Gateway Program Seminar Outline & Syllabus
GPS 1010 – Section 25
COURSE GOALS
Gateway Program Seminar is designed to help you to transition smoothly from high school to college, adjust gradually to
the demands and rigor of university life, stay in college, and succeed. As we approach our topic from the viewpoint of
different disciplines and speakers’ varied expertise and experiences, the emphasis is on “deep learning.”
Students will be able to—
! Know the range of resources available on campus to support academic success and university inclusion
! Develop members of an initial personal support system to include students, JTA’s, and faculty
! Recognize the demands of college coursework and be able to articulate study skills, time management, organizational,
and planning strategies required for success
! Recognize diversity of the public school population to include race/culture; gender; ability; exceptionality; socioeconomic status; and language. Further, you will develop an initial understanding of best-practice instructional
strategies that lead to effective teaching, including the power of expectation, to meet the academic needs of all
students
! Articulate base-level concepts of equity in education including the need for access to quality schooling for impacted
populations and full-inclusion of students within mainstream school environments
! Begin viewing the roles and responsibilities of a professional educator from the “eyes of a teacher” vs. from the
perspective of a student
This Gateway Program Seminar will also emphasize:
! Why a university education is important and what it means
! How the disciplines connect and overlap, while still having their own perspectives
! How to think critically and creatively at the level required of a university student
! How to navigate campus technology and online databases; cultivate research skills; and locate campus resources that
will help you succeed
! How to refine your reading, writing, speaking, and listening skills
! How to be a responsible, academically professional university student with the necessary civic, ethical, and social
competencies
! How to learn in new and creative ways by collaborating with other students
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COURSE DESCRIPTION
School—it's more than just rules, tests, and lunch. Schools are the centerpiece of every community, and they help produce
future citizens who create social change. Who makes this happen? It's the teacher—that influential person at the head of
the class—who shapes young minds. If you know that you want to become a teacher, or if you just want to learn more
about how a school works, this class is for you. Through interactive, field-based experiences and stimulating lectures, you
will learn the science and art of teaching from every angle by working closely with novice and veteran teachers, from the
preschool to college level, who educate students from various cultures, languages, and abilities. And if you decide this
career really is for you, this class will help you get on the path to pursue a degree and licensure in education. This course
provides entry college students an overview of our campus’ support services and locations and a review of organizational/
study skills required to be successful in college. It allows students to quickly meet and know some faculty and provides an
opportunity to make some new friends.
COURSE INSTRUCTORS & JTAs
Section 1
Amanda Koback, Program Manager, Dean of Students
Main Hall 322 / Phone: (719)255-3091 / akoback@uccs.edu
Office Hours: By Appointment
JTA: Hannah Auw, hauw@uccs.edu
Section 2
Laura Marshall, Senior Instructor, College of Education – Special Education
COB 3043 / Phone: (719) 255-4168 / lmarshal@uccs.edu
Office Hours: Wednesdays 1:30-3:00pm & Thursdays 3:30-5:30pm
JTA: Hannah Linhart, hlinhart@uccs.edu
Section 3
Sylvia Martinez, Associate Professor, College of Education – Leadership, Research, and Foundations
COB 3057 / Phone: (719)255-3476 / smartin2@uccs.edu
Office Hours: Mondays 10:00-2:00pm
JTA: Miryssa Woofter mwoofter@uccs.edu
Section 4
Marcus Winters, Assistant Professor, College of Education – Leadership, Research, and Foundations
COB 3049 / Phone: (719)255-3614 / mwinters@uccs.edu
Office Hours: By Appointment
Course time and room: Tuesdays, 9:25-12:05pm – Breckenridge 5101
Required book: Patrick Schwarz (2006) – From Disability to Possibility: The Power of Inclusive Classrooms
PHILOSOPHY OF INSTRUCTORS
Our relationship with you as your instructors is two-way, not one-way. We want to hear what is on your mind. When we
meet with you one-on-one, in small groups, and in the large group, we value your input and reaction to our course
activities. On the one hand, this course is a typical college course about education and teaching field; on the other hand, it
is also a course to help you be a successful college student. We are here to help you learn and progress to meet your goals.
We expect you to attend all required course sessions, complete all assignments as outlined in the syllabus, participate in
course activities and discussions, and maintain an active interest in the topics presented in this course.
COURSE REQUIREMENTS
1. Regular attendance and class participation. You are expected to attend all class sessions (10 points per week).
Please be in class on time.
2. Reading assignments facilitate meaningful class participation in large and small group. We will place articles
and other pertinent information in weekly Blackboard folders set up for this course. Check these each week to be
prepared for class.
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3. Two meetings with your Junior Teaching Assistant (JTA), one with your Instructor, and one with your Success
Coach. You will sign up for two 10-minute meetings with your JTA (2 meetings, 15 points each), one 15-minute
meeting with your Instructor (1 meeting, 20 points), and one 30-minute meeting with your Success Coach (1 meeting,
20 points). These must be done in person.
4. Writing Assignments You will write 8 topic papers (2 pages, double-spaced, 20 points per paper) on assigned topics
related to the course content. And an annotated bibliography (minimum of 4 sources, 40 points total). Upload all
work to Blackboard. 10% deducted/day for late work. No work will be accepted more than one week late.
5. Oral Presentation. Students will present on an education topic of their choosing (3-4 minutes, 50 points total).
6. Extra-Credit Opportunity. Students are given the opportunity to participate in a research study on college student
emotional intelligence (earn 50 extra-credit points for completing the EQ-i assessment and participating in a debrief of
the assessment with an EQ-i certified coach).
GRADES
1. Preview Daze Course Attendance and Participation
2. Course Attendance and Participation
3. JTA, Instructor, and Success Coach Meetings
4. Topic Papers (20 pts each)
5. Annotated Bibliography
6. Oral Presentation
TOTAL POINTS POSSIBLE
GRADING SCALE
465-500 = A
435-449 = B+
450-464 = A415-434 = B
400-414 = B-
385-399 = C+
365-384 = C
350-364 = C-
50
130
70
160
40
50
500
335-349 = D+,
315-334 = D
300-314 = D-
Below 300 = F
A Code of Conduct provides a set of standards to maintain student professionalism and an ethical learning environment
for all students enrolled in this course.
It is important that Instructors and JTAs can contact students when necessary. UCCS email accounts will be used as the
primary means of contacting students. It is, therefore, mandatory for students to check their UCCS email account daily or
to forward their UCCS email to their preferred email account. Students are responsible for reading all messages sent to
their UCCS email account.
Instructors and JTAs strive to make classes places of learning where both faculty and students treat each other with
respect, equality, courtesy, and civility. The code of conduct with respect to classroom behavior includes the following
policies:
Behavior that is considered disruptive will include, but is not limited to, the following:
1. Behaviors that distract any course presenter or other students. This may be exhibited by behavior such as studying for
another class, walking out of class without first arranging to be excused, cell phones ringing or beeping, text
messaging, sleeping during class, chronic lateness to class or from breaks, or any other disruptive lateness. Laptops
and mobile phones will not be allowed out during lecture or discussion.
2. Talking while the Instructor or guest lecturer is lecturing.
3. Any harassment of students, faculty, or staff (the campus has a zero tolerance policy in this area).
Students violating any of the above will be given one verbal warning with the understanding that a second incident may,
at the Instructor’s discretion, result in the student being dropped from the class (with the exception of harassment for
which one incident is grounds for immediate action). If the disruptive student is dropped after the final drop date, the
student will receive a grade of “F” in the course. In all courses, the decision to excuse an absence is solely at the discretion
of the Instructor. In addition, plagiarism or cheating of any manner in will result in a failing grade for the class.
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Disability Services
If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to
register with the Disability Services Office and provide them with documentation of your disability. They will work with
you to determine what accommodations are appropriate for your situation. To avoid any delay in the receipt of
accommodations, you should contact the Disability Services Office as soon as possible. Please note that accommodations
are not retroactive and disability accommodations cannot be provided until an accommodation letter has been given to me.
Please contact Disability Services for more information at Main Hall room 105, 719-255-3354 or dservice@uccs.edu.
Military & Veterans Affairs
Military students who have the potential to participate in military activities including training and deployment should
consult with faculty prior to registration for any course, but no later than the end of the first week of classes. At this time,
the student should provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible impact of the absences. The
instructor will consider absences due to participation in verified military activities to be excused absences. If, however, it
appears that military obligations will prevent adequate attendance or performance, the instructor may advise the student to
register for the course at another time, when she/he is more likely to be successful.
UCCS Student Code of Conduct
The purpose of the Student Code of Conduct is to maintain the general welfare of the university community. The
university strives to make the campus community a place of study, work, and residence where people are treated, and treat
one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
“PREVIEW DAZE” SCHEDULE (August 21-22)
Thursday 8/21
9:00-10:00am Course Introductions, Icebreakers, and Syllabus Review
9:00-4:30am
COB 317
10:00-11:00pm Campus Scavenger Hunt and Debrief
Breakout Room:
COB 322
11:00-12:00pm Computer Lab Rotations – Academic Code of Conduct, Email, Blackboard, and
VARK Learning Style Survey (COB 220, 221, & 223)
12:00-12:50pm Freshman Seminar BBQ
Friday 8/22
9:00-4:30am
COB 317
12:50-2:00pm
Kraemer Family Library Scrabble
2:00-3:00pm
Student Success Module—Goal Setting
3:00-4:00pm
The Hobart Shakespeareans Film and Reflection Paper (due Sunday, 8/24)
4:00-4:30pm
9:00-9:15am
Classroom Volunteerism: Purpose, Etiquette, Expectations, & Permission Slips
Gather and Collect Permission Slips
9:30-11:30am Field Trip to Family Development Center and Debrief
11:30-12:30pm Lunch
12:30-4:00pm Mountain Lion Experience—Berger Hall
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REGULAR COURSE SCHEDULE
DATE
TOPIC
Tuesday, 8/26
9:25 – 10:10 Student Success Module: More on VARK
Breckenridge 5101
Learning Styles
ASSIGNMENTS
College Goals Paper due 8/31
10:15 – 11:15 The Economics of Why College is Good
11:20 – 12:05 Small Group Session
Tuesday, 9/2
NO CLASS - Labor Day Holiday
Tuesday, 9/9
*Report to assigned
school from 10:00 –
11:30 am
School Service Volunteerism Visit #1—Work with your
teacher to arrange volunteerism in the classroom
Tuesday, 9/16
Breckenridge 5101
9:25 – 10:10 Student Success Module: Center for Excellence
in Writing
Read: Schwarz, ForewordChapter 3
10:15 – 11:15 What Are the Makings of a Quality Teacher—
Introduction of CLASS Instructional System
CLASS System and Teacher
Effectiveness Paper due 9/21
11:20 – 12:05 Small Group Session
Meet with JTA by 9/21
Tuesday, 9/23
*Report to assigned
school from 10:00 –
11:30 am
School Service Volunteerism Visit #2—Work with your
teacher to arrange volunteerism in the classroom
Research Topic Proposal due
9/28
Tuesday, 9/30
Breckenridge 5101
9:25 – 10:10 Student Success Module: Library Tutorial
(Library 237 & 239)
Socioeconomic Status Artwork
& Paper due 9/14
(Discuss personal background in school—how this impacts
expectations for student behavior and performance)
(Discuss student’s personal interest in teaching)
10:15 – 11:15 Learning in Another Language: A Lesson in
Culturally Responsive Teaching
Read: Schwarz, Chapters 4-7
Meet with Success Coach by
10/5
11:20 – 12:05 Small Group Session
Work on Research Topic
Annotated Bibliography
Tuesday, 10/7
*Report to assigned
school from 10:00 –
11:30 am
School Service Volunteerism Visit #3—Ask your teacher to
think about a lesson topic you can teach on 11/4
Research Topic Annotated
Bibliography due 10/12
Tuesday, 10/14
Breckenridge 5101
9:25 – 10:25 Student Success Center—Advising Session
(Discuss best-practice teaching methodologies)
10:40 – 11:40 Lesson Planning So You Can Teach and Kids
Can Learn
Read: Schwarz, Chapters 8-10
& Causton-Theoharis et al.
Article
Work on Lesson Plan
11:45 – 12:05 Student Success Module: Time Management
Tuesday, 10/21
*Report to assigned
school from 10:00 –
11:30 am
School Service Volunteerism Visit #4—Reflect on how you
will assess your lesson delivery
Lesson Plan due 10/26
Meet with Instructor by 10/26
(Confirm the lesson topic you will be teaching on 11/4)
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Tuesday, 10/28
Breckenridge 5101
9:25 – 10:10 Student Success Module: Center for Excellence
in Oral Communication
Dear Teacher Letter due 11/2
Read: Levin Article
10:15 – 11:15 Exploring the Achievement Gap through
Sociology—Why Should We Care?
11:20 – 12:05 Small Group Session—Lesson Practice
Tuesday, 11/4
*Report to assigned
school from 10:00 –
11:30 am
School Service Volunteerism Visit #5—You Will Teach
Your Lesson Today
Tuesday, 11/11
Breckenridge 5101 –
Breakfast Served
Research Topic Presentations
Post-Lesson Reflection Paper
due 11/9
Meet with JTA by 11/9
Research Topic Presentations
completed in class
Course Evaluations and FCQ’s
Value of Physical Activity – UCCS Recreation Center
08/14
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