COURSE DESCRIPTION (from SGU 2000-2001 Catalog): Included in the General Studies
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. Prerequisite: scholastic standing or by permission.
Mission Statement
Foundations as a class has a primary mission. The students are to find out 1) who they are; 2) what they want; and 3) how they will get there.
Instructor's Statement.
Dr. Susan Proctor (called DP) may be reached through e-mail, skproctor@sgc.edu or phone, 878-5436. Her office hours are usually 10:00-11:00 on Monday and Wednesday. She asks that papers be written in MLA style and is willing to read and comment on papers before grading, if they are turned in sufficiently early. Her primary goal for each student is that she or he learns as much as possible about their subjects and themselves in an environment that encourages continued interest in knowledge and personal and academic honesty.
Course Objectives
By the end of the course the students will be able to
1 - manifest an understanding of who she/he is and what he/she wants;
Readings/assignments/activities
Personality Inventory (Spectrum Development)
Guided journal writing
Learning Styles Inventory
2 - set realistic and realizable goals for personal success in the five areas of Life Development (Spiritual, Physical, Intellectual, Social/cultural and Emotional/familial);
Readings/assignments/activities
Goal setting/Life Mapping exercises
Life Development Portfolio
Discussion of SGU Mission and Goals
3 - develop effective strategies for the achievement of his/her success in college and in life;
Readings/assignments/activities
Goal setting/Life Mapping exercises
Life Development portfolio
4 - demonstrate the ability to be self-reflective with regard to her/his personal values and goals;
Readings/assignments/activities
Benedictine Heritage Day (part of Orientation)
Guided journal writing
Abbey Tour
Values clarification exercises
Rule of Benedict readings and discussion
5 manifest an ability to organize her/his time and work;
Readings/assignments/activities
"Learning how to learn" activities
Learning styles assessment
Time management skills
Reading and note-taking/mind mapping skills
Memory and test-taking strategies
6 - work as part of a team and to function as a member of a group;.
Readings/assignments/activities
Cooperative learning projects
Small group activities
Ropes course
7 - demonstrate a minimum level of competence in computer skills;
Readings/assignments/activities
Create a document in Word
Create and edit a publication in Publisher
Create a presentation in PowerPoint
Create a simple spreadsheet in Excel
Create a simple web page
Find resources on the Internet
Scan and send (via e-mail) a photograph
8 - be familiar with the campus environment and available services;
Readings/assignments/activities
University 101 (part of Orientation)
Campus resources project
9 - begin the process of compiling a Life Development Portfolio
Readings/assignments/activities
Portfolio orientation
Goal setting/Life mapping exercises
10 - investigate how curiosity contributes to her/his success in learning and the search for wisdom;
Readings/assignments/activities
Academic and Career planning activities
11 - investigate the importance of persistence and develop a willingness to learn from mistakes;
Readings/assignments/activities
Create a document in Word
12 - develop an understanding of the value of "Whole Brain Thinking";
Readings/assignments/activities
Create a document in Word
13 - develop a personal approach to physical fitness.
Readings/assignments/activities
Physical fitness assessment at the MAC
Physical fitness goals planning
Assessment
Beginning and Ending Assessment
Beginning assessment will make use of the minute paper; defining pertinent plans and goals; a computer questionnaire; and a self evaluation.
Ending assessment will include another minute paper asking similar questions as well as a discussion of the assignments with students. Students will complete the course with a document that describes further and suggestions for improvement of the course.
On-going assessment will include
Instructor will grade activities on their completeness, commitment to the process and academically, when necessary. Instructor will evaluate the activities on an ongoing basis for students' commitment to the process and ability to complete on time. Students will evaluate the activities on an ongoing basis for their relevance and necessity. Instructor will make adjustments to the process as needed.
Course Requirements:
Attend class regularly.
Be punctual.
Be prepared for class exercises.
Acknowledge a commitment to individual growth.
Acknowledge a commitment to group growth.
Grading Criteria
As with all classes, grading can be highly subjective. However, you can count on the following to be included in the decision:
--Academic Honesty
--Proper MLA style in writing
--Punctuality,
--Preparedness, and
--Commitment
--Portfolio
--Journals/papers
--Activities
--Time management project
--Service learning project (11% of grade)
Grades
An A paper/activity/quiz will meet all of the stated goals as well as treat the material in an individual and interesting manner. "A" students will strive to write papers that could be submitted for publication. A B paper will meet all the needs of the assignment and show that students have thought above the minimum through inquiry and an interesting approach to the accomplishment of the task. A C paper will meet the needs of the assignment. Many students mistake this level of writing for A work. Be advised. A D paper will not quite meet the needs of the assignment, but will meet at least 60% of those expectations. An F paper will not meet at least 60% of the requirements of the assignment. Based on a 100% scale, A=90, B=80, C=70, and D=60. The following percentages and perspectives make up the grading formula.
Each of the objectives will include a graded element.
Exercise #1 based on commitment to processes
#2 Portfolio, based on completeness, grammar/language use and commitment to process
#3 commitment and completeness
#4 commitment to process
#5 commitment, completeness
#6 commitment, completeness, group response
#7 commitment, completeness, grammar/language use, creativity
#8 commitment and completeness
#9 commitment and completeness
#10 commitment, completeness, research, grammar/language use
#11 commitment and language use
#12 commitment and completeness
#13 commitment
--Portfolio (part of objectives 9-13) 20 %
--Journals/papers (part of all objectives) 20%
--Activities (part of all objectives) 20%
--Time management project (part of objectives 5-9) 10 %
--Service learning project (part of objectives 1-6) 11%
--Attendance 19%
Teaching/learning methods
Facilitation – Teacher will assist students in developing their team projects in class and in meetings outside class when needed.
Instruction – Teacher will review/introduce the technology required of the students.
Technology – Teacher will use computer and audio/visual technology to illustrate and to explore details of the subject.
Distance Teamwork – (When possible) Teacher will connect the class to another campus via a discussion line or e-mail list so that they can expand their discussion capabilities.
Lecture – Teacher will use lecture to add information that students may have left out of their presentations and information that is not in the course text.
Audio and Visual – Teacher will use a variety of available audio and visual styles of teaching.
Team Work – Students work together to present sections of the text to each other.
Oral Presentation – Students will present chapters of the text, parts of their projects, and/or present their papers to the class for peer review.
Peer Review – Students will review each other’s papers and suggest changes before papers are turned in for a grade.
Technology – Students will use some form of technology (Power Point, Video, Audio, etc.) in one of their presentations.
Critical Thinking – Students will develop questions about concepts that are mentioned in the objectives to present to the class.
Self-discipline – Students will do a considerable amount of outside reflecting/writing for this course.
Attendance -There is a direct link between attendance and overall course grades. Since this class is a workshop and its nature is participatory, attendance is mandatory. In-excused absences (without Dr.’s note or departmental excuse) will lower your final grade at least one letter point for each in-excused absence after four (4). I will try to notify you if you are approaching the danger level, however; it is your responsibility to attend class and your task to get the assignments for those days you may miss. Missed in-class assignments may not be made up without prior arrangements and therefore even excused absences could adversely affect your grade.
Make-up policy -In case of illness or emergency, one (1) assignment will be accepted late and its grade unaffected (this does not include the final project). Any other late project will drop a letter grade. No work will be accepted after the final exam.
Re-submission -If you fail any of the projects (other than the final) you will be allowed to schedule a conference and retry for a maximum grade of C. This is not a guaranteed pass; you must do excellent revision for a grade of pass.
Academic Ethics
"St. Gregory's University expects its students to demonstrate integrity in their academic work. Acts violating the expected integrity include, 1) Cheating on examinations, quizzes or other written work. 2) Giving assistance to or receiving assistance from another during an examination or quiz. 3) Plagiarism, that is a. The use of another's published work wholly or in part without recognition or proper documentation [as few as four words used for the same purpose may constitute plagiarism by a publication], b. The use of another student's work as one's own; c. The purchase, use or provision of an already prepared paper [including internet]; 4) Falsifying any academic record; 5) Obtaining, or attempting to obtain, copies of uncirculated examinations or examination questions. Students found to have committed one or more of acts 1-3 will receive an F for the examination, written work or quiz in question. Acts 4 or 5 will lead to a hearing with the Dean of Students, since they are major social infractions, the penalty for which may be dismissal" (1999-2000 SGU catalogue 25).
If you find that you are asked to work with material that is objectionable, discuss the problem with me and we will try to find an alternative. If you have physical or learning difficulties that I should know about, please, keep me informed and I will try to guide you to staff that may be able to work out assistance that we may need for you to have a successful semester.