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 resource center, preparing for examinations, and developing a positive self-image.

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Purpose of the Course: The mission of the Foundations Program at St. Gregory's University is to help students to discover who they are, what they want and how they will achieve it. This is accomplished through assisting the student, by means of self-reflection, to explore his/her temperament, values, interests and abilities and by guiding the student in a process of goal-setting in the five areas of Life Development (Intellectual, Spiritual, Physical, Social and Emotional).

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Office: Room 119b
Phone: 878-5130 (voice mail)
E-mail: brdamian@sgc.edu

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• By the end of the course the student will manifest an understanding of who he/she is and what he/she wants.
• By the end of the course the student will set realistic and realizable goals for his/her personal success in the five areas of life development (Spiritual, Physical, Academic, Social and Emotional)
• By the end of the course the student will develop effective strategies for the achievement of his/her success in college and in life.
• By the end of the course the student will demonstrate the ability to be self-reflective with regard to his/her personal values and goals.
• By the end of the course the student will manifest an ability to organize his/her time and work.
• By the end of the course the student will be able to work as part of a team and to function as a member of a group.
• By the end of the course the student will demonstrate a minimum level of competence in computer skills.
• By the end of the course the student will be familiar with the campus environment and available services.
• By the end of the course the student will have begun the process of compiling a Life Development Portfolio
• By the end of the course the student will understand how curiosity contributes to his/her success in learning and the search for wisdom.
• By the end of the course the student will understand the importance of persistence and develop a willingness to learn from mistakes.
• By the end of the course the student will develop an understanding of the value of "Whole brain thinking."
• By the end of the course the student will develop a personal approach to physical fitness.

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Armstrong, Thomas. Seven Kinds of Smart: Identifying and Developing Your Multiple Intelligences. New York: Plume, 1999.
ISBN: 0-452-28137-7

Powell, John S.J. Fully Human Fully Alive: A New Life Through a New Vision. Allen, Texas: Thomas More, 1976.
ISBN: 0-88347-321-6

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A black three ring binder and divider tabs for all Life Development Portfolio materials and assignments.

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I. Life Development Plan

"A unique feature of the General Education component at St. Gregory's University is the Life Development Program, which begins in the first semester of university studies as the student enrolls in the Foundations course. Here the student learns to set goals and pursue them-indeed, to formulate a plan for life and to begin to live that plan-concentrating on personal development in five key areas: academic, social/emotional, spiritual, physical and career-preparedness." (SGU Catalog, 33) The major project/assignment for the Foundations class is the Life Development Plan. Each student (with the aid of a laptop computer) will prepare a portfolio containing assignments from the semester. The contents of the Life Development Plan are to be placed in a black (or other dark color) three ring binder with divider tabs marking each section. A complete list of the assignments will be available by the beginning of November. The Portfolio containing the Life Development Plan will be evaluated for its completeness, thoughtfulness and professional look.

II. Campus Activities Project

Each student is expected to participate in five different campus activities and prepare a brief journal about each one. These journals, although not formal essays, should be typed. These five activities relate to the five areas of the Life Development Plan. For example, you might consider the following as possible activities:

• Spiritual – attend a prayer/worship service on campus.
• Physical – participate in aerobics.
• Intellectual – visit the Mabee-Gerrer Musuem.
• Social – attend a play at the Sarkeys Performing Arts Center.
• Emotional – attend a movie night with your friends.

Your journal should include answers to the following questions:

• What did you do?
• How well did you do it?
• What was it like?
• What did you learn?
• How do you intend to use what you learned?

III. Service Learning Project

Each student is also expected to participate in at least eight (8) hours of community service during the course of the semester. There are many opportunities to become involved with projects both on and off campus. After completing your service learning you should prepare a typed report describing what you did and what you learned/gained from the experience.

IV. Daily Assignments and Journals

During the course of the semester written assignments will be given relating to the course. Students are given credit for completing these assignments, however, the number of points will vary according to the assignment.

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Students will be given a number of self-assessment surveys and exercises during the course of the semester. Each of these will be followed by one or more reflective journal assignments in order to help them determine their present state of development and to determine possible strategies for improvement. At the end of the semester students will be asked to assess their growth over the course of the semester and to evaluate their progress in achieving the goals of their Life Development Plan.

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Excellent Performance (A):

• Student consistently scores 90% or above on assignments.
• Assignments are completed in the prescribed form, submitted on time and give evidence of careful research and presentation.
• Student consistently shows independent thinking in written work and class discussion.
• Student shows an understanding of relationships among various parts of the course content.
• Student asks questions which are appropriate and which stimulate discussion.
• Student complies with attendance policy.

Good Performance (B):

• Student consistently scores between 80 and 89% on assignments.
• Assignments are completed in the prescribed form, submitted on time and are above average in content.
• Student demonstrates a grasp of the general organization of the subject mater.
• Student shows an understanding of the reasons for learning the subject matter.
• Student asks questions which clarify the subject matter.
• Student complies with attendance policy.

Satisfactory Performance (C):

• Student scores between 70 and 79% on assignments.
• Assignments are completed and submitted on time and are of an acceptable quality.
• Student demonstrates a satisfactory grasp of subject matter.
• Student shows some understanding of the reasons for learning the subject matter.
• Students asks relevant questions.
• Student complies with attendance policy.

Minimal Performance (D):

• Student scores between 60 and 69% on assignments.
• Assignments are completed and submitted on time and are of marginal quality.
• Student demonstrates minimal understanding of subject matter.
• Student shows little understanding of the reasons for learning the subject matter.
• Student is a passive listener rather than an active participant in class.
• Student complies with attendance policy.

Unsatisfactory Performance (F):

• Student scores below 60% on assignments.
• Assignments are missing, incomplete or unacceptable.
• Student demonstrates no understanding of subject matter.
• Students shows little or no interest in subject matter.
• Student is inattentive and passive in class.
• Student does not comply with attendance policy.

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Instructor and University policies: Each student is expected::

• To take full responsibility for being present and on time for each class meeting. [Attendance: Each student will receive 10 points for each class/meeting attended. The total number of attendance points will be averaged into the final grade. Each student will be allowed 3 absences without penalty. After the fourth absence the student will be warned. After 5 absences the student will be dropped from the course unless circumstances warrant otherwise]
• To turn off all pagers and cell phones while in class.
• To participate actively in class discussions and team/cooperative learning projects.
• To take full responsibility for making arrangements for make-up work when the student knows that he/she will be absent from class.
• To bring the textbooks and any other necessary materials to each class meeting unless otherwise instructed.
• To be prepared for each class meeting and to have done any assigned work.
• To turn in all assignments on time, neatly done and written in ink or typed. (No late work will be accepted unless previous arrangements have been made with the instructor).
• To behave appropriately and respectfully toward the instructor and other members of the class.
• To refrain from the use of food, drink, gum and tobacco products of any kind (including "smokeless") while in class. Water is the exception.
• To abide by the Academic Ethics policy described on page 25 of the catalog.
• To know and abide by any other policies of St. Gregory’s University not specifically mentioned here.

Please note: The instructor reserves the right to change at any time the policies and requirements described in this syllabus.

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Choosing Success and Personal Growth

• The Mission of St. Gregory's University
• The Liberal Arts Education
• Life Long Learning
• Introduction to Multiple Intelligences, Aptitudes and Learning Styles
• The Life Development Plan and Portfolio
• Reading: Armstrong, chapter 1: Many Kinds of Minds: The Theory of Multiple Intelligences

Intellectual Development

• Verbal Intelligence
• Logical/Mathematical Intelligence
• Spatial Intelligence
• Musical Intelligence
• Organizing Your Work
• Personality Types (Spectrum Development)
• Your Interests and Abilities
• Academic Planning and Career Development
• Reading: Armstrong, chapters 2,3,4,6,9 & 11
• Laptop Application: Study Skills Presentation (PowerPoint)
• Laptop Application: My Plan of Study (Microsoft Word)

Defining the Purpose of Your Life and Your Life Principles

• Goal Setting
• Listening and Awareness
• Organizing Your Time
• Reading: The Prologue and Chapters 4 of the Rule of Benedict
• Laptop Application: Life Mapping Exercise (Microsoft Word)
• Laptop Application: The Balance of My Life (Excel)

Physical Development and Personal Health

• Kinesthetic Intelligence
• Physical Fitness and Exercise
• Nutrition and Health
• Reading: Armstrong, chapter 5

Emotional Development

• The Fully Human, Fully Alive Person
• The Conditions for Personal Change and Development
• Reading: Fully Human Fully Alive, John Powell, S.J.
• Reading: Armstrong, chapter 8 (Self Smart)
• Laptop Application: A Vision of Myself (Microsoft Word)

Spiritual Development

• Personal Integrity and the Benedictine Spirit (Monastery Tour)
• Prayer
• Reading: The Rule of Benedict: Silence, Obedience and Humility
• Reading: Armstrong, chapter14 (New Intelligences)

Social Development

• Relationships
• Communication
• Reading: The Rule of Benedict: The Good Zeal of Monks
• Reading: Armstrong, chapter seven (People Smart)
• Reading: Armstrong: chapter 12 (When Intelligences Collide)
• Laptop Application: The Life Development Plan (Word, Excel, Publisher)

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