Chapter 3: Discovering Self-Motivation
COM 101 Instructor Workshop
Wednesday June 20, 2012
1:00pm-1:35pm Lake Michigan Room
Welcome and Overview What motivates you to teach COM 101?
 What motivates you to do well at your job?
Recommendations on assigned readings
 Read Chapter 3: pages 79-94
o Page 79 Creating Inner Motivation
o Page 80 Formula for Motivation
o Page 81 Value of College Outcomes
o Page 82 Value of College Experiences
o Page 85 Designing a Life Plan
o Page 86 Roles & Goals
o Page 87 How to Set a Goal
o
o
o
o
o
o
Page 88 Discover your Dreams
Page 89 Your life plan
Page 91 Committing to your Goals and
Dreams
Page 92 Commitment Creates Method
Page 93 Visualize your Ideal Future
Page 94 How to Visualize
In-class participation point ideas (how students can gain points IN CLASS for this chapter)
 Journal Entry 8 p.84 Desired Outcomes, Desired Experiences, Applying VxE= M
 Journal Entry 10 p. 95 Visualize the Future
 Chapter Quiz (included below)
In-class activities
 Goal Setting
 Motivating Word
 Road to Success Map
Assignments
 Write a 3-5 page paper on what motivates you, using key concepts from Chapter 3
Writing Assignment & Self-Exploration
 Interview 5 people on what motivates them include at least one faculty, one upper level student, and one
freshman
Personal Interaction & Building Relationships
 Desired experiences: Complete chart on page 83, join a student organization and participate. Provide
written feedback on how your experience helped you meet your desired experiences
Campus Involvement & Self Exploration
Types of Assignments:
Campus Involvement
Group Project
Personal Interaction
Writing Assignment
Objectives:
Campus Resources
Building Relationships
Self-Exploration
Navigating Campus
Rea 2012 COM 101 Instructor Training: Page 1
Chapter 3: Discovering Self-Motivation
Roberta Rea’s Lesson Plan
Due:
 Read Chapter 3: pages 79-94
Thought for today:
 Thought for today’s class: “People often say that motivation doesn't last. Well, neither does bathing - that's why
we recommend it daily.” Zig Ziglar
Supplies:
 Copies of Motivating Word Handout
 Copies of College Road Map
 Copies of Reading Quiz
 PowerPoint for Getting Chapter 3
 Colored Pencils for Activity
Schedule:
 2:40pm
 2:45pm
 2:55pm
 3:05pm
 3:25pm
 3:45pm
 3:55pm
Welcome and Overview of Today’s Lesson
Handout reading quiz
Grizzlies and Growls
PowerPoint Highlighting Key Points from Chapter 3
The Motivating Word
Road Map for College Success
Questions about OU or the Course Remind Students of OU’s Weekly Activities
Rea 2012 COM 101 Instructor Training: Page 2
Chapter 3: Discovering Self-Motivation
In-class participation point ideas
Journal Entry 8 p.84
Selecting Desired Outcomes
Fill in your desired outcomes for the semester & explain the long term value
(Outcomes are things you will take with you after the semester is complete)
Desired Outcomes
Earn a GPA of 3.5 or better
Value
A high GPA will look great on my transcript when I apply
for a job and it will give me a boost of self-confidence
about college
Selecting Desired Experiences
Fill in your desired experiences for the semester & explain why you value the experience
(Experiences are things you will do during this semester)
Desired Outcomes
Personal Confidence
Value
I have always been a shy person, and I want to become
more outgoing so I can do well on future job interviews
and be more assertive in my career so that I can get the
promotions I deserve
Evaluating your Motivation Equation
The value I place on being a success in college is (1-10) ____________
My expectation of being a success in college is (1-10) _______________
Multiply your two scores together for your Achievement Motivation Score (1-100) ____________________
On the Back side of the page explain your score and identify specific actions you can do you raise it or
keep it high
Rea 2012 COM 101 Instructor Training: Page 3
Chapter 3: Discovering Self-Motivation
In-class participation point ideas
Chapter Quiz From the Cengage Website
Creating Inner Motivation
1. In two major surveys, college and university educators identified lack of ____________ as the
number one barrier to student success.
2. According to American College Testing (ACT), in public four-year colleges in the United States
about ______ percent of students fail to return for their second year.
A. 10
B. 20
C. 33
D. 50
3. According to American College Testing (ACT), in public two-year colleges in the United States
about ______ percent of students fail to return for their second year.
A. 10
B. 20
C. 33
D. 50
4. In the formula V x E = Motivation, the letter E stands for ________.
A. Energy
B. Effort
C. Evidence
D. Expectation
5. According to recent U.S. Census Bureau data, how much more do Americans with a four-year
college degree earn in their lifetime, on average, than people with a high school degree?
A. $400,000
B. $900,000
C. $1,600,000
D. $2,100,000
Answers: 1. motivation 2. C 3. D 4. D 5. B
Rea 2012 COM 101 Instructor Training: Page 4
Chapter 3: Discovering Self-Motivation
In-class participation point ideas
Chapter Quiz From the Cengage Website
Designing a Compelling Life Plan
1. According to psychologist Brian Tracy, many people resist setting life goals because they don’t
know how. TRUE FALSE
2. A “life role” is an activity to which we regularly devote large amounts of ______ and energy.
3. The DAPPS Rule is an acronym, a memory device to assist us in remembering the five qualities of
an effective ________.
4. The five letters in DAPPS stand for Dated, Achievable, Personal, Positive, and ________. [Capitalize
the word]
5. Which of the following is the most effective goal, according to the DAPPS Rule?
A. Do well academically this semester.
B. Work hard to get good grades.
C. Achieve a grade point average of 3.5 or better this semester.
D. Have more fun.
Answers: 1. TRUE 2. time 3. goal 4. Specific 5. C
Committing to Your Goals and Dreams
1. A _________ is an unbending intention, a single-mindedness of purpose that promises to overcome
all obstacles regardless of how you may feel at any particular moment.
2. When it comes to accomplishing goals and dreams, commitment creates _________.
3. Because of his commitment to return to Hawaii to visit his new girl friend, the author earned money
for the trip by selling magazine subscriptions door to door. TRUE FALSE
4. Cathy Turner used visualizations to help her win two Olympic gold medals in speed skating. TRUE
FALSE
5. Which of the following is NOT a key to effective visualizing?
A. Relaxing
B. Using present tense verbs
C. Being specific
D. Feeling your feelings
E. Listening to your favorite music
Answers: 1. commitment 2. method 3. FALSE 4. TRUE 5. E
Rea 2012 COM 101 Instructor Training: Page 5
Chapter 3: Discovering Self-Motivation
In-class activities: Goal Setting
What is your Goal?
(Make it this semester)
Is it?
Dated:
Achievable:
Personal:
Positive:
Specific:
Rea 2012 COM 101 Instructor Training: Page 6
Chapter 3: Discovering Self-Motivation
In-class activities: The Motivating Word
If you’re a college football trivia buff, you know that the annual Rose Bowl competition
started over 100 years ago, in 1902, when the University of Michigan trounced Stanford, 49
– 0. What is perhaps unknown to most people is the story behind that amazing win for
Michigan .
In the year 1900, the University of Michigan had a football team that wasn't winning many
games. Consequently, they fired their coach and searched for a new one. At about the
same time, Stanford had to dismiss their coach because of a new rule that allowed only
alumni to serve as coaches. Long story short, Michigan hired Stanford's former coach, a
“quiet man of few words,” named Fielding Yost.
As soon as the new coach arrived on campus, he granted an interview to the local
newspaper. During the interview, he boldly claimed that his team would be undefeated the
next season and the combined scores of the opposing teams for the entire season would be
49 points or fewer. When they heard about his interview, the Michigan team protested
loudly. They complained to the coach that he was setting them up to be the laughing stock
of football. Yost immediately ordered every member of the team to take off his uniform and
gear and stack it in the corner of the locker room.
Then he marched to the blackboard and wrote one word. He instructed the team that they
could retrieve their uniforms and play football only when they understood the meaning of
that word.
That year Michigan was undefeated at 11 - 0 and outscored their opponents 550 - 0,
averaging 55 points per game. Not only did this team allow fewer than 49 points in the first
year, it took their opponents more than 5 years to score more than 49 points. And yes, they
later went on not only to the first Tournament of Roses football victory, but three more
national championships in the next three years.
Rea 2012 COM 101 Instructor Training: Page 7
Chapter 3: Discovering Self-Motivation
In-class activities: The Motivating Word
What is the Motivating Word
for the 1902 U of M football team?
Why do you think so?
Rea 2012 COM 101 Instructor Training: Page 8
Chapter 3: Discovering Self-Motivation
In-class activities
Map Legend
COM 101 Road Map to Success
Discovering Self-Motivation
You are in the driver’s seat!!
What is your road map to
success?
Include 10 stops on your trip:
Classes, experiences, clubs,
resources, projects
Include detours/dead ends to
avoid
“The road of life twists and turns and no two directions are ever the same. Yet our
lessons come from the journey, not the destination.”
Destination Graduation!!!
Date: ________
Rea 2012 COM 101 Instructor Training: Page 9
Chapter 3: Discovering Self-Motivation
Ideas for Out of Class Assignments
As a refresher there are 4 Types of Assignments
for the COM 101:
 Campus Involvement
 Group Project
 Personal Interaction
 Writing Assignment
Each of the above assignments should meet one
of the course objectives for COM 101:
 Campus Resources
 Building Relationships
 Self-Exploration
 Navigating Campus
Assignment Idea #1 A Self Exploration Paper
This will meet the Writing Assignment Type & Self-Exploration Objective
Students will complete a 3-5 page paper on their motivation level for success in college.
All papers must include at least 5 concepts from Chapter 3: Discovering Self-Motivation.
 Page 79 Creating Inner Motivation
o Page 80 Formula for Motivation
o Page 81 Value of College Outcomes
o Page 82 Value of College Experiences
 Page 85 Designing a Life Plan
o Page 86 Roles & Goals
o Page 87 How to Set a Goal
 Page 88 Discover your Dreams
o Page 89 Your life plan
o Page 91 Committing to your Goals and Dreams
o Page 92 Commitment Creates Method
 Page 93 Visualize your Ideal Future
o Page 94 How to Visualize
Papers should answer the following questions:
 What motivates you to be a successful Oakland University Student?
 How would you rate your level of motivation to be successful as a student? Are you satisfied with this? What
strategies will you use to keep this level high or raise it?
 What do you do to regain motivation when it is lacking?
 How would you rate your goal setting ability?
 How do you plan to set goals in the future?
 Do you think setting goals is a good tool that helps motivation?
 When you visualize your ideal future what do you see?
 What lessons from Chapter 3 will you take with you after this class?
Rea 2012 COM 101 Instructor Training: Page 10
Chapter 3: Discovering Self-Motivation
Ideas for Out of Class Assignments
Assignment Idea #2 Interviewing about Motivation
This will meet the Personal Interaction Type & Building Relationships Objective
Students will Interview 5 people on what motivates them. Interviews must include at least one:
 Oakland University faculty member (teacher)
 Oakland University staff member (someone at the university other than teacher)
 Oakland University upper level student (sophomores, juniors, and seniors)
 Oakland University freshman
 The last person can be anyone
Interview questions can include
 What were the commonalities among interviewees, what were the differences?
Once interview is completed students should answer a set of questions:
 What were the commonalities among interviewees, what were the differences?
Rea 2012 COM 101 Instructor Training: Page 11
Chapter 3: Discovering Self-Motivation
Ideas for Out of Class Assignments
Assignment Idea #3 Selecting Desired Experiences
This will meet the Campus Involvement Type & Self-Exploration Objective
Desired experiences: Complete chart on page 83, join a student organization and participate. Provide written
feedback on how your experience helped you meet your desired experiences
Selecting Desired Experiences
Fill in your desired experiences for the semester & explain why you value the experience
(Experiences are things you will do during this semester)
Desired Outcomes
Personal Confidence
Value
I have always been a shy person, and I want to become
more outgoing so I can do well on future job interviews
and be more assertive in my career so that I can get the
promotions I deserve
Rea 2012 COM 101 Instructor Training: Page 12