Course Competencies...

MCCCD Official Course Competencies:

 

1.      Describe effective behavior in higher education settings. (I, II, III)

 

2.      Identify and implement time-management strategies. (II)

 

3.      Describe college transition issues and identify strategies. (II)

 

4.      Identify and use effective study strategies that support success. (II)

 

5.      Describe college terminology and identify campus support resources. (II, III)

 

6.      Connect with other students, faculty, staff, and the campus. (III)

 

7.      Recognize cultural differences and similarities that influence communications. (III)

 

8.      Describe the goal-setting process and identify personal educational goals. (IV)

 

9.      Create and evaluate an action plan related to identified educational goals. (IV)

Transition issues......Projects and blogs....

Following the Rules in High School ·         High school is mandatory and usually free. ·         Your time is structured by others. ·         You count on your parents and teachers to remind you of your responsibilities and to guide you in setting priorities. ·         You are not responsible for knowing what it takes to graduate.  You are not required to know what you want to be when you grow up.  Pressure is minimal.  Turning 18 consumes your thoughts. Guiding Principle:  You will usually be told what to do and corrected if your behavior is out of line. Consequences include after-school detention, loss of privileges.

Choosing Responsibly in College ·         College is voluntary and sometimes expensive. ·         You manage your own time, build your own schedule. ·         You must balance your responsibilities and set priorities.  You will pick new friends and will face moral and ethical decisions never faced before. ·         People see you as an adult, you are asked almost daily, “What is your major, what is your career choice, what are you going to do with the rest of your life”? Guided Principle:  You are expected to take responsibility for what you do and don’t do.   Consequences can involve money, the law.

Succeeding in High School Classes ·         You do most of your studying in class, with homework as a back-up. ·         You seldom need to read anything more than once, and sometimes listening in class is enough. ·         You are expected to read short assignments that are then discussed, and often re-taught, in class. Guiding Principle:  You will usually be told in class what you need to learn from assigned readings. Teachers provide study guides.

Succeeding in College Classes ·         You do most of your studying outside of class (at least 2 hours outside of class for each hour in class- 3 credit class= 6hours) with lectures and other class work as a guide. ·         You need to review class notes and text material regularly. ·         You are assigned substantial amounts of reading and writing which may not be directly addressed in class.  This material is in addition to your text book assignments. Guiding Principle: Lectures and assignments are based on the assumption of students that students have read their assignments.

High School Teachers ·         Teachers check your completed homework. ·         Teachers approach you if they believe you need assistance. ·         Teachers often write information on the board to be copied in your notes. Guiding Principle:  Teachers bear much of the responsibility for your learning. Tests in High School ·         Testing is frequent and covers small amounts of material. ·         Makeup tests are often available. ·         Teachers frequently rearrange test dates to avoid conflict with school events. ·         Teachers frequently conduct review sessions, pointing out the most important concepts. Guiding Principle:  Mastery is usually seen as the ability to reproduce what you were taught in the form in which it was presented to you, or to solve the kinds of problems you were shown how to solve.

College Professors ·         Professors may not always check completed homework, but they will assume you can perform the same tasks on a test. ·         Professors expect you to initiate contact if you need assistance. ·         Professors may lecture nonstop, expecting you to identify the important points in your notes. Guiding Principle:  Your bear the responsibility for your learning. Tests in College ·         Testing is usually infrequent and may be cumulative, covering large amounts of material.  You will need to organize material to prepare for the test.  ·         Makeup tests are seldom an option; if they are, you need to request them. ·         Professors expect you to be an active participant, one who comes prepared with questions. Guiding Principle:  Mastery is often seen as the ability to apply what you’ve learned to new situations or to solve new kinds of problems.

Grades in High School ·         Grades are given for most assigned work. ·         Consistently good homework grades may raise your overall grade when test grades are low. ·         Extra credit points are often available to help you raise your grade. ·         You can sometimes throw out” your lowest test score. ·         You may graduate as long as you have passed all required courses with a “D” or higher. Guiding principle:  “Effort counts.”  Courses are usually structured to reward a “good-faith effort.”  Teachers appreciate students who try to give their best.

Grades in College ·         Grades may not be provided for all assigned work. ·         Extra credit projects cannot, generally speaking, be used to raise a grade in a college course. ·         Since many courses only have 2-3 tests a semester “throwing out” your lowest test score is usually not an option. ·         You may graduate only if you meet the college/university GPA requirement.  Usually a 2.0 or C average. Guiding principle:  “Results count.”  Though “good-faith effort’ is important in regard to the professor’s wiliness to help you achieve good results, it will not substitute for results in the grading process.

What's going on!

1.  Attendance, planners.

2.  How's classes?  Problems?  Concerns?  Self-Advocate!

3.  Tests from...?

4.  New presentations and practice presentations...

5.  Time to create.

Presentations...

1.  Attendance.


1.5.  Eng 101 or other class questions... Problems?


2.  Planners.


3.  Presentations.


4.  Test questions....


5.  Next presentations assigned...

Prezis and New Projects... Tests

1.  Journal:  Is there anything you need help with in any class or at school?

2.  Prezi Presentations...

3.  Tests on first presentations...

4.  Next assignments....

Prezi Work Time.

1.  Journal:  What are you having trouble with regarding your essay?

2.  ENG 101 Chats...

3.  Attendance/Planners...

4.  Today in class we'll work on completing our Prezi's.   Also, does anyone need to present to show their PPT on their blog?

Next Project.

1.  Attendance.

2.  Eng 101 questions?

3.  Presentations... Austin + Carl, Ambar, and Leilani showing off their blogs.

4.  Next Assignments and Presentations....  Prezi plus topics.

5.  If time remains, research for pres in library or lab.

6.  Next class is preparing presentations.

Presentations...!

1.  Attendance.

2.  Review of Eng. 101

3.  Presentations...

4.  Homework-  Write your own directions for placing a power point presentation on your blog.

Practice Power Point

Library!

1.  Planner report.  Walgreen's is still out.  I'm still looking.

2.  English 101 questions?

3. AAA 115 project questions?

4. Incorporating Power Point into your blog.

5.  Library for presentation work....

College Success-

 1.  Journal:  What are some things successful college students are sure to do?

2.  Notes and discussion...

3.  Project assignments.

4.  Project Due Dates.

According to Pearson Education, here are some strategies for college success.  These strategies are for in class success.  Below this are other lists of tips you'll need to survive in college, but they are focused on more than studying.

• Read assigned material before class.
• Attend all classes and arrive on time.
• Sit in the front of the classroom.
• Participate in class discussions.
• Ask and answer questions during class.
• Keep an open mind; recognize other points of view.
• Project a positive image.
• Make eye contact with the instructor and other students when speaking.
• Take action if you are in the wrong class.
• Purchase the recommended materials.
• Keep up with assignments.
• Take action when you miss an important exam or deadline.
• Complete assignments on time.
• Study at least three hours each day or evening.
• Start studying for a major exam at least a week in advance.
• Complete all homework assignments regardless of whether you get credit for them.
• Make review a part of each study session.
• Relate what you are learning with what you already know. 

The list below is from http://capone.mtsu.edu/studskl/10tips.html

• 1. If you haven't already registered, try not to schedule back to back classes. You'll wear yourself out besides missing the best times to study--right before and right after class.

• 2. Begin the first day of class. Know what's expected of you Take notes from the first day even if it's routine stuff you think you already know.

• 3. Establish a routine time to study for each class. For every hour you spend in class, you will probably need to study two hours outside class. Studying for each subject should be at the same time, same place, if possible. Study includes more than just doing your homework. You will need to go over your notes from by class, labeling, editing, and making sure you understand them. Study your syllabus daily to see where you are going and where you have been. Be sure to do reading assignments. (Don't put them off just because there's not a written assignment.) Read ahead whenever possible. Prepare for each class as if there will be a pop quiz.

• 4. Establish a place to study. Your place should have a desk, comfortable chair, good lighting, all the supplies you need, etc., and of course, should be as free of distractions as possible. It should not be a place where you routinely do other things. It should your study place.

• 5. Do as much of your studying in the daytime as you can. What takes you an hour to do during the day may take you an hour and a half at night.

• 6. Schedule breaks. Take a ten minute break after every hour of study. If possible, avoid long blocks of time for studying. Spread out several short study sessions during the day.

• 7. Make use of study resources on campus. Find out about and use labs, tutors, videos, computer programs, and alternate texts. Sign up for an orientation session in the campus library and computer facilities. Get to know your professors and advisors. Ask questions. "I didn't know," or "I didn't understand" is never an excuse.

• 8. Find at least one or two students in each class to study with. Studies show that students who study with someone routinely make better grades. You will probably find yourself more motivated if you know someone else cares about what you are doing in the class. Teaching a concept or new idea to someone else is a sure way for you to understand it. Studying in a group or with a partner can sometimes become too social. It is important to stay focused.

• 9. Study the hardest subject first. Work on your hardest subjects at a time when you are fresh. Putting them off until you're tired compounds the problem.
•  
• 10. Be good to yourself. Studying on four hours of sleep and an empty stomach or junk-food diet is a waste of time. Avoid food and drink containing caffeine just before or just after studying.

And, if that wasn't enough, here are some more 

Blogs and Introductions...

Attendance!

Planner Check!  I'll have planners by Thurs...

Activities

1.  Journal:  Do you worry about speaking in front of others?  Why?  Why not?

2.  Presentations...

3.  Homework....! 

Welcome and Syllabus

1.  Welcome to class!

2.  Review Eng 101.

3.  Planners and Organization

4.  Journal:

5.  Syllabus

6.  Project #1- Homework.

7.  Wrap-up...  What's this class for?  How does it work?

Instructor:       Eric Berge

E-MAIL:         eric.berge@phoenixcollege.edu

Office Hours:  Monday and Wednesday: 3:30-5:00/Tuesday and Thursday: 2:00-4:00/B-149

Course:	AAA 115/ENG 095aa/ENG 095ab			Semester:	Spring ‘13
Number:	20604			Time:	5:40-6:55
Day(s):	Tues/Thurs			Location:	B-123

Attendance Policy:

Class attendance is expected in accordance with the current college catalog. Excessive

unexcused absences may result in withdrawal from the course or a lower grade.

.

** It will be solely at the discretion of the instructor if the student will be withdrawn from the class based on the circumstances surrounding the absences. **

Note

In the event of an instructor absence, the class will meet virtually and complete assignments provided on the class blog.  Please check your e-mail and our class blog prior to each class period to ensure you are prepared for class.

Paper Format Guidelines:

• Final drafts should be typed or computer printed.  If you do not have a computer at home, try the Computer Commons in the lower level of the library.
• Final drafts must be double-spaced with one-inch margins.
• Use a 12-point font – no script or other fancy stuff.  Times Roman is a safe bet.
• Place your name, section number, genre, and date at the top of the first page—no cover sheet is necessary.
• We’ll use MLA format in this class.

Grading: 

Grades are based on a portfolio system.  At the end of the course, students will meet with the instructor to review the assigned essays and the final project in portfolio form.  The portfolio consists of work you complete in and out of class, including drafts, essays, journals, notes, and other marginalia.  When you meet with the instructor, the instructor will review your portfolio and assign a grade based on the portfolio rubric.

Each essay and the final project are worth 20 points.  The total possible points in class equal 100.

So, if students earn 90-100 points, they earn an A.

80-89 points = B

70-79 points = C

60-69 points = D

<60 = F.

Grades:

A—Excellent

N—Audit

B—Above Average

P—Pass

C—Average

Z—No Credit

D—Passing

I—Incomplete

F—Failure

W—Withdrawn/Passing

Y—Withdrawn/Failing

Objectives/Course Description

Creating College Success

Strategies to create success in college. Methods for selecting and developing effective academic strategies, increasing self-awareness and developing self-management strategies. Elements of college resources and relationships with others explored in support of students' educational experience.

MCCCD Official Course Competencies:

1.      Describe effective behavior in higher education settings. (I, II, III)

2.      Identify and implement time-management strategies. (II)

3.      Describe college transition issues and identify strategies. (II)

4.      Identify and use effective study strategies that support success. (II)

5.      Describe college terminology and identify campus support resources. (II, III)

6.      Connect with other students, faculty, staff, and the campus. (III)

7.      Recognize cultural differences and similarities that influence communications. (III)

8.      Describe the goal-setting process and identify personal educational goals. (IV)

9.      Create and evaluate an action plan related to identified educational goals. (IV)

Course Work: 

Course work consists of keeping a writing journal, completing class exercises including quizzes, taking tests, group oral presentations, computer work, and writing and revising papers.  Certain requirements may vary from the syllabus to meet the needs of the group.  You will be required to work on meet with tutors and complete computer exercises on your own time.

Accommodations for Diagnosed Learning Needs:

Students with special, diagnosed learning needs should meet with me as soon as possible to

arrange for reasonable accommodations.  For more information, please call the DSS office at (602) 285-7486 or (602) 285-7477 V/TDD.

ACADEMIC INTEGRITY AND CLASSROOM COURTESY:

In addition to academic performance, students are expected to demonstrate honesty and integrity. All submissions by a student are expected to be the original work of the submitting student. Materials that in any way violate this requirement, or otherwise constitute any form of dishonesty, cheating, fabrication, the facilitation of academic dishonesty, and/or plagiarism, may result in the student receiving a failing grade in the course with appropriate disciplinary action. All students are expected to act professionally at all times.

SYLLABUS STATEMENT OF CIVILITY: PROMOTING A POSITVE LEARNING ENVIRONMENT

To establish a positive learning environment for this class, I am expected to be professional, courteous, respectful, and empathetic to students and to:

Begin and end class on time

Be prepared for each class session

Provide academic feedback and grade assignments in timely manner

Be available for individual consultation

Clarify assignments and inform students of any adjustments to the class schedule

As a student, you are expected to be reflective, courteous, respectful, and empathetic to

classmates, the instructor, and other college staff assisting you in your learning and to:

Be in class and be on time

Be prepared for class sessions

Participate in class activities

Follow instructions and complete assignments

Keep up with and turn in assignments by the due dates

Put forth your best effort

Ask questions when you don’t understand

Maintain Knowledge of your grade status

Contact your instructor right away about concerns or situations that interfere with your success

in class

Comply with policies found in College catalog and student handbook

SEXUAL HARASSMENT POLICY

Everyone in this class, including the instructor, must adhere to PC policies:

“…provide an educational, employment, and business environment free of unwelcome sexual advances, requests for sexual favors, and other verbal and/or physical conduct or communications constituting sexual harassment as defined and otherwise prohibited by state and federal law.”

For additional information, please check P.C.’s General Catalog & Student Handbook.

technology Requirements

For this course, you will need a working email address and access to the Internet.  Internet access can be from school, home, or work.  ·         If you do not have an email account, you can get one for free at www.yahoo.com or http://www.msn.com/ (under Hotmail) or a number of other sources. The IT Help Desk can also provide support and assistance with your technology needs and questions.   For 24/7 help with Blackboard, call the help desk. ---------------------------------------------------------------------------------------------------------------------

 

 

 

 

Tentative Schedule

(Subject to change due to the needs of the class.)

I. Self-Awareness

Week One:      Responsibility for academic achievement

Self-evaluation of college success behaviors

Week Two       Learning strengths

Success habits

II. Self-Management

Week 3:           Adjusting to college culture

Week 4:           Time management

Week 5:           Promoting individual well-being

Week 6:           Study strategies

III. Interdependence

Week 7:           Campus resources

Week 8:           Mutually supportive relationships

Week 9:           Working together across cultures

IV. Goal Setting/Planning

Week 10:         The goal-setting process

Week 11:         Educational goal selection

Week 12:         Action plan

Week 13:         Reflection on learning

            V.  Project Presentations

                        Weeks 14-16:  Projects and Presentations.

                       
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Syllabus Statement of Understanding:

I understand and agree to abide by all terms and guidelines found int he syllabus. 

Signed:_____________________

Date:______________________