Bibliography

 50
Total Points 1000 

Course Policies

Student Participation

Los Angeles Pacific University sees active participation as a means to build an effective learning community within a campus-based or online environment. Engagement among students and the facilitating instructor is foundational to a successful academic experience.

Adult students who dialog with their peers and instructor on a regular basis and in a meaningful fashion typically do well in their learning experiences. Relationship building can occur in many ways, including (but not limited to) participation in class discussions, through group assignments and/or online discussions. Instructors are available for more personal discussions as well. Academic growth and development are achieved not only through the completion of scholastic work but also through participation in the academic community.

Students should expect a study workload that includes online and off-line study averaging 4.67 hours per week per credit (e.g., 14 hours per week for a 3-credit course).

Accessibility Statement

Los Angeles Pacific University is committed to creating courses that are inclusive and accessible in their design. If you encounter barriers, please notify the Accessible Education and Resource Manager immediately so we can determine if there is a design adjustment or accommodation that can be made.

If you have or think you may have a disability, you may also reach out to the Accessible Education and Resource Manager to request an official accommodation. You can find more information at https://www.lapu.edu/resources/accessibility/.

Academic Policies

Withdrawals, Add/Drops, Grade Appeals, etc.

Academic policies governing course withdrawals, grade appeals, and other issues appear in the University catalog, which can be accessed on the Los Angeles Pacific University website.

Copyright Notice

Materials used in connection with this course may be subject to copyright protection.  Students and faculty are both authors and users of copyrighted materials. As a student, you must know the rights of both authors and users with respect to copyrighted works to ensure compliance. It is equally important to be knowledgeable about legally permitted uses of copyrighted materials. Information about copyright compliance, fair use and websites for downloading information legally can be found on the APU Library copyright information page (opens in a new window).

Additional Items

ASSESSMENT RUBRICS: Discussion Forum

  Performance Levels  
Criteria Beginning (0–69%) Developing (70–79%) Accomplished (80–89%) Exemplary (90–100%) Points Possible
Critical Thinking
- Application
- Analysis
- Evaluation
 Not attempted, or analysis, evaluation, or synthesis of the topic demonstrates incomplete thinking or inaccurate understanding. Analysis, evaluation, or synthesis of the topic is introduced, but leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. Presents an analysis, evaluation, or synthesis of the topic in a sufficient manner, so that understanding is not seriously impeded by omissions. Perspective may not challenge conventional thinking or assumptions on the topic. Presents an analysis, evaluation, or synthesis of the topic in a comprehensive and insightful manner, delivering all relevant information necessary for full understanding. Offers sound perspectives that challenge conventional thinking or assumptions on the topic.
18
0–12 13–14 15–16 17–18
Engagement
- Number of posts
 No peer responses are attempted for the discussion activity. One of the required peer responses is attempted for the discussion activity. The required number of peer responses (2) are attempted for the discussion activity. The number of peer responses exceed the minimum requirement (2) for the discussion activity.
6
0–3 4 5 6
Contributions to Discussion
 The responses offer no new insight, neither extending the position of the original post nor providing an alternate point of view. Responses offer few contrary points of view, and/or no scholarly sources to support their thinking (where required). The responses offer little or no new insight. New perspectives or alternate points of view are underdeveloped and require further elaboration to fully extend the conversation. Responses are respectful and take into account others' point of view. Sources cited (where required) may be insufficient in number and/or lacking in scholarly rigor. The responses offer original and creative perspectives and a clearly alternate point of view that fosters further thinking, reflection, or perspective on the discussion topic. Responses provoke others to deeper thinking and offer respectful contrary points of view. All required number of sources cited support responses, and are authoritative and/or scholarly, (where required). The responses offer significant insight by extending or elaborating upon others' responses. Responses offer clearly alternate point(s) of view that foster further thinking, reflection, or perspective on the discussion topic. Responses provoke others to deeper thinking and offer respectful contrary points of view. All required number of sources cited support responses, and are authoritative and/or scholarly, (where required).
12
0–8 9 10 11–12
Writing, Mechanics, and Citation Format
 Writing contains several grammar and spelling errors. Uses language that sometimes impedes meaning because of errors in usage. Does not use proper APA citation methods for citing scholarly sources (where applicable). Uses language that generally conveys meaning to readers with clarity, although writing includes some spelling and grammar errors. Use of APA citation for citing scholarly sources (where applicable), contains multiple errors. Uses straightforward language that generally conveys meaning to readers. The language has few errors. Use of proper APA citation methods for citing scholarly sources (where applicable), with few errors. Uses distinctive and thoughtful language that skillfully communicates meaning to readers and is virtually error-free. Use of proper APA citation methods for citing scholarly sources (where applicable), with no errors.
4
0–1 2 3 4
TOTAL 40

ASSESSMENT RUBRICS: Reflective Journal Entries

  Performance Levels  
Criteria Beginning (0–69%) Developing (70–79%) Accomplished (80–89%) Exemplary (90–100%) Points Possible
Content Development  Uses minimally (if any) appropriate and relevant course content / readings to develop simple ideas in some parts of the work. Uses appropriate and relevant course content / readings to develop simple ideas in some parts of the work. Uses appropriate and relevant course content / readings to develop and explore ideas through most of the work. Uses appropriate, relevant, and compelling course content / readings to explore ideas within the context of the discipline and shape the whole work. 10
0–6 7 8 9–10
Connections to Experience Identifies few (if any) connections between life experiences and those academic texts and ideas perceived as similar and related to own interests. Identifies minimal connections between life experiences and those academic texts and ideas perceived as similar and related to own interests. Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledges perspectives other than own. Effectively selects and develops examples from life experiences, drawn from a variety of contexts to illuminate concepts / theories / frameworks in the fields of study. 10
0–6 7 8 9–10
Writing & Mechanics Writing contains many grammar and spelling errors. Uses language that often impedes meaning because of errors in usage. Writing contains several grammar and spelling errors. Uses language that sometimes impedes meaning because of errors in usage. Uses language that generally conveys meaning to readers with clarity, although writing includes some spelling and grammar errors. Uses straightforward language that clearly conveys meaning to readers. The language has few errors. 10
0–6 7 8 9–10
APA and Delivery Requirements Submission meets one or none of the following delivery requirements: at least 250 words, Times New Roman font, title page, double spaced, APA formatted document. Submission meets two of the following delivery requirements: at least 250 words, Times New Roman font, title page, double spaced, APA formatted document. Submission meets three or four of the following delivery requirements: at least 250 words, Times New Roman font, title page, double spaced, APA formatted document. Submission meets all of the following delivery requirements: at least 250 words, Times New Roman font, title page, double spaced, APA formatted document. 10
0–6 7 8 9–10
TOTAL  40

ASSESSMENT RUBRICS: PASSport Essays

  Performance Levels  
Criteria Beginning (0–69%) Developing (70–79%) Accomplished (80–89%) Exemplary (90–100%) Points Possible
Context of and Purpose for Writing
Includes considerations of audience, purpose, and the circumstances surrounding the writing task(s). (Written Communication)		 Demonstrates minimal (if any) attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience). Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience). Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions). Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context). 20
0–13 14-15 16-17 18-20
Content Development (Written Communication) Uses minimally (if any) appropriate and relevant content to develop simple ideas in some parts of the work. Uses appropriate and relevant content to develop simple ideas in some parts of the work. Uses appropriate and relevant content to develop and explore ideas through most of the work. Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and to shape the whole work. 20
0–13 14-15 16-17 18-20
Genre and Disciplinary Conventions
Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields (please see glossary). (Written Communication)		 Minimally (if at all) attempts to use a consistent system for basic organization and presentation. Attempts to use a consistent system for basic organization and presentation. Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation. Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices. 20
0–13 14-15 16-17 18-20
Sources and Evidence (Written Communication) Minimally (if at all) demonstrates an attempt to use sources to support ideas in the writing. Demonstrates an attempt to use sources to support ideas in the writing. Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. 20
0–13 14-15 16-17 18-20
Control of Syntax and Mechanics (Written Communication) Uses language that often impedes meaning because of errors in usage. Uses language that sometimes impedes meaning because of errors in usage. Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Uses straightforward language that generally conveys meaning to readers. The language in the assignment has few errors. 10
0–6 7 8 9–10
Delivery Requirements Submission meets one or none of the following delivery requirements: approximately 500-750 words, Times New Roman 12 point font, double-spaced, follows APA formatting and citation guidelines as instructed. Submission meets two of the following delivery requirements: approximately 500-750 words, Times New Roman 12 point font, double-spaced, follows APA formatting and citation guidelines as instructed. Submission meets three of the following delivery requirements: approximately 500-750 words, Times New Roman 12 point font, double-spaced, follows APA formatting and citation guidelines as instructed. Submission meets all of the following delivery requirements: approximately 500-750 words, Times New Roman 12 point font, double-spaced, follows APA formatting and citation guidelines as instructed. 10
0–6 7 8 9–10
TOTAL 100

ASSESSMENT RUBRIC: Annotated Bibliography Practice

  Performance Levels  
Criteria Beginning (0–69%) Developing (70–79%) Accomplished (80–89%) Exemplary (90–100%) Points Possible
Quantity of Sources
 The annotated bibliography contains one or fewer sources. The annotated bibliography contains two sources. The annotated bibliography contains three sources. The annotated bibliography contains four sources.
5
0–1 2–3 4 5
Quality/Reliability of Sources
 Most of the sources cited cannot be considered scholarly, peer-reviewed sources or are older than 10 years. Some sources cited can be considered scholarly, peer-reviewed sources from within the past 10 years. Most sources cited can be considered scholarly, peer-reviewed sources from within the past 10 years. All sources cited can be considered scholarly, peer-reviewed sources from within the past 10 years.
5
0–1 2–3 4 5
Writing Fluency of Annotations
 Most annotations are less than the minimum of three sentences and lacking in completeness, thought, and/or writing quality. Some annotations are less than the minimum of three sentences and lacking in completeness, thought, and/or writing quality. Most annotations are thoughtful, complete (three or more sentences), and well written. All annotations are thoughtful, complete (three or more sentences), and well written.
5
0–1 2–3 4 5
APA and Documentation
 There are many and/or frequent formatting errors in the document layout as well as the sources. There are some formatting errors in the document layout as well as the sources. There are a few formatting errors in the document layout as well as the sources. There are no formatting errors in the document layout as well as the sources.
5
0–1 2–3 4 5
TOTAL 20

ASSESSMENT RUBRIC: Graduation Plan & Course Needs Worksheet Summary

  Performance Levels  
Criteria Beginning (0–69%) Developing (70–79%) Accomplished (80–89%) Exemplary (90–100%) Points Possible
Responses to Prompts
 Not attempted, or minimal responses to prompts. Partial response to prompts. Responses are not clearly stated, support lacks details and descriptions. Adequate response to prompts. Responses are clearly stated, support contains some details and descriptions. Clear responses to all prompts. Responses are supported with substantive details and descriptions.
5
0–1 2–3 4 5
Writing and Mechanics
 Writing contains many grammar and spelling errors. Uses language that often impedes meaning because of errors in usage. Writing contains several grammar and spelling errors. Uses language that sometimes impedes meaning because of errors in usage. Uses language that generally conveys meaning to readers with clarity, although writing includes some spelling and grammar errors. Uses straightforward language that clearly conveys meaning to readers. The language has few errors.
5
0–1 2–3 4 5
TOTAL 10

ASSESSMENT RUBRICS: Annotated Bibliography

  Performance Levels  
Criteria Beginning (0–69%) Developing (70–79%) Accomplished (80–89%) Exemplary (90–100%) Points Possible
Quantity of Sources
 The annotated bibliography contains three or fewer sources. The annotated bibliography contains four to seven sources. The annotated bibliography contains eight to nine sources. The annotated bibliography contains ten sources.
10
0–3 4–7 8–9 10
Quality/Reliability of Sources
 Most of the sources cited cannot be considered scholarly, peer-reviewed sources or are older than 10 years. Some sources cited can be considered scholarly, peer-reviewed sources from within the past 10 years. Most sources cited can be considered scholarly, peer-reviewed sources from within the past 10 years. All sources cited can be considered scholarly, peer-reviewed sources from within the past 10 years.
15
0–9 10–11 12–13 14–15
Writing Fluency of Annotations
 Most annotations are less than the minimum of three sentences and lacking in completeness, thought, and/or writing quality. Some annotations are less than the minimum of three sentences and lacking in completeness, thought, and/or writing quality. Most annotations are thoughtful, complete (three or more sentences), and well written. All annotations are thoughtful, complete (three or more sentences), and well written.
10
0–3 4–7 8–9 10
APA and Documentation
 There are many and/or frequent formatting errors in the document layout as well as the sources. There are some formatting errors in the document layout as well as the sources. There are a few formatting errors in the document layout as well as the sources. There are no formatting errors in the document layout as well as the sources.
15
0–9 10–11 12–13 14–15
TOTAL 50