UNV 1102: Learning to Learn
Spring 2014
Instructor:
Dr. Debra Alvis, Ph.D.
Office:
201 Milledge Hall
Faculty Mailbox in 233 Milledge Hall
Office Hours: Mondays, 2:30-4:30 p.m. and by appointment
Email:
dalvis@uga.edu (preferred method of communication)
Miller, R. (2008). Resting in Stillness (MP3 download) available under products at
www.irest.us.
Nist, S. L., & Holschuh, J. P. (2012). College Success Strategies, (4th edition). New
York: Pearson Longman.
Pink, D. H. (2006). A Whole New Mind: Why Right Brainers Will Rule the Future, New
York: Penguin.
Supplies:
3-Ring binder to organize coursework; schedule (planner) book or phone app for
scheduling; small stapler to carry in backpack; two pocket folders with three brads; hole
punch
** The course syllabus is a general plan for the course, and deviations may be
necessary. Students are responsible for updating copies of their syllabus as any
changes are announced or deviations occur.
NOTE: Bring your texts and syllabus to each class.
Purpose of the Course
UNV 1102 is an academic course designed to help you become a more engaged and efficient
learner. To achieve this goal, you will be learning a wide variety of tools. These tools will
include basic learning theories, how to apply these theories through study skills, motivational
approaches, critical thinking, problem solving, and time and stress management strategies. As
with any new behavior, practice is required to form effective, well established habits. You will be
expected to apply study strategies to both to this course and the other courses in which you are
enrolled. This course also emphasizes the how both hemispheres of the brain function and the
importance of engaging the whole brain to facilitate problem solving, critical thinking, and
retention. Whole brain engagement requires your participation in creative activities in class and
at home. Through mindfulness and yogic experiences, you will learn specific approaches for
managing stress and creating new neural pathways to support you in remaining relaxed,
focused, and efficient during your study time. Finally, engagement with a variety of university
campus activities supports academic motivation and whole brain learning. Some of our class
meetings will involve guest lecturers with regularly scheduled class meetings being held in other
locations.
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Attendance Policy
Class attendance, punctuality, and participation are essential components of time management
and strategic learning. Late arrivals to class interrupt both your professor and fellow students.
Learning to Learn is a highly interactive course. While it may be possible to simply borrow
another student’s notes in another course, to meet the goal of becoming a better learner, you
must be present in class to participate in discussions, engage in activities, see strategies
modeled, and get specific directions for assignments. Therefore, in this class, there is no
such thing as an “excused” absence. The grade of any student who has more than two
absences for the course will be lowered by three percentage points (equals 30 points) on
the final grade for that absence. A total of four absences will result in a WF
(withdrawn/failing). All tardies will count as ONE HALF of an absence. A tardy is any
arrival after the designated time for beginning class. Please come to class on time (or
early, at no penalty). Students who have no absences will have two (2) percentage points or
twenty points added to their final grade in the course.
Course Participation
Students are expected to behave in a courteous, professional manner towards each other and
towards the professor. Each student is responsible for contributing to a positive learning
environment. Any behavior that is less than courteous and professional results in a deduction
from your participation grade. Turn off all electronic devices before entering the classroom.
While in class, students are expected not to fall asleep, use lap tops unless permission is given
by the instructor, carry on personal conversations, read the paper, use cellular phones/text, or
complete assignments other than the current class assignment. Students engaging in any of
these behaviors may be asked to leave the class and will receive a three percentage
point or 30 point deduction from their final grades. Participation is based on class
behavior, contributions to class discussions, and preparedness for class.
Assignments and Expectations
Daily class and home assignments will provide opportunities to practice new skills. Reading the
assigned material before class is critical to your success in the course. These readings provide
a basis for participation in class discussions and for completing in class assignments. In class
assignments will be collected randomly. Complete them for your own benefit and think about
how they will be useful to you in other courses and in your profession. If you complete these
assignments only because they were assigned for credit, you will feel they are a waste of your
time and you will complain that you are doing "busy work." All homework and major
assignments, unless otherwise specified, must be typed, double-spaced using a standard font
(New Times Roman, Arial) and between 10 and 12 points.
Please exchange phone numbers and/or email addresses with a reliable classmate who can
pick up handouts for you and explain practice assignment to you if you are absent. You may
also see your professor during office hours to get handouts and assignments.
Students are responsible for assignments whether or not they are in class the day they
are assigned or the day they are due. Assignments are due at the beginning of class.
Should you miss class, for any reason, and wish to receive credit for a homework assignment
due that day - you must get the assignment to Dr. Alvis before class.
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Homework assignments will not be accepted late for any reason. One drop grade is
allowed for one homework assignment. In class assignments cannot be made up
regardless of the reason for the absence.
Major assignments will not be accepted late or exams made up without consent from Dr.
Alvis along with clear documentation of a rare emergency. In the case of a rare
emergency, email Dr. Alvis prior to class. If the major assignment is accepted late, Dr. Alvis
will establish how and when you are to turn in the assignment. Five percentage points will be
deducted for any major assignment not turned in by the starting time for class on the
date due and five additional percentage points for each day thereafter. No assignment
will be accepted electronically.
University Honor Code and Academic Dishonesty Policy
Students are responsible for maintaining the highest standards of honesty and integrity. All
academic work must meet the standards contained in “A Culture of Honesty” and students are
responsible for informing themselves about those standards before performing any academic
work. The link to more detailed information about academic honesty can be found at:
http://www.uga.edu/honesty/
Grading Scale
930-1000 points = A
929-900points = A-
899-870 points=B+
869-830 points = B
829-800 points = B-
799-770 points = C+
769-730 points = C
729-700 points = C-
699-600 points= D
<599 points = F
Grading
As with other courses, grades depend primarily on how well students perform on exams and
other course requirements. No extra credit work will be assigned. Grades will be determined
using a point system and will be weighted as follows:
Homework, and participation
300 points = 30%
Exam
100 points = 10%
Essay
100 points = 10%
Mindfulness Reflection Paper & Journal
100 points = 10%
Internet/ Library Project
200 points = 20%
Group Presentation
200 points = 20%
Three major projects will be required. Assignments must be typewritten, double spaced
and stapled. You will receive assignment sheets with further details for each of these
assignments.
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1. INTERNET/ LIBRARY PROJECT
The purpose of this assignment is to familiarize you with the UGA on-line library site, as well as
the library itself, to help you successfully complete the assignments that professors across
campus require of you. More information will be forthcoming.
2. GROUP PRESENTATIONS
Presentations will be based on the “six senses” developed in A Whole New Mind. Presentation
dates and specifics will be announced at a later time.
3. MINDFULNESS REFLECTION PAPER & PRACTICE JOURNAL
As a part of your home assignments, and in class experiences, you will be learning and
practicing mindfulness and yogic strategies for working with stress and concentration. The
journal and reflection paper provide an opportunity to reflect on your experiences with and
application of these strategies in increasing your test scores, managing stress and focusing
attention. The reflection essay will also provide an opportunity to integrate learning from the
Whole New Mind and the related ‘six senses’. More details will be forthcoming.
TENTATIVE COURSE SCHEDULE (Changes may occur as needed.)
*Readings are to be completed before class on Tuesdays each week. Additional
readings will be provided by the professor.
DATE
Topics
Reading & Assignments
Week 1
1.7-1.9
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Week 3
1.14– 1.16
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Week 4
1.21 -23
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Introduction/ overview
Understanding motivation
What is mindfulness & meditation?
Why meditate?
Breathing Meditation
Differences between high school and
college
 Active Learning
 Where do you stand?
 How you learn
 Reflection Essay & Practice Journal
description
 Intellectual Development
 How You Learn (con’t)
 Professors, Tasks, and You
 Levels of Thinking
 Topics Assigned, Internet Library
Project
THURSDAY, 1/23 MEET IN MLC370;
internet library class w/ Sandra Riggs,
reference librarian
Reading Assignments TBA
CSS 1 pp. 1-10
CSS 2 pp. 12-23
CSS 3 pp. 24-33
CSS 4 pp. 34-43
THURSDAY, 1/23 HOMEWORK
ASSIGNMENT 1 DUE FOR
INTERNET LIBRARY PROJECT
Week 5
1.28-1.30
Week 6
2.4 - 2.6
Week 7
2.11- 2.13
Week 8
2.18-2.20
Week 9
2.25-2.27
Week 10
3.4 -3.7
3.11-3.13
Week 11
3.18-3.20
Week 12
3.25-3.27
TUESDAY, 1/28 MEET IN MLC 370;
Internet library class with Sandra Riggs
 Academic Energy (Motivation)
 Goal Setting
 Aligning Academic Goals and Effort
 Strategic Reading - Annotation
 Chapter Lecture
 Lecture Notes – 4 Methods of Note
Taking
 Strategic Reading/Note Taking (con’t)
CSS 6 pp. 57-72
CSS 5 pp. 45-55
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CSS 7 pp. 73-83
CSS 8 pp. 84-95
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Just what do you believe, anyway?
Values and Decision Making
Changing Your Beliefs
Stress Management & Test Anxiety
o Chair Yoga and Deep
Relaxation
Tuesday, February 25 – Food & Mood
Lecture, Ben Gray, R.D. (regular
classroom)
 Stress Management & Test
Anxiety(con’t)
 Rehearsal and Review Strategies
 Strategies for Social Science
SPRING BREAK – Class will not meet
TUESDAY, FEBRUARY 4, INTERNET
LIBRARY PROJECT DUE
CSS 9 pp. 97-111
CSS 10 pp. 113-131
THURSDAY, FEBRUARY 13–
Chapter Exam
Readings to be announced
CSS 11 pp. 133-152
CSS 12 pp. 153-165
Optional yoga and mindfulness
practice
CSS 16 pp. 203-212
CSS 17 pp. 214-227
 Essay & Specialty Exams
In Class Essay - March 20th
A Whole New Mind, Introduction to the
WNM Introduction, Chapters1-3,
Six Senses & Design
Introduction to the Six Senses pp. 1 Right and left hemispheric strengths
67
 Asia, Abundance, and Automation:
Moving Towards a Conceptual Age
 High Concept, High Touch
THURSDAY, MARCH 27 MEET AT
GEORGIA MUSEUM OF ART w/
Carissa DiCindio, Art Educator
Week 13
4.1-4.3
A Whole New Mind, Design & Story
GROUP PRESENTATIONS: DESIGN &
STORY
WNM Chapters 4 & 5 pp.68-99
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Week 14
4.8-4.10
Week 15
4.15-4.17
Week 16
4.22-4.24
A Whole New Mind, Symphony &
Empathy
 Loving Kindness Meditation
 Self-Compassion
 Self-Compassion Scale
THURSDAY, APRIL 10th, MEET AT
FOUNDERS GARDEN w/ Maureen
O'Brian, Curator
A Whole New Mind, Afterword
Integrating whole brain learning, study
skills, mindfulness, and yoga
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Conclusion
Last Day of Class
Thursday, April 24th - Meet @
Health Promotions, University
Health Center for creative
cooking experience
Important Dates
Drop: January 6-9
Add: January 6-10
Midpoint: Thursday, February 27
Withdrawal deadline: Thursday, March 20
Last Day of Classes: Thursday, April 24
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GROUP PRESENTATIONS:
SYMPHONY & EMPATHY
WNM, Chapters 6,7 pp. 129-184
TUESDAY, APRIL 8:
MINDFULNESS JOURNALS AND
ESSAY DUE
GROUP PRESENTATION: PLAY &
MEANING
WNM, Chapters 8, 9 pp 185-244;
Afterword pp. 245-247
Readings TBA