Course Syllabus – Fall 2007

 

Course Number and Title:  DEVS 1100 Strategies for Learning     

 

Instructor

Information

 

 

 

 

Name:  Rachael Bein

 

Contact Information: 

  • Office:  Academic Enrichment Center
  • Phone:  793-4621 or ext. 4621
  • Email:  rbein@mcm.edu

 

Office Hours: 

  • Mondays and Wednesdays:  10-Noon, 1:30-4 p.m.
  • Tuesdays and Thursdays:  10:30-Noon, 1:30-4 p.m.
  • Friday:  By appointment

 

Course Overview

 

 

Catalog Description:  Strategies for Learning is a practical course designed to assist students in the acquisition and application of skills and attitudes necessary to reach their educational goals and to succeed in the university setting.  Some out-of-class academic development activities may be required. (Elective credit)

 

Course Overview:  This is a course for the development of skills and attitudes necessary for an optimal college experience. Group work, individual conferences, class discussion, and lectures will be used. Out-of-class academic development activities such as attendance at relevant seminars, sessions with academic advisors, conferences with instructors, progress report evaluations, and participation in tutoring or computer assisted instruction will be required based on individual need.

 

Pre-requisites:   None

 

Course Objectives/Student Learning Outcomes:   

  • Demonstrate an understanding of academic good standing and the ability to compute G.P.A..
  • Develop personal and academic short-term and long-term goals.
  • Demonstrate the ability to identify personal obstacles, distractions, and symptoms of academic distress that interfere with academic success.
  • Devise and implement a plan to increase academic success by using time management/study systems, understanding individual learning style, and developing note-taking, test taking, and critical thinking strategies.
  • Demonstrate an understanding of the importance of scheduling in academic success by filing a degree plan and completing a graduation plan.
  • Solve problems through negotiation, communication, and utilization of campus resources.

 

Course Materials and Resources: 

 

 

 

 

Required Course Materials:

  • Textbook:  Study Skills for Learning Power, 2nd Ed. by Hellyer, Robinson, Sherwood
  • Two three-ring binders and subject dividers OR two muli-subject spirals with pocket dividers
  • Time planner
  • One highlighter marker

 

AEC and Other Educational Support Resources: 

  • Academic counseling and peer tutoring available

Course Policies:

           

 

 

Attendance:  Strategies for Learning is an experientially based course, which means you must attend class to meet course goals. Students with five absences will be dropped from this course with a grade of WF. (Absences for class meetings and scheduled tutorials and/or conferences are included).  Three tardies will constitute an unexcused absence.  Students must notify their instructor before class in the event of excused absences.  Excused absences include:

            1. Death in the family.

            2. Documented illness (nurse or doctor’s note).

            3. A school event approved by the Vice President for Academic Affairs office.

All other absences are considered unexcused.  

 

Grade Determination:                                                                                        +/- Grade System: 

               

Attendance/Participation

10%

A

93-100

Daily grades (quizzes, class work, homework)

20%

A-

90-92

Progress Reports

20%

B+

87-89

Checklist

10%

B

83-86

Paper

10%

B-

80-82

Graduation Plan

10%

C+

77-79

Final Project

20%

C

73-76

 

100%

C-

70-72, etc…

 

Make-up Work:  Make-up work will only be accepted for excused absences and must be turned in before the next class meeting.

 

Academic Dishonesty:  Cheating and Plagiarism will not be tolerated.  Failure to do your own work or give proper credit to sources will result in a zero on the particular exam or assignment in question.

 

 

Special Needs:     McMurry University abides by Section 504 of the Rehabilitation Act of 1973, which stipulates that no otherwise qualified student shall be denied the benefits of an education “solely by reason of a handicap”.  If you have a documented disability that may impact your performance in this class and for which you may be requesting accommodation, you must be registered with and provide documentation of your disability to the Disability Services Office, located in Old Main Room 102.   Arrangements will be made for students needing special accommodations.

 

Major Projects, Required Activities, and Assignments:  

 

 

  • Progress Reports (20%)  Students must meet with each of their instructors quarterly to discuss class progress.  A progress report form documenting attendance, current grade, and any incomplete or missing assignments must be completed during this meeting and submitted by the designated due date.  Information provided in these reports will be used during the quarterly meeting with the STARS program director.
  • Checklist (10%)  Students must visit ten specified campus resource offices and/or personnel.  Five items must be completed by midterm and all ten by the end of the semester.
  • Paper (10%)  Students will write a three page paper describing their most difficult course, their learning style, the teacher’s teaching style, and their plan to succeed in that course.
  • Graduation Plan (10%)  Students will use their degree plan, transcript, and the McMurry catalog to plan their coursework through to their target graduation date.
  • Final Project (20%)  Students will prepare study guides for final exams in all classes.

Tentative Course Schedule:

 

DEVS 1100 Strategies for Learning

Instructor: Rachael Bein

Fall 2007

 

 

 

Tues. Aug. 28

Brief introduction to the course.  Where are you in your academic journey and where do you want to be?  Identify your personal signals and symptoms of academic distress.  What were your obstacles and/or distractions that interfered with your academic success.

Assignment:  Organize notebook.  Bring calculator to class on Thursday.

Identify (name and phone number) a study partner for every class. 

 

 

 

 

Thurs. Aug. 30

Discussion of G.P.A., academic good standing for the university, for financial aid, for athletics, and academic programs, and the perimeters and consequences for students on academic probation or suspension.

Assignment:  Read the Introduction and Chapter 7.  Complete exercises 7A and 7D.  Bring notebook, all syllabi, and time planner to class.

 

 

 

 

Tues. Sept. 4

Quiz and discussion on chapter 7.

Turn in Chapter 7 exercises.

Classwork:  To-do list, semester schedule

Assignment:  Monitor your time all week.  File a degree plan request.

 

 

 

 

Thurs.  Sept. 6

Classwork: Take the Myers Briggs Types Indicator and learning style assessment.      

Assignment:  Read Chapter 1, completing all chapter exercises in that section.

 

 

 

 

Tues. Sept. 11

Classwork:  Discuss MBTI results, learning styles, and attitudes towards learning

Turn in Exercise 1B.

Assignment:  Complete #2 Critical Thinking in Writing on page 24.  Type and save to disk and/or Z: Drive.  Bring a copy of your degree plan and a catalog.

 

 

 

 

Thurs.  Sept. 13

Begin graduation plan.

Assignment:  Attend STARS brunch and meet your campus mentor. Work on your paper and graduation plan.  Read Chapter 2.

 

 

 

 

Tues. Sept. 18

Classwork:  Goal setting exercise.  Group goal evaluation activity.

Journal Entry on page 42

Turn in rough drafts of papers.

Assignment:  Continue working on final draft of your paper and your graduation plan.  Read Chapter 3 and complete exercises 3A and 3B.  Remember to meet with all of your instructors before September 26 to complete quarterly (4th week) progress reports.

 

 

 

 

Thurs.  Sept. 20

QUIZ and discussion on forgetting curve, note-taking, and question construction. 

I will take up papers and graduation plans.

Assignment:  Use the GREAT note-taking system in your other classes

and write questions in the margins. Remember to meet with your

instructors and pick up completed progress reports for Tuesday.

 

 

 

 

 Tues. Sept. 25

Make corrections to rough draft and complete graduation plan.

Assignment:  Begin creating test questions for each of your other courses and bring the notes from all of your courses to class.

 

 

 

 

Thurs. Sept 27

 

 

Classwork:  Group work on creating test questions.

I will take up papers, graduation plans, and progress reports. 

 Assignment: Read Chapter 4 and complete exercises 4B and 4C.

 

 

Tues. Oct. 2

 

Discussion on reading for different purposes, main idea, supporting ideas, and transitions.

Classwork:  Group work on main ideas.

Turn in Exercises 4B and 4C.

Assignment:  Bring notebook with notes from all other classes and two of your other textbooks.  Meet with Mrs. Bein.

 

 

 

 

Thurs. Oct. 4

Classwork:  Visual Aid exercise.  (Find and describe two and create one.)

I will check notebooks.

Assignment:  Read Chapter 5 and complete exercise 5B.  Bring another textbook to class. 

 

 

 

 

Tues. Oct. 9

 Discuss STUDY-READ and SQ3R.

Classwork:  Textbook exercise

Assignment:  Bring all notes and textbooks.

 

 

 

 

Thurs. Oct. 11

Classwork:  Prepare study guides for midterm exams.

Assignment:  Work on study guides for midterms.  (Meet with all of your instructors before October 23th and pick up completed progress reports.)  Read Chapter 6 and complete 6A.

 

 

Tues. Oct. 16

Classwork:  Small group evaluation of an article for thesis, supporting evidence, fact and/or bias, purpose, tone, etc…

Turn in 6A and article analysis.

Assignment:  Remember to meet with all of your instructors and pick up completed progress reports by Oct 23rd.

 

 

Thurs. Oct. 18

Make up day.  Study for midterm exams.

Assignment: Read Chapter 8 and complete 8A and 8B. 

 

 

 Tues.  Oct. 23

Classwork:  Exercise 8D and Memory game.

Turn in Exercises 8A and 8B.

 

 

 Thurs. Oct. 25

Classwork:  Complete Critically Thinking in Writing Exercises on page 187.

Turn in progress midterm progress reports.

Assignment:  Read Chapter 9 and complete exercises 9A and 9C.  Meet with Mrs. Bein.

 

 

Tues. Oct. 30

Turn in Exercise 9A and 9C.

Classwork:  Group Exercise on 9F on page 218.

Assignment:  Bring materials from your other classes.

 

 

Thurs. Nov. 1

Preregistration breakfast

Register for Spring semester and May Term 2007. 

Bring graduation plan, catalog, and class schedule.

 

 

Tues. Nov. 6

Classwork:  Make two different types of visual organizers for information needed in your other classes.

Assignment:  Read Chapter 10.  Bring a returned test from another class next Tuesday.

 

 

Thurs. Nov. 8

Classwork:  Complete Test Analysis Chart.

Discuss ways to improve test taking.

Tips for taking objective tests.

Assignment:  Meet with all your instructors before November 14th and pick up completed progress reports.

 

 

Tues. Nov. 13

Tips for taking essay tests.

Assignment:  Meet with all of your instructors before November 14th and pick up completed progress reports.

 

 

Thurs. Nov. 14

Discuss test taking and different types of study guides.  Go over the requirements for the final project.  (Prepare a study guide for each of your final exams.  These will be graded and serve as the final project for this class – 20% if your final grade.)

I will take up progress reports.

Assignment:  Work on study guides for final project.  Bring all materials to work on study guides for final exams.

 

  

Tues.  Nov. 20

Work on study guides. 

Assignment:  Meet with Mrs. Bein. 

 

 

Thurs. Nov. 22

THANKSGIVING HOLIDAY

 

 

Tues. Nov. 27

Work on study guides   

 

 

Thurs. Nov. 29

Work on study guides

Assignment:  Meet with all of your instructors before December 6th,  have them make comments and sign the study guides for their course final and pick up final  progress reports.  Update study guides using their comments and turn in both study guides and progress reports on December 6th.   

 

 

Tues. Dec.  4

Work on study guides.

Assignment:  Meet with all of your instructors before December 1st and have them make comments and sign the study guides for their course final and pick up final progress reports.  Update study guides using their comments and turn in both study guides and progress reports on December 6th. 

 

 

Thurs. Dec 6

Progress Reports and Final Exam Study Guides Due (20% of grade).

NO EXCEPTIONS! 

Brunch from 9:30 to 10:20 a.m.

 

 

 

 

Course Objectives/Student Learning Outcomes

and their Linkage to

Program and University Goals and Outcomes.

 

DEVS 1100 Strategies for Learning

 

Desired Student Learning Outcomes for this course

Linked to which departmental program goal(s)

Linked to which institutional goal(s)?

Types of evidence that might be used to demonstrate student achievement of objectives & goals

Demonstrate an understanding of academic good standing and the ability to compute G.P.A..

DEVS: 4

STARS: 2, 4

 

2,6,8

G.P.A. worksheet, improvement in semester and overall G.P.A.

Develop personal and academic short-term and long-term goals.

DEVS:  4

STARS: 1,2,3,4

 

2,6,8

Goals worksheet, paper outlining plan to succeed in most difficult class.

Demonstrate the ability to identify personal obstacles, distractions, and symptoms of academic distress that interfere with academic success.

STARS: 1,3,4

 

 

2,6,8

Journal entries, paper describing plan to succeed in most difficult class.

Devise and implement a plan to increase academic success by using time management/study systems, understanding individual learning style, and developing note-taking, test taking, and critical thinking strategies.

DEVS: 4

STARS: 1,2,3,4

 

 

 

2,6,8

Worksheets, quizzes, and tests.  Weekly and semester time management plans. Creation of test questions for other classes.  Final project: developing study guides for all final exams.

Demonstrate an understanding of the importance of scheduling in academic success by filing a degree plan and completing a graduation plan.

DEVS: 4

STARS: 4

 

 

2,6,8

Have degree plan on file.

Complete graduation plan.

Solve problems through negotiation, communication, and utilization of campus resources.

DEVS: 4

STARS: 1,2,3,4

 

2,6,8

Meet with instructors and director quarterly. Complete checklist of campus resources.

 

Institutional Goals:

2. Students are equipped for successful careers and post-graduate education.

6.  Students will grow as whole persons – spiritually, emotionally, morally, intellectually, socially, and physically – in a community where these qualities are nurtured.

8.  The institution will engage in an ongoing pursuit of excellence in curricula, programs, and policies.

 

The Developmental Studies (DEVS) program is not a department.  It is a program consisting of five content based courses and one study skills course. 

Developmental Studies Program Goals:

4.  Work closely with other departments to insure that DEVS curriculum provides students with the skills necessary to transition into college-level courses.

 

STARS (Students Taking A Risk for Success) Program Objectives (Students in this program are required to take DEVS 1100):

1.      improve students’ overall attitude regarding their academic career;

2.      improve students’ grade point average (GPA);

3.      provide students with the support mechanism to enhance their academic and personal development; and

4.      provide students with the required assistance and support they need to achieve  their academic objectives and goals.