Learning Centered
Academic Support in the Learning Commons, Ford Hall 1st Floor, Willamette University
www.willamette.edu/dept/lcenter academicsupport@willamette.edu 503.370.6505
Fall 2014/1
Academic Expectations at Willamette University
The College of Liberal Arts at Willamette University has rigorous academic expectations.
Two frameworks – Bloom’s Taxonomy of Educational Objectives and Gardner’s Multiple
Intelligences – will help you understand what is expected of you.
Bloom’s Taxonomy of Educational Objectives
Most complex
Create
Evaluate
Now
L
E
Bear in mind that you must start with the
simplest level. You need to know
something about a topic before you can
analyze and evaluate it in a substantive
way.
Analyze
A
R
Apply
N
I
N
Understand
G
Remember
Simplest
According to Bloom’s Taxonomy of
Educational Objectives, students are
always being asked to learn at a certain
level of complexity. At the simplest level,
you are asked to memorize. At more
complex levels, you are expected to
analyze, evaluate, and create. Willamette
pushes students up this hierarchy.
Then
Realize that some study strategies are
more effective than others for different
levels of learning. For instance, the less
complex levels may be achieved via
repetition, whereas analyses will require
that you think critically. That is, you must
ask questions, challenge assumptions,
identify contexts, compare and contrast,
etc.
1
Academic Expectations at Willamette University
All of Gardner’s intelligences are likely to be used in the
Willamette community, but in your classes you will use
two intelligences in particular:
linguistic intelligence and logical-mathematical
intelligence.
Linguistic intelligence relates to words, both spoken and
written. As a student at Willamette, you have entered a
“speech community,” and there are unwritten rules at
work, especially in the classroom. These rules apply to
who talks, when, how much, the topics you should
address, how to join a discussion, etc. We don’t expect
you to come knowing all of this, but we do expect you to
be willing to learn it. In addition, you will do a lot of
reading and writing. (Invest time and energy in
expanding your vocabulary.)
Logical-mathematical intelligence relates to your ability
to discern cause-and-effect, perceive patterns, and
approach problems systematically. This intelligence
allows you to interpret, evaluate, and use data in papers
and projects throughout the curriculum, not only in math
courses.
Because you are a member of an academic community,
two other intelligences – interpersonal and intrapersonal
– will less obviously but still significantly impact your
academic experience. Interpersonal intelligence is the
ability to interact with and communicate effectively with
others. Can you communicate with faculty comfortably?
Can you hear their critique of your work and incorporate
their advice? Your interpersonal intelligence also affects
how you engage with other students. Do you interact
amiably with others in your classes? Can you work in
teams? (The ability to work well with others – especially
others who are not like you -- is a quality highly valued by
employers.)
Your intrapersonal intelligence is also critical. This is
Gardner’s “self smart” category -- the one that speaks to
self-awareness and self-understanding. What aspects of
your self do you most strongly identify with? What do
you most value? What are your strengths? What do you
want out of your Willamette experience or out of life?
This intelligence helps you determine which choices
hold the most purpose for you.
Gardner’s Multiple Intelligences
According to Howard Gardner, we
are smart in different ways. His
categories include:
Musical
Kinesthetic
Willamette’s
curriculum
relies heavily
on these!
Visual-spatial
Linguistic
Logicalmathematical
Interpersonal
Intrapersonal
Naturalistic
2
Meeting Academic Expectations: Your Student Performance
The following are typical behaviors of successful students.
Attend class regularly.
Show up on time and stay to the end.
Stay awake.
Prepare for class. Read assignments before class. As you read, take notes.
Be ready to enter class discussion: to ask questions, contribute pertinent comments,
and respond to others.
Participate in class discussions appropriately, neither talking too much nor too little. Stay on-topic.
Learn the language – the particular vocabulary and terminology – of the subject you are studying.
Invest time with the material you are trying to learn,
usually 2-3 hours outside of class for every hour in class.
Take notes during class.
Give the professor cues that you are paying attention. This could be eye contact and open/upright posture.
If you tend to be quiet in class,
meet outside of class with the professor so that she knows you are engaged and interested.
Schedule a visit with your professor in his office, especially if he has invited you to.
Address your professors respectfully. Ask how they prefer to be addressed.
Start with more formality rather than less. (“Professor” is better than “Hey.”)
Once class starts, shift your focus to the instructor.
Study with others.
If you can feel yourself getting overwhelmed by your classes, talk to someone about it!
Use technology in class only as directed by your professor. Different instructors have different preferences.
Read, understand, and follow the syllabus.
Complete assignments per instructions. Work with others in your class to figure out assignments.
Ask for clarification from the instructor if you need it.
On a semester-at-a-glance calendar, post both due dates and start dates for projects/papers.
If you see that you are likely to miss a deadline, communicate sooner rather than later.
Some deadlines are non-negotiable.
3
Student Performance and Self-Management
How you perform the role of “student” is greatly affected by how you manage your day-to-day life.
Consider the following.
Are you healthy enough – physically, mentally,
emotionally – to sustain effort over the length
of a 16-week semester? Do you have the
energy, stamina, and stability to engage with
difficult and challenging material (not to mention
difficult and challenging people)?
Can you create and sustain daily/weekly routines
so that your energy, time, and focus go toward
meeting your academic commitments?
Is academic success a priority for you? Can you delay
short-term gratification and make yourself study? Can
you plan and structure your efforts so that you start
projects in time to meet deadlines? Can you self-correct
when you derail?
Can you follow instructions independently? Can you
figure out how to proceed when directions are
minimal or when you find them confusing? This will
impact not only classes and grades but also financial
aid, employment, study abroad, and campus activities.
Can you persist when you don’t learn something
quickly and easily? Can you change your approach
when what you’re doing isn’t working? Can you seek
help when you need it?
Know that counselors in Bishop Wellness and the
director of Academic Support are available to
help you find strategies that support your success
and growth at Willamette.
A number of factors affect your ability
to self-manage, including:
Physical health
Sleep – get enough, regularly
Nutrition
Exercise
Medical concerns – address them promptly
Personal hygiene (laundry!)
Substance use or abuse
Mental health
Self-care
Watch boundaries with others
Connect with people who affirm you
Manage conflict
Use medications properly
Seek counseling if needed
Monitor and seek help for addictions
(substances, video games, internet, etc.)
Attitudes, priorities, character
Awareness of values and goals
Self-discipline
Curiosity
Receptivity, willingness
Resilience (“grit”)
Resourcefulness
Time management
Work-flow and project management
For help with health or disabilities:
Bishop Wellness Center
Baxter Hall
503-370-6471
For help with academic issues:
Mat Barreiro
Academic Support in the Learning Commons
Ford Hall 107B, 503-370-6505
academicsupport@willamette.edu
4
5