UK 100: Foundations of Academic Success
Spring 2016
Section(s): 3 Sections – Variable Credit
1 Credit Option = 15 total hours
2 Credit Option = 30 total hours
3 Credit Option = 45 total hours
Instructor: Katherine Cascio
Office hours:
 By appointment on Wednesday from 10:30-12:30pm
 I am also available for virtual office hours via Skype.
Email: k.cascio@uky.edu
Class Time: TR 12:30-1:45pm
Terms: Part-of-Term I (January 13-March 11) Part-of-Term II (March 21- May 6)
Location: The Study South – 308B (Complex Commons)
Course Description
This course is designed to assist students in developing and utilizing study skills and learning
strategies needed to succeed as a college student. The main objective of this course is to provide an
opportunity for students to focus on a multitude of study skills that will assist in their overall
success throughout their college careers and life long learning. This course will cover the principles
related to enhancing learning strategies (e.g., time management, note taking, critical reading
strategies, test taking, financial literacy, motivation). Upon completion of this course, students
should increase their ability to apply the learned study skills and habits in subsequent college
classes.
Student Learning Outcomes
At the completion of this course, students will:
1. Engage in personal exploration of learning style
2. Identify preferred study strategies for academic enterprise
3. Discover and apply motivational techniques
4. Demonstrate understanding of academic behaviors that reinforce academic engagement
5. Hone self-management skills needed for academic and social success
6. Identify an education plan matched to academic interest
7. Understand and interpret institutional academic polices, practices, and student support
structures
Required Materials/Texts
 Van Blerkom, D. L. (7th Ed.). (2012). College study skills: Becoming a strategic learner,
Portland, OR: Wadsworth.
 You can find this book using ISBN-10: 0495913510
Attendance Policy
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Students are expected to attend ALL class sessions unless their absence is excused. Absences not
documented as excused as per the official policy stated below will lead a deduction of 3% of the final
grade per unexcused absence. Any student entering class after attendance has been taken will be
counted as tardy for that day’s class. Two tardies will equate to one absence.
Excused Absences
Students need to notify the professor of absences prior to class when possible. S.R. 5.2.4.2 defines
the following as acceptable reasons for excused absences: (a) serious illness, (b) illness or death of
family member, (c) University-related trips, (d) major religious holidays, and (e) other
circumstances found by the professor to fit “reasonable cause for nonattendance.” Students
anticipating an absence for a major religious holiday are responsible for notifying the instructor in
writing of anticipated absences due to their observance of such holidays no later than the last day in
the semester to add a class. Information regarding dates of major religious holidays may be
obtained through the Office of the Registrar).
Students are expected to withdraw from the class if more than 20% of the classes scheduled for the
semester are missed (excused or unexcused) per University policy.
Verification of Absences
Students may be asked to verify their absences in order for them to be considered excused. Senate
Rule 5.2.4.2 states that faculty have the right to request “appropriate verification” when students
claim an excused absence because of illness or death in the family. Appropriate notification of
absences due to University-related trips is required prior to the absence.
Academic Integrity
Per university policy, students shall not plagiarize, cheat, or falsify or misuse academic records.
Students are expected to adhere to University policy on cheating and plagiarism in all courses. The
minimum penalty for a first offense is a zero on the assignment on which the offense occurred. If
the offense is considered severe or the student has other academic offenses on their record, more
serious penalties, up to suspension from the university may be imposed.
Plagiarism and cheating are serious breaches of academic conduct. Each student is advised to
become familiar with the various forms of academic dishonesty as explained in the Code of Student
Rights and Responsibilities. Complete information can be found at the following website:
http://www.uky.edu/Ombud. A plea of ignorance is not acceptable as a defense against the charge
of academic dishonesty. It is important that you review this information as all ideas borrowed from
others need to be properly credited.
Senate Rules 6.3.1 (see http://www.uky.edu/Faculty/Senate/ for the current set of Senate Rules) states that
all academic work, written or otherwise, submitted by students to their instructors or other academic
supervisors, is expected to be the result of their own thought, research, or self-expression. In cases where
students feel unsure about a question of plagiarism involving their work, they are obliged to consult their
instructors on the matter before submission.
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When students submit work purporting to be their own, but which in any way borrows ideas, organization,
wording or content from another source without appropriate acknowledgment of the fact, the students are
guilty of plagiarism.
Plagiarism includes reproducing someone else's work (including, but not limited to a published article, a
book, a website, computer code, or a paper from a friend) without clear attribution. Plagiarism also includes
the practice of employing or allowing another person to alter or revise the work which a student submits as
his/her own, whoever that other person may be. Students may discuss assignments among themselves or
with an instructor or tutor, but when the actual work is done, it must be done by the student, and the student
alone. Plagiarism may also include double submission, self-plagiarism, or unauthorized resubmission of one’s
own work, as defined by the instructor. [US: 3/9/2015]
When a student's assignment involves research in outside sources or information, the student must carefully
acknowledge exactly what, where and how he/she has employed them. If the words of someone else are
used, the student must put quotation marks around the passage in question and add an appropriate
indication of its origin. Making simple changes while leaving the organization, content and phraseology intact
is plagiaristic. However, nothing in these Rules shall apply to those ideas which are so generally and freely
circulated as to be a part of the public domain.
Please note: Any assignment you turn in may be submitted to an electronic database to check for
plagiarism.
Part II of Student Rights and Responsibilities
(http://www.uky.edu/StudentAffairs/Code/part2.html) states that all academic work, written or
otherwise, submitted by students to their instructors or other academic supervisors, is expected to
be the result of their own thought, research, or self-expression. In cases where students feel unsure
about the question of plagiarism involving their own work, they are obliged to consult their
instructors on the matter before submission.
When students submit work purporting to be their own, but which in any way borrows ideas,
organization, wording or anything else from another source without appropriate acknowledgement
of the fact, the students are guilty of plagiarism. Plagiarism includes reproducing someone else’s
work, whether it be a published article, chapter of a book, a paper from a friend or some file, or
something similar to this. Plagiarism also includes the practice of employing or allowing another
person to alter or revise the work which a student submits as his/her own, whoever that other
person may be.
Students may discuss assignments among themselves or with an instructor or tutor, but when the
actual work is done, it must be done by the student, and the student alone. When a student’s
assignment involves research in outside sources of information, the student must carefully
acknowledge exactly what, where and how he/she employed them. If the words of someone else
are used, the student must put quotation marks around the passage in question and add an
appropriate indication of its origin. Making simple changes, while leaving the organization, content
and phraseology intact, is plagiaristic. However, nothing in these Rules shall apply to those ideas
which are so generally and freely circulated as to be a part of the public domain (Section 6.3.1).
Please note: Any assignment you turn in may be submitted to an electronic database to check for
plagiarism.
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Accommodations Due to Disability
If you have a documented disability that requires academic accommodations, please see me as soon
as possible during scheduled office hours. In order to receive accommodations in this course, you
must provide me with a Letter of Accommodation from the Disability Resource Center (DRC). The
DRC coordinates campus disability services available to students with disabilities. It is located on
the corner of Rose Street and Huguelet Drive in the Multidisciplinary Science Building, Suite 407.
You can reach them via phone at (859) 257-2754 and via email at drc@uky.edu. Their web address
is http://www.uky.edu/StudentAffairs/DisabilityResourceCenter/
Grading Criteria and Assignments
Study Smarter Skills will be assigned based upon the successful completion of coursework that is
high in quality (i.e. academically of value, grammatically correct, and in appropriate academic tones
and structure, including proper format regarding citations and related methodologies). Assignments
will be turned in via Canvas, unless otherwise noted in the Descriptions of Assignments.
Course Structure
1 Credit Option: 10 total in-class meetings; class will meet weekly on Tuesdays and Thursdays from
12:30pm to 1:45pm. Select meetings will be conducted virtually via online discussion board. As well
as required hours logged via nontraditional experiences, such as online activities. (Further details
via Canvas).
2 Credit Option: 10 total in-class meetings; class will meet once weekly on Tuesdays and Thursdays
from 12:30pm to 1:45pm. Select meetings will be conducted virtually via online discussion board.
As well as required hours logged via nontraditional experiences, such as online activities. (Further
details via Canvas).
3 Credit Option: 10 total in-class meetings; class will meet twice weekly on Tuesdays and Thursdays
from 12:30pm to 1:45pm. Select meetings will be conducted virtually via online discussion board.
As well as required hours logged via nontraditional experiences, such as online activities. Ten hours
of logged experience related to a service learning project, as well as small group discussions both
online and in-person. (Further details via Canvas).
**Specific course guidelines will be outlined via Canvas in accordance to your credit option.
Activities/Assignments
During the semester, students’ performance will be graded on participation, projects, assignments,
reflections. Being present for all class activities is vital to student academic success. Students are
expected to:
1. Turn in all assignments on time – all assignments are due at the beginning of class
2. Type all written assignments in the appropriate format as stated in assignment guidelines
3. Cite sources, where appropriate, within written assignments and presentations
In general, extensions for assignments will NOT be given other than for rare, extenuating
circumstances. However, for excused absences (as per UK policy), missed work may be made-up, as
long as a student provides documentation of an acceptable excuse for the day(s) in question. The
extension will equal the duration of time the student was absent (ex: if absent one day, then the
extension is one day).
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1-Credit Hour Option: 300 Total Points
1. Participation and Engagement :
2. Reflection Essay:
3. Time Management Planner:
4. Procrastination Plan:
5. College Transition Paper:
100 points
60 points
40 points
40 points
60 points
2-Credit Hour Option: 400 Total Points
1. Participation and Engagement :
2. Reflection Essay:
3. Time Management Planner:
4. Procrastination Plan:
5. College Transition Paper:
6. Online Discussion Board:
100 points
60 points
40 points
40 points
60 points
100 points
3-Credit Hour Option: 500 Total Points
1. Participation and Engagement :
2. Reflection Essay:
3. Time Management Planner:
4. Procrastination Plan:
5. College Transition Paper:
6. Online Discussion Board:
7. Academic Engagement Activity:
100 points
60 points
40 points
40 points
60 points
100 points
100 points
COURSE ASSIGNMENTS
See Canvas for calendar of course assignments with due date.
Participation and Engagement: Students will attend weekly meetings with the course instructor.
Expect to work in small groups and actively present relative contributions to the subject being
discussed. Complete all in-class assignments and be fully prepared by reading all assigned material
before the start of class.
Reflection Essay: For several of the discussion topics, students will complete a short, 1-2 page essay
double space. Guidelines will be presented in class and via Canvas. Rubric for grading is listed
below.
Time Management Planner: After researching different approaches to time management, students
will develop a personal time management philosophy. Students will also complete an extensive
management plan/agenda to use throughout the fall and spring semesters. Guidelines will be
presented in class and via Canvas.
Procrastination Plan: Due to the fact that procrastination is a difficult hurdle in regards to student
success; students will research the main causes of procrastination and then develop a step-by-step,
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personal plan that will be utilized to assist in combatting their own causes of procrastination.
Guidelines will be presented in class and via Canvas.
College Transition Paper: College is not the same as High School! It is important for students to
understand what it means to transition into higher education. Students will write an analytical
essay, 3 to 5 pages in length, which will highlight their own personal transition. It is important for
students to recognize what they need to improve upon before moving into subsequent college
courses. Guidelines will be presented in class and via Canvas. Rubric for grading is listed below.
Online Discussion Board: Students will be required to participate in a weekly online discussion board
with their fellow classmates. Discussion questions/prompts will be distributed on the Monday
before each in-person class meeting. Guidelines will be presented in class and via Canvas. **2 and 3
Credit Option Only!
Academic Engagement Activity: Successful students are aware of the services offered both via the
university, as well as the surrounding community. Students will select an individual academic
support service offered through UK or the greater Lexington community. The course instructor will
provide a list of possible academic engagement activities, but students are encouraged to explore
opportunities that most interest them. Student will submit and course presentation in class (Course
instructor will have final approval of academic engagement activity). Guidelines will be presented in
class and via Canvas. Rubric for grading is listed below. **3 Credit Option Only!
Grading Scale
This course is based on a 300 to 500 point scale, depending on your credit option. Letter grades will
be assigned based on the scale below:
Grading: 90-100%
80-89%
70-79%
60-69%
<60%
A
B
C
D
E
Course Policies and Expectations
 All cell phones should be turned off at the beginning of each class period. Ringing phones and
text messaging are disruptive. If your cell phone rings or you are text messaging during class,
you will be asked to leave and counted absent.
 As a responsible adult, you are expected to give your full, respectful attention to the
instructor, guest-speakers, and/or classmates at all times during the class period. Any
display of disrespectful and/or disruptive behavior and you will be warned once, then asked
to leave. If asked to leave, you will be considered absent for the day.
 All assignments must be completed in order to receive a final grade in the course.
 Assignments are due on the date indicated by the instructor in the syllabus. Any
modifications to the syllabus will be provided in advance, and in writing from the instructor.
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Tentative Schedule Part-of-Term I (January 13-March 11)
Week 1 (Jan. 14): Course Orientation and Class Activity
Week 2 (Jan. 19): Being a Successful Student/ LASSI Completion (Jan. 21): Discussion Board/Academic
Success Strategy Exercise
Week 3 (Jan. 26): Note Taking (Jan. 28): Discussion Board/Academic Success Strategy Exercise
Week 4 (Feb. 2): Test Taking Strategies: (Feb. 4) Discussion Board/Academic Success Strategy Exercise
Week 5 (Feb. 9): Time Management/Motivation/Procrastination: (Feb. 11) Discussion Board/Academic
Success Strategy Exercise
Week 6 (Feb. 16): Critical Reading Strategies/Technology /Library: (Feb. 17) Discussion Board/Academic
Success Strategy Exercise
Week 7 (Feb. 22): Study Habits/Memory Techniques/Self-Testing : (Feb 24) Discusion Board/Academic
Success Exercise
Week 8 (March 1): Anxiety/Stress/Finanical Literacy: (March 3) Discussion Board/Academic Success
Exercise
Week 9 (March 8): In-Class Strategies/Moving Forward (March 10) Closing Academic Success Exercise
Tentative Schedule Part-of-Term II (March 21- May 6)
Week 1 (March 22): Course Orientation Being a Successful Student/ LASSI Completion
: (March 24) Discussion Board/Academic Success Exercise
Week 2 (March 29): Note Taking Time Management/Motivation/Procrastination (March 31): Discussion
Board/Academic Success Exercise
Week 3 (April 5): Test Taking Strategies Study Habits/Memory Techniques/Self-Testing: (April 7):
Discussion Board/Academic Success Exercise
Week 4 (April 12): Critical Reading Strategies/Technology /Library: (April 14) Discussion Board/Academic
Success Exercise
Week 5 (April 19): Anxiety/Stress/Finanical Literacy:(April 21) Discussion Board/Academic Success
Exercise
Week 6 (April 26):In-Class Strategies: (April 28) Discussion Board/Academic Success Exercise
Week 7 (May 3):Moving Forward: (May 5) Closing Academic Success Exercise
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Rubrics for Selected Course Assignments
Reflection Essay/College Transition Paper (at 60 points each)
Criteria
Very Good to
Superior
(86 - 100%)
Suitable to Good
(71 - 85%)
Minimal to Fair
(55 – 70%)
Poor to Unacceptable
(0 – 54%)
Depth of
Reflection
___ out of 10
pts. possible
Response demonstrates an
in-depth reflection on, and
personalization of, the
theories, concepts, and/or
strategies presented in the
course materials to date.
Viewpoints and
interpretations are
insightful and well
supported. Clear, detailed
examples are provided, as
applicable.
Response demonstrates a
general reflection on, and
personalization of, the
theories, concepts, and/or
strategies presented in the
course materials to date.
Viewpoints and
interpretations are supported.
Appropriate examples are
provided, as applicable.
Response demonstrates a
lack of reflection on, or
personalization of, the
theories, concepts, and/or
strategies presented in the
course materials to date.
Viewpoints and
interpretations are missing,
inappropriate, and/or
unsupported. Examples,
when applicable, are not
provided.
Required
Components
___ out of 10
pts. possible
Response includes all
components and meets or
exceeds all requirements
indicated in the
instructions. Each part of
the assignment is addressed
thoroughly.
Response includes all
components and meets all
requirements indicated in the
instructions satisfactory.
Each part of the assignment
is addressed.
Response demonstrates a
minimal reflection on,
and personalization of,
the theories, concepts,
and/or strategies
presented in the course
materials to date.
Viewpoints and
interpretations are
unsupported or supported
with flawed arguments.
Examples, when
applicable, are not
provided or are irrelevant
to the assignment.
Response is missing
some components and/or
does not fully meet the
requirements indicated in
the instructions. Some
parts of the assignment
are not addressed.
Structure &
Organization
___ out of 20
pts. possible
Writing is clear, concise,
and well organized with
excellent
sentence/paragraph
construction. Thoughts are
expressed in a coherent and
logical manner. There are
no more than three
spelling, grammar, or
syntax errors per page of
writing.
Response shows strong
evidence of synthesis of
ideas presented and
insights gained in the
course. The implications of
these insights for the
respondent's overall study
strategy/skills are
thoroughly detailed, as
applicable.
Writing is mostly clear,
concise, and well organized
with good sentence/paragraph
construction. Thoughts are
expressed in a coherent and
logical manner. There are no
more than five spelling,
grammar, or syntax errors per
page of writing.
Writing is unclear and/or
disorganized. Thoughts
are not expressed in a
logical manner. There
are more than five
spelling, grammar, or
syntax errors per page of
writing.
Response shows evidence of
synthesis of ideas presented
and insights gained in the
course. The implications of
these insights for the
respondent's overall study
strategy/skills are presented,
as applicable.
Response shows little
evidence of synthesis of
ideas presented and
insights gained in the
course. Few implications
of these insights for the
respondent's overall
study strategy/skills are
presented, as applicable.
Evidence of
Application
___ out of 20
pts. possible
Response excludes essential
components and/or does not
address the requirements
indicated in the instructions.
Many parts of the
assignment are addressed
minimally, inadequately,
and/or not at all.
Writing is unclear and
disorganized. Thoughts
ramble and make little
sense. There are numerous
spelling, grammar, or
syntax errors throughout the
response.
Response shows no
evidence of synthesis of
ideas presented and insights
gained in the course. No
implications for the
respondent's overall study
strategy/skills are presented,
as applicable.
____ out of 60 points total
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Academic Engagement Activity (100 points possible)
Criteria
Very Good to Superior
(86 - 100%)
Suitable to Good
(71 - 85%)
Organization
and Clarity of
Ideas
Introduction fully
explains the purpose of
the academic
engagement activity and
how it may be useful as
it relates to an academic
issue or need.
Information presented
in logical, interesting
sequence that audience
can follow. Knowledge
of academic support
fluent and accurate.
Presentation material
explain and reinforce
the points being made.
Student uses a clear
voice and precise
pronunciation of terms
to that all can hear the
presentation. States
usage of academic
resources and issues.
Explains the
appropriate usage of
resources with multiple
examples. Conclusion
offers audience
opportunity for
questions and
discussion of the topic.
Demonstrate full
understanding of
academic resource(s).
Can communicate and
explain usage of
academic resources
offered by program or
service. Provide 3-4
example of where else
the resource may be
applicable to college life.
Introduction somewhat
explains the purpose of
the academic
engagement activity.
Information presented
in logical, sequence that
audience can follow.
Introduction is brief
and does little to
explain the topic
being presented.
Presentation Material
relate to text and
presentation. Most
words are pronounced
correctly and most can
hear the presentation.
Student identifies the
academic resources and
draws connection to
identified academic
issue. Makes sound
decisions about the use
of specific resources.
Concludes the
presentation with
summary and final
thoughts.
Selected presentation
material used
occasionally and
rarely support
academic issue or
need. Student’s voice
is low, incorrectly
pronounces terms
and rarely uses
academic resources
or connect or
identified issues.
Conclusion is brief or
confusing.
No graphics or visual
aids used. Is not clear
on how relevant
academic support
relate to academic
issue. Student
mumbles. No
conclusion is offered
or there is no
connection between
the academic issue
and academic
resource
Student can describe
how the academic
resources relate to
academic issue. Provide
1-2 examples of where
else the resource is
applicable to college life.
Minimal
understanding of
academic resources.
Provide 1 example of
where else the
academic resources
could be used in
college life.
No understanding of
academic resource.
Did not provide any
examples.
The presentation
provides a full and
original description of a
current college affair
The presentation
includes both the
current college issue and
how academic resource
Either the current
college issue or the
academic resource is
not fully developed in
The presentation
does not include both
a college issue and
academic resource.
___ out of 10
pts. possible
Quality of
Presentation
___ out of 30
pts. possible
Application of
academic
resource
___ out of 35
pts. possible
Required
Components
___ Out of 25
Spring 2016
Minimal to Fair
(55 – 70%)
Poor to
Unacceptable
(0 – 54%)
No introduction or
beginning remarks
unconnected with
assignment.
9
pts. possible
topic and applies
academic resource. The
topic is well researched
and data clearly
represented. The
audience understands
how academic resources
can be used in a current
college issue. Citations
for resources used are
presented in correct
style and format (either
APA or MLA are
preferred).
and reasoning can be
applied but in an uneven
or unbalanced way. The
topic shows some
research but the level of
understanding is basic
or without much
complexity. The
audience will recognize
the current college issue
and academic resource.
Citations for resources
may contain one or two
formatting errors.
the presentation. The
topic is poorly
researched or based
on supposition only.
The audience might
not recognize or
understand the
college issue or
academic resource
being analyzed.
Citations are mostly
incorrect or some are
missing.
There is no
connection to college
issue or academic
resource. Citations
are missing.
_____ out of 100 points total
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