Foundations

Course Syllabus: Foundations

Course Description: Designed to prepare students to succeed in college and to formulate and carry out a life development plan. Major components include: learning to use a laptop computer and a local area network, investigating academic and career choices, acquiring effective study habits, using the resources of the library and the learning center, preparing for examinations, and developing a positive self-image.

Mission Statement: The Foundations course guides students in discovering who they are, what they want and how they will get it. The course is aligned with the University Life Development plan, a lifelong holistic approach to development. The course focuses on self-knowledge and skills that lead to success in college and beyond.

Objectives: By the end of the semester the student will be able to:

1) Set realistic and realizable goals for his/her development in five dimensions of life (spiritual, physical, academic, social and emotional).

2) Develop effective strategies for the achievement of his/her success in college.

3) Demonstrate introductory competency in using Microsoft Word, PowerPoint, Publisher, email, and computer terminology.

4) Produce a portfolio to validate growth and learning.

Textbook: Ellis, Dave. Becoming a Master Student. 9^th ed. Boston: Houghton Mifflin, 2000. (ISBN 0-395-98149-2)
Rule of St. Benedict

Materials:

Paper and pens for journal and class writing assignments

Paper and computer for formal writing assignments and computer assignments

A binder/folder for the portfolio

Box for storing and organizing portfolio artifacts (bookstore)

Internet Resources: (see course outline)

Class Policies:

1) Attend all classes.

2) Read and note assigned material.

3) Complete a group and an individual presentation using PowerPoint.

4) Turn in journal writing weekly.

5) Research a career and produce a Publisher brochure.

6) Read and complete all textbooks assignments.

7) Participate in class discussions and activities.

8) Begin life development plan, concentrating on goal setting and action plans.

9) Produce a portfolio that includes an Image Book.

10) Complete a minimum of six hours of service and write a report plus reflections on the experience(s).

11) Participate in Full Spectrum Development, Learning Styles Inventory, Temperament Sorter, and other personal awareness activities. Write a report with reflection.

Grading Criteria:
A	900 or more points
B	800 or more points
C	700 or more points
D	600 or more points
F	Another semester in Foundations for earning less than 600 points!

Point System (1030 points, at least, are available):

310 points Attendance (10 points per class for attendance) If you are not in class, you do not get the points. If there is a legitimate excuse for the absence you may have the opportunity to submit assignments related to the class if possible. (There are some assignments that, by their nature, cannot be "made up.")

160 points Assignments (text work, quizzes, class exercises, other) Late assignments are not accepted for full credit. In some cases, partial credit may be granted. Discuss missed or late assignments with the instructor.

120+ points Journals 3/4 -1 page per week beginning August 23. Twelve entries equals 100% (120 points). Journals are due each Thursday at the start of class. No late journal assignments are accepted. Less than 3/4 page receives no credit or partial credit, depending on length. The journal entries may be typed or hand-written. If you do not wish an entry read, please fold it and mark it confidential.

110 points Service project To receive credit, log the time you spend in service to others. Describe the activity and write a reflection. In reflection, consider such questions as: How did others benefit from your service? What skills/abilities/qualities did you show in providing this service? How did you benefit? (Note: These are worthy entries for your portfolio. Keep it up.) For an article on volunteering and for some suggestions, click here.

200 points Papers (two - four for the semester), career brochure, PowerPoint presentation. Type papers double spaced in 12 pt Times New Roman font, unless otherwise directed.

100 points Portfolio (This includes the image book, goal setting, and reflection in the five dimensions of life development. You may also begin a career section at this time.)

Instructor and University Policies;

ADA: Requests from individuals with disabilities for accommodations necessary for access to campus events, programs, and services should be made in advance by contacting the Americans with Disabilities Act Coordinator at 878-5152.

Attendance: I expect you to attend each class. If you should be unable to attend a class, please inform me as soon as possible. You earn 10 points for each class you attend. Failure to attend class three times will warrant an "Absence Warning." (Note that while you are encouraged to explain a necessary absence, I do not distinguish between "excused" and "unexcused" absences for points or for the warning.)

Assignments: Assignments receive full credit only when they are completed on time.

Plagiarism: is a grave error. Each student is expected to do his/her own work and to respect the work of others by use of appropriate documentation. A student guilty of plagiarism will receive, as a minimum, a failing grade for the assignment.

Outline: The outline for this course is subject to change. After discussion with the students enrolled, the instructor reserves the right to modify the outline. It is a "work in progress" throughout the semester.

Classroom etiquette: Please remove hats during class times. It facilitates matching a name to a face. Refrain from use of food, drink, cell phones or pagers during class time. Listen with attention when others speak; only one person may speak at a time. (We have two ears and one mouth; Consider using them in that proportion.)

Beginning and Ending Assessment: Students self report data regarding current knowledge of topics to be covered. Through written reports and class discussion, students indicate their level of expertise. The curriculum is developed based upon this data. A similar procedure is used after topics are covered. In addition, the portfolio is used as an authentic assessment tool at the culmination of the course.

Foundations 2001 Outline

8/21 Objectives: Introductions; Expectations; Syllabus (without outline)

Class Activities: Name Tag introductions; complete computer survey; begin journal writing by responding to this quote from a song: "When you find your self-esteem, You're forever free to dream."

Assignment: Read text pages 1-17. Complete text journals 1, 5, 6. Bring an idea to class.

8/23 Objectives: Learning about learning styles (David Kolb)

Class Activities: Define "spamming" and "flaming." Write a commitment statement for the class. Share ideas. Discuss "Ideas as Tools." Discussion of reading assignment. (What are discovery and intention statements? How can they be used in setting goals? Review of Discovery Wheel inventories. How can you use the Wheel to set goals for yourself?) Learning modalities: visual, auditory, kinesthetic. David Kolb's Learning Style Inventory. Complete the LSI in the textbook. Mini-lecture and discussion of its meaning and application. Complete self-assessment on study skills.

Assignment: Complete written assignment in text on p. 33. (Application of LSI through the Learning Styles quadrants.) Go to http://keirsey.com/ on the Internet and take the Keirsey-Bates temperament sorter. This sorter is based on the Myers-Briggs temperament sorter. Print out the results and browse around the site looking at the descriptions of the various temperaments. Bring the results to class.

8/28 Objectives: Learning about intelligences (Gardner)

Class Activities: Class survey of Keirsey results. How can we use the results to understand our learning preferences? (Theory vs. Fact based learners) Mini-lecture on Howard Gardner's Multiple Intelligences, using Thomas Armstrong's book 7 Kinds of Smart. Completion of MI inventory. Write a discovery and intention statement on the results. (For a summary of Armstrong's description of the intelligences, click here. For Armstrong's suggestions on developing each intelligence, click here.)

Assignment: Read assigned chapter on study skills.

Note: Each student will become part of a group to prepare a presentation on some aspect of study success in college. The group will be responsible for using the text, Internet, and other resources to prepare a one class "unit" on the topic. The group is responsible for an assignment before the day of presentation, the presentation itself, and a follow up assignment. The presentation must include use of PowerPoint. The purpose of the project is three-fold: to provide information on the assigned topic, to learn the basics of PowerPoint, to work in a cooperative group project. For details, click here

Note that August 29^th is the last day to change classes for the fall.

8/30 Objectives: Begin group work; Learn about PowerPoint basics

Class Activities: Group work to review chapter to prepare for class presentation. Instructor presentation on PowerPoint basics.

Assignment: Continue preparation for group presentation. Read about portfolios in text, pp. 18-19.

Activity to note: First Women’s Volleyball game is at home at 7:00 p.m. Attend as many games as you can through the season. The schedule is located on the SGU website at http://www.sgc.edu/athletics/volleyball/schedule/

The first home games for the Men’s and Women’s Soccer teams is Tuesday, September 4^th at 3:00 and 5:00 p.m. Attend as many games as you can throughout the season. The schedule is located on the SGU website at http://www.sgc.edu/athletics/soccer/mens/schedule/ and http://www.sgc.edu/athletcis/soccer/womens/schedule/

The SGU Cross Country team begins its season on September 1. Find out the names of the runners and offer your support. See their schedule at http://www.sgc.edu/athletics/cross-country/schedule/

Note that there are no classes held on September 3, Labor Day.

9/4 Objectives: Understand portfolios and use of portfolios on the SGU campus; Understand goals and their use in motivation

Class Activities: Computer terms: cursor, tool bar, window, scroll, file, disc, icon. Instructor presentation of portfolios: Why must we know about them - now and later? What are portfolios? What are their uses? How can I develop my portfolio? How can I use it? What if I want to modify the use or presentation or content?

Instructor presentation on goals: SMART goals, characteristics, purpose of goals. Create life line as goal setting exercise. Self-assess goal directedness.

Click here to read Lea Campbell's article "Using Portfolios to Market Program Graduates"

Assignment: Set up your portfolio base. Complete goal setting assignments in five areas: academic, spiritual, physical, social, personal. Read Image Book assignment. (Click here for details.) Journal assignment: Life Mission. Click here for details on this exercise.

Complete research on your topic for class presentation

9/6 Objectives: Complete presentation preparation

Class Activities: E-mail basics. Group work on presentation

Assignment: Provided by group on time management

9/11 Objectives: Time Management