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 Spring 2016 1 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. Spring 2016 2 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. Spring 2016 3 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). Spring 2016 4 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, Spring 2016 5 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. Spring 2016 6 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 Spring 2016 7 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 Spring 2016 8 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 Spring 2016 10