Grammar “One Night” Cornerstone Academy September 26 th, 2013.
Cornerstone Chair Academy March 2014
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Transcript of Cornerstone Chair Academy March 2014
The Cornerstone Experience:
Fostering Successful Integration and Goals
Clarification Among First-Year Students
Presented at The Chair Academy's 23rd Annual International Leadership Conference
Dr. Denis Wright, Provost and Vice President for Academic Affairs, Edison State College
Dr. Eileen DeLuca, Dean of College and Career Readiness and QEP Director, Edison State College
Quick Survey of Audience
Colleges which have a First Year Experience Course?
Academic Affairs or Student Affairs?
2 year colleges or 4 year colleges?
Edison State College
Open access, baccalaureate-granting state college.
19 Associate Degrees
10 Bachelors Degrees
10 Certificate Programs (computer science, health
professions, fire science, EMT, etc.)
Residence Hall on main campus
Five-county service district comprises three counties
along Florida’s southwestern Gulf coast, and two inland
counties.
Edison State College Students: Fall 2013
Headcount – 15,800
Full-Time – 33.9%; Part-Time – 66.1%
65.4% of students are 24 years old or younger
34.6% of students are over the age of 24
Female – 60.1%; Male – 39.9%
58.2% White; 26.7%
Hispanic/Latino
12.4% African American
2.7% other minorities
16% credit hours are online
Achieving the Dream Risk Factor Data: AY 2011-2012
Source: Edison State College Institutional Research, Planning and Effectiveness (2012). Focal Point.
Five risk factors from the July 2009 Achieving the Dream report (July/August 2009, Data
Notes) were applied to Edison State College FTIC students.
Achieving the Dream Risk Factor Data: AY 2011-2012
Source: Edison State College Institutional Research, Planning and Effectiveness (2012). Focal Point.
Edison State College Faculty
180 Full-time Faculty
376 Adjunct Faculty
Edison State College Faculty Federation Union
(Chapter of United Faculty of Florida)
Foundations of Excellence: Where We Began
Fall 2008 – Identification of critical student learning issues
2009-2010 – Foundations of Excellence Study (FoE)
Committees formed for each of the nine dimensions
7 out of 9 committees chaired or co-chaired by faculty (committees composed of 38%-73% faculty)
Approximately 120 faculty and staff participants on all committees
FOE RECOMMENDATIONS
STUDENT LEARNING
STUDENT SUPPORT
ORIENTATION ASSESSMENT & EVALUATION
COMMUNICATION
TRAINING & DEVELOPMENT
120 FOE RECOMMENDATIONS DIVIDED INTO 6 COMPONENTS
FYE COURSE/QEP
STUDENT LEARNING
STUDENT LEARNING
FIRST YEAR EXPERIENCE COURSE /
QUALITY ENHANCEMENT PLAN
Finding a Path-FOE/FYE/QEP
2011-Steering Committee (QEP/FYE) Co-chaired by a Faculty Member and Administrator
Six-subcommittees with faculty participants on all committees: Student Learning (with a Lead Faculty identified)
Student Support
Training and Development
Orientation
Communication
Evaluation and Assessment
Spring 2012 – Initial implementation Cornerstone Experience Course.
Fall 2012-Full Implementation of the Cornerstone Experience Course and FYE Program.
Student Learning Outcomes based on Frameworks
Critical Thinking assists students in developing the skills of analysis and evaluation to improve thinking and guide attitudes and behavior. Apply the intellectual traits, standards, and elements of
reasoning in the context of their personal and academic lives Demonstrate intellectual rigor and problem-solving skills by
analyzing and evaluating information, generating ideas, and resolving issues
Explore how background experiences impact their values and assumptions and explain how they influence personal relationships
Applied Learning enables students to reinforce skills learned in Cornerstone Experience by applying them in other classes and settings. Enhance their awareness of the larger diverse community both
inside and outside Edison State College Apply one or more skills learned in the FYE course to other
academic endeavors
Student Learning Outcomes based on Frameworks (continued)
Relevancy promotes student engagement in learning activities that connect course content to each student’s own academic and career objectives. Through purposeful connections and meaningful experiences, students will be guided toward successful completion of educational goals.
Construct a plan for a successful path into and through completion of a degree or certificate
Evaluate student-to-student and student-to-faculty interactions, and reflect on their relationship to academic, career, and social development
Reflect on the General Education competencies at Edison State College and articulate their application to academic and career goals
Success Strategies help students achieve their personal and educational goals, acquire skills and knowledge, become more mature in their thinking, assume greater responsibility for their own lives and learning, and develop understanding of diversity and multiculturalism in preparation for the professional world.
Develop strategies for effective written and verbal communication, use of technology, listening, reading, critical thinking and reasoning
Demonstrate independence and self-efficacy through effective personal management, use of college resources and the development of positive relationships with peers, staff and faculty
QEP Goal and Program Outcomes
The primary goal of Edison State College’s QEP is:
to enable first-time-in-college students to become self-reliant learners imbued with critical thinking skills.
1. The QEP will facilitate an increase in student retention rates, rates of persistence, and graduation rates.
2. The QEP will foster increased rates of student satisfaction and student engagement.
3. Faculty will apply newly obtained knowledge to their practices to promote critical thinking and enhance the likelihood of success for first-year students.
4. Staff and administrators will apply practices that promote critical thinking and success to their interactions with first-year students.
.
Cornerstone Experience Five-Year Implementation Timeline
Cornerstone Experience
Implementation Timeline 2012 – 2017
Initial Implementation
Beginning Spring 2012
All FTIC degree-seeking students testing into 2 or more developmental
courses will be required to enroll in Cornerstone Experience course
Open sections for students electing to enroll in an SLS course
YEAR 1
2012 - 2013
All FTIC degree-seeking students testing into 2 or more developmental
courses will be required to enroll in Cornerstone Experience course
YEAR 2
2013 – 2014
All FTIC degree-seeking students testing into any number of developmental
courses will be required to enroll in Cornerstone Experience course
YEAR 3
2014 - 2015
All FTIC degree-seeking students will be required to enroll in Cornerstone
Experience course
YEAR 4
2015 – 2016
All FTIC degree-seeking students will be required to enroll in Cornerstone
Experience course
YEAR 5
2016 - 2017
All FTIC degree-seeking students will be required to enroll in Cornerstone
Experience course
Navigating the Path:
Training Module Completers
As of January 2014, 111 faculty and staff have completed the ten Cornerstone Instructor Training Modules.
87 staff and administrators have completed five required Staff/Administrator modules.
602 faculty, staff and administrators have attended one or more QEP Cornerstone Modules.
All departments are encouraged to set training completion goals in the 2013-2014 Unit Plans.
Faculty Teaching
Cornerstone
Course
Faculty Teaching
Companion
Courses
Staff and Administrator
Training
Required Modules Through
TLC:
•QEP Course Overview and
Objectives
•QEP Course Assignments
and
•Assessments
•Universal Design Strategies
•Understanding the First-Year
Student
•Diversity on the College
Campus and Beyond
•The Way I Learn
•Introduction to College
Services, Programs, Support
•Constructivist Pedagogy and
the Student-Centered
Classroom
•Critical Thinking
•Discipline Paradigms and
Career Goals
Required Modules Through TLC:
•QEP Course Overview and
Objectives
•QEP Course Assignments
and Assessments
•Universal Design Strategies
•Understanding the First-Year
Student
•Critical Thinking
Required Modules Through TLC:
•QEP Course Overview and
Objectives
•Understanding the First-Year
Student
•Diversity on the College
Campus and Beyond
•Introduction to College
Services, Programs, Support
•Critical Thinking
Additional In-House Training Framework
Understanding the First Year Student
This annual summer conference is held at ESC and open to all faculty, staff and administrators.
The content is similar to the module for teaching faculty, but presented as a half or full-day
seminar and conducted by a nationally-known expert.
Critical Thinking
Applied Learning
Relevancy
Success Strategies
Critical Thinking
This annual summer conference is held at ESC and is open to all faculty, staff and
administrators. The content is similar to the module for teaching faculty, but presented as a
one or two-day seminar and conducted by a nationally-known expert.
Critical Thinking
Communities of Practice
Communities of Practice are open to participation by all faculty, staff and administrators for
SLS 1515 Cornerstone Experience and occur twice a month throughout the academic year.
Critical Thinking
Applied Learning
Relevancy
Success Strategies
Professional Conferences Framework
International Critical Thinking Conference
A contingent of faculty and QEP administrators attend this conference
annually.
Critical Thinking
Annual Conference on the First-Year Experience
A contingent of faculty and appropriate staff attend this conference
annually.
Critical Thinking
Applied Learning
Relevancy
Success Strategies
Section Coverage
Fall 2012 Spring 2013 Summer 2013 Fall 2013 Spring 2014
Total # of Sections
# Taught by full-time faculty or staff
% Taught by full-time faculty or staff
Total # of Sections
# Taught by full-time faculty or staff
% Taught by full-time faculty or staff
Total # of Sections
# Taught by full-time faculty or staff
% Taught by full-time faculty or staff
Total # of Sections
# Taught by full-time faculty or staff
% Taught by full-time faculty or staff
Total # of Sections
# Taught by full-time faculty or staff
% Taught by full-time faculty or staff
30 15 50% 17 11 65% 11 2 18% 55 36 65% 37 31 84%
Enrollment
SLS 1515 Enrollment
Campus
Semester
*Spring 2012
*Summer 2012
Fall 2012
Spring 2013
Summer 2013
Fall 2013
Spring 2014
Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment
Charlotte 1 24 1 17 3 43 1 29 1 13 5 113 4 74
Collier 3 58 2 35 6 124 4 64 2 30 13 347 10 157
Hendry Glades 1 7 1 6 1 15 1 19 1 19 2 52 2 40
Lee 11 126 7 108 20 430 11 191 7 138 34 902 20 379
College Total 16 215 11 166 30 612 17 303 11 200 54 1414 36 650
Sample Syllabus Topic Outline Date Class Activities and Topics Homework Assignments
1/6/14
(M)
Introduction Activities: Divide and
Find Like People; Define me by my
things
Directions for accessing syllabus
and completing homework
assignment.
Your favorite teacher?
Read Syllabus/Schedule and respond to survey.
Complete bio to be included in your company, school,
business newsletter
1/8/14
(W)
Syllabus Q&A
Think-Pair-Share: Why are you
here?
What do you want from college?
Inventory (pp.33-34)
The value of a college education.-
Read Chapter 1
Work on Journal Entry 1 (Due 1/15): Reflect and
analyze why you are attending college. What
motivated you to enroll? What goals do you hope to
achieve? Response must be a minimum of 200 words.
1/13/14
(M) CCTDI Pre-test-Meet in Lab
SmarterMeasure Pre-test
Explore Canvas in lab
Read Chapter 2
Work on Journal Entry 1 (Due 1/15)
1/15/14
(W) Journal Entry 1 Due!
Group Share: Smarter Measure
Results
Think-Pair-Share: Who is
responsible for your success in this
class?
Optimist vs. Pessimist Activity (p.
10)
Group Activity: Intrinsic vs.
Extrinsic motivation
Continue Reading Chapter 2
Work on Journal Entry 2 (Due 1/22): Using your
SmarterMeasure and California Critical Thinking
Disposition Inventory (CCTDI) results, identify your
strengths and reflect on how these strengths will
contribute to your success. Discover and outline your
challenges by listing specific skills that you will improve
during the next fourteen weeks. Response must be a
minimum of 200 words.
1/22/14
(W) Journal Entry 2 Due!
Video: Stuck on an Elevator
Internal or External Locus of
Control activity (p. 15)
Open Sort and Closed Sort: Ten
Habits of Successful College
Students
Read Chapters 3 & 4
1/27/14
(M) What’s your passion?
Finding your passion in a career.
Type Activities (p.44-51)
Continue Reading Chapters 3 & 4
Don’t forget to work on GPS Activities
Get in Type groups and review
occupations (pp. 57-69). Is there a
match?
Group Activity: Personality Types
(Home, School, Work, Play)
Careers and Salaries (p. 70)
Continue Reading Chapters 3 & 4
Work on Journal Entry 3 (Due 2/12): Based upon
your Personality Type report, identify three possible
career choices that are suitable for you, and explain
how one of those relates to your personality type,
personal values, career interests and success factors.
Response must be a minimum of 200 words.
Field Trip to Career Center Read Chapters 3 & 4
Work on Journal Entry 3 (Due 2/12)
Looks, Yells, Runs Activity
Learning Style Inventory (pp. 103-
104)
Learning Techniques (pp. 82-83)
Group Activity: Learning Styles
and Study Techniques
Personality and Learning Styles
Read Chapter 5
Work on Journal Entry 3 (Due 2/12)
Video Clip-What do you remember?
Taking Notes-What our own tricks?
Styles of note taking: Cornell, Outline,
Mind Maps (pp. 266-268)
Group Activity: Work in a group to
prepare notes from a text.
Note taking checklist (p. 287)
Read Chapter 5
Don’t forget to work on GPS Activities
Journal Entry 3 Due!
Think-Pair-Share: Share your worst
test-taking experience.
Test-taking Strategies (pp. 294-297)
Jigsaw: Cornell Notes
Reducing Test Anxiety
Read Chapter 5
Don’t forget to work on GPS Activities
Special Guest Speaker Read Chapters 8 & 9
Don’t forget to work on GPS Activities General Education Competencies: Open
and Closed Sort
Think-Pair-Share: What is Critical
Thinking?
Group Activity: Critical Thinking
Definitions
Critical Thinking: Bloom’s Taxonomy
Critical Thinking: The Elder Paul Model
Critical Thinking: The RED Model
Crime and Punishment (p. 381)
Tips for Critical Thinking
Continue reading Chapters 8 & 9
Work on Journal Entry 4 (Due 2/26): Edison State
College has established the following General
Competencies: Communications (COM), Critical
Thinking (CT), Technology/Information
Management (TIM), Global-sociocultural
responsibility (GSR) and Scientific and Quantitative
Reasoning (QR) as listed in your syllabus. Please
choose TWO and explain how developing each of
these competencies will help you achieve
academic, and career success.
Response must be a minimum of 200 words.
Course Grades Based on
Critical Thinking Journal 25%
Group Presentation 15%
Final Essay Assignment 25%
Edison GPS (Go Picture Scribe) 15%
Attendance, Participation, Quizzes 10%
Interview Assignment 10 %
Critical Thinking Journal Entries 1. Reflect and analyze why you are attending college. What motivated you to enroll? What goals do
you hope to achieve?
2. Using your SmarterMeasure and California Critical Thinking Disposition Inventory (CCTDI) results,
identify your strengths and reflect on how these strengths will contribute to your success. Discover
and outline your challenges by listing specific skills that you will improve during the next fourteen
weeks.
3. Based upon your Personality Type report, identify three possible career choices that are suitable for
you, and explain how one of those relates to your personality type, personal values, career interests
and success factors.
4. Edison State College has established the following General Competencies: Communications (COM),
Critical Thinking (CT), Technology/Information Management (TIM), Global-sociocultural responsibility
(GSR) and Scientific and Quantitative Reasoning (QR) as listed in your syllabus. Please choose TWO
and explain how developing each of these competencies will help you achieve academic, and career
success.
5. Identify and discuss strategies for achieving a balanced approach to college. Include how time
management and financial responsibility help you successfully complete your college education.
6. Describe how participation in Edison GPS (Go, Picture, Scribe) has helped you develop an
appreciation for diversity. What role does diversity play in influencing your academic, social, and
career success?
7. You have learned many social and personal study techniques this semester and have engaged with a
diverse population of students at the college. What advice would you give to a new student, such as
note taking, time management, career development, social engagement, working in groups, and
studying for an exam?
Edison GPS (Go, Picture, Scribe)
The purpose of this activity is to engage and connect you to Edison State College. ESC offers many great activities and resources. To be a successful college student requires that you utilize the resources to enhance your overall college experience. To successfully complete this assignment the student will participate in the following:
1. Workshop requirements: Attend TWO workshops at Edison State College in your area of interest, and/or an area needing improvement such as FYE, Academic Success, Student Life, Career Center, and Financial Aid Workshops.
2. Academic Advising: Schedule and meet with an academic advisor prior to registering for classes for the next term.
3. Academic Support and Peer Tutoring Centers: Utilize ASC for math, reading, writing or oral communications assistance.
4. Choose 6 from other resources: FYE social events, Service Saturday, Student Life activities/events, use of the library services, use of the Tech Help Center, attendance at art events, plays, and any Edison student or community event or activity. (any service event which lasts all day counts as 2)
A minimum of TEN activities must be included in a digital media representation. Each activity needs to include date, description, and purpose. Students can utilize video, Prezi, PowerPoint or a combination of any media. Creative deviations are encouraged; please consult your professor.
Quantitative and Qualitative Measures of Success
Within course completion rates
Term-to-term and Year-to-year retention reports
Cohort graduation reports.
Survey of Entering Student Engagement (SENSE) weighted
scores
Community College Survey of Student Engagement
(CCSSE) weighted scores
Mean scores on the Student Instructional Report (SIR II)
Critical Thinking Journal assessment scored with the
faculty-designed rubric
Quantitative and Qualitative Measures of Success
Results of the Final Essay Assignment scored with the faculty-designed rubric
Pre and Post-test scores on the California Critical Thinking Disposition Inventory (CCTDI)
Pre and post-test scores on the Scores Smarter Measure Learning Readiness Indicator
Results of the Success Strategies presentation scored with the faculty-designed rubric
Student self-report on the Success Strategies Survey
Qualitative data from student focus group sessions
Professional Development Surveys completed by faculty, staff and administrators
Success Strategies Survey
Table 1
Percentage of Respondents Reporting Utilization of Cognitive and Goal
Attainment Strategies
Support Service Fall
2012 Spring
2013 Summer
2013 Fall
2013
Academic Success Centers 92.5% 94.6% 82.0% 85.0%
Career Services 47.5% 55.4% 54.0% 32.8%
Peer Mentoring 40.0% 60.7% 58.0% 47.2%
Peer Tutoring 27.5% 37.5% 34.0% 22.2%
FYE Staff or Academic Coaching 40.0% 75.0% 62.0% 49.4%
Advising Staff 55.0% 69.6% 76.0% 63.9%
Financial Aid Staff 50.0% 60.7% 72.0% 48.3%
Library Staff 60.0% 67.9% 66.0% 48.3%
Success Strategies Survey
Table 2
Percentage of Respondents Reporting Participation in Campus Engagement
Activities
Activity Type Fall
2012 Spring
2013 Summer
2013 Fall
2013
FYE Activities 38.2% 78.9% 68.8% 74.1%
Student Life Activities 67.6% 61.4% 64.6% 74.1%
Academic Success and FYE Workshops 44.1% 63.2% 89.6% 69.3%
Clubs 26.5% 29.8% 10.4% 16.9%
Service Saturday 35.3% 26.3% 0.0% 15.7%
Intramural sports 5.9% 7.0% 4.2% 4.2%
Career Events 58.8% 29.8% 6.3% 21.1%
Lighthouse Commons Activities or Events 11.8% 21.1% 20.8% 9.6%
Success Strategies Survey
Table 3
Percentage of Respondents Reporting Improvement in Goal Attainment Strategies
Success Strategy Fall
2012 Spring
2013 Summer
2013 Fall
2013
Time Management 87.5% 85.2% 84.1% 77.1%
Goal Setting 87.5% 87.0% 84.1% 77.6%
Organizational Skills 82.1% 85.2% 81.8% 75.1%
Persistence 82.5% 83.3% 84.1% 73.5%
Avoiding activities and behaviors that
may make me unsuccessful 82.5% 70.4% 72.7% 70.6%
Success Strategies Survey
Table 4
Percentage of Respondents Reporting Improvement in Communication Strategies
Success Strategy Fall
2012 Spring
2013 Summer
2013 Fall
2013
Communication and Listening Skills 76.9% 83.3% 86.4% 77.7%
Considering opinions different from my
own 87.2% 81.5% 86.4% 82.1%
Relating to people that are different
from me * * 86.4% 73.7%
Working in a small group to complete a
task or assignment * * 97.4% 72.5%
Forming a social network with other
students * * 97.4% 64.7%
*Item did not appear on survey
Success Strategies Survey
Table 5
Percentage of Respondents Reporting Application of Communication, Goal
Attainment, and Cognitive Strategies
Success Strategy Fall
2012 Spring
2013 Summer
2013 Fall
2013
Note-taking 74.4% 80.8% 81.8% 75.2%
Critical Thinking 84.6% 86.5% 86.4% 81.2%
Study Skills 71.8% 76.9% 88.6% 81.2%
Creating a schedule 69.2% 78.8% 90.9% 72.5%
Creating a budget 56.4% 59.6% 70.5% 51.7%
Test-taking strategies 79.5% 86.5% 72.7% 73.2%
Forming study groups 43.6% 46.2% 68.2% 42.3%
Success Strategies Survey
Table 6
Percentage of Students Reporting Application of Communication and Goal
Attainment Strategies
Success Strategy Fall
2012 Spring
2013 Summer
2013 Fall
2013
Choosing a major 69.2% 56.9% 83.7% 63.3%
Choosing a career goal 59.0% 68.6% 88.4% 64.6%
Forming relationships 66.7% 72.5% 76.7% 57.1%
Changing study habits 79.5% 80.4% 81.4% 72.1%
Communicating with others 71.8% 80.4% 83.7% 68.7%
Researching professors for future classes 56.4% 64.7% 67.4% 61.2%
Appreciating diversity 61.5% 78.4% 81.4% 65.3%
Success Strategies Survey
Table 7
Percentage of Respondents Reporting Substantial Improvement in Goal Attainment,
Communication, and Cognitive Strategies
Success Strategy Fall
2012 Spring
2013 Summer
2013 Fall
2013
Arriving to class on time 5.0% 7.3% 6.3% 6.3%
Attending class 10.0% 7.3% 4.2% 6.9%
Reviewing the course schedule 10.3% 20.4% 18.8% 12.6%
Using the calendar or lists 17.5% 25.9% 25.0% 20.1%
Working on large projects incrementally 22.5% 27.3% 20.8% 18.3%
Using small group communication skills 35.0% 52.9% 25.0% 21.3%
Participating and asking questions when
appropriate 22.5% 52.9% 26.7% 20.6%
Forming a relationship with other students 20.0% 24.1% 22.2% 18.3%
Meeting with the professor outside of class for
help 10.3% 27.8% 20.0% 21.9%
Thinking critically about texts and lectures 35.9% 38.9% 20.0% 19.0%
Connect with the Cornerstone Experience
http://www.edison.edu/cornerstone
http://www.edison.edu/fye/qep
Connect with us via social media
Facebook: Edison FYE
Twitter:@EdisonFYE
Blog: Edisonfye.blogspot.com
Pinterest: Edison FYE
Instagram: Edison FYE
SB 1720 and College Admissions
During the spring 2013 Florida Legislative
Session, the Florida Senate introduced Senate
Bill 1720 which included revising requirements
for the common placement test to assess basic
computation and communication skills of
students who intend to enter a public
postsecondary education degree program. SB
1720 and subsequently, some of its components,
were realized in section 1008.30(4)(a) Florida
Statute.
Meta-Majors
“a set of broad content areas that students
choose upon enrollment at a postsecondary
institution. A meta-major includes a set of
courses that meet academic requirements that
are common across several disciplines and
specific programs of study. Enrollment and
completion of meta-major courses guide
students through initial academic requirements
and into programs of study” (Joint Statement, 2012, p. 2).
Arts, Humanities,
Communication, and Design
Gateway Courses = MGF 1106,
MGF 1107, MAC 1105, STA 2023
Business
Gateway Courses = MAC 1105, STA
2023
Education
Gateway Courses = MGF 1106,
MGF 1107, MAC 1105, STA 2023
Health Sciences
Gateway Courses = MGF 1106,
MGF 1107, MAC 1105, STA 2023
Industry/Manufacturing and Construction
Gateway Courses = MGF 1106, MGF 1107, MAC 1105, STA 2023
Public Safety Gateway Courses = MGF 1106, MGF 1107, MAC 1105, STA 2023
Science, Technology, Engineering, and Mathematics
Gateway Courses = MAC 1105
Social and Behavioral Sciences and Human Services
Gateway Courses = MGF 1106, MGF 1107, MAC 1105, STA 2023
Meta Majors → Gateway Courses
References
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interests, academic preparation, and first-year academic performance. Research in Higher Education,
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vision for learning as a nation foes to college. http://www.greaterexpectations.org/
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Charles A. Dana Center, Complete College America, Inc., Education Commission of the States,
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Statement.
Coughlin, K, and DeLuca, E. (2014). The Impact of a First-Year Experience Course on the
Retention and Academic Achievement of Students with Remedial Needs. Manuscript in preparation.
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a First-Year Experience Course and Program Presented at the Annual Conference on The
First-Year Experience Orlando, Fla.
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(http://www.edison.edu/assets/pdf/fye/QEP%20FINAL%20with%20Bookmarks.pdf)
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EDISON STATE COLLEGE Division of College and Career Readiness First Year Experience/Academic Success
VPAA: Revised 2/24/12, 3/23/12, 1/25/13 Page 1
COMMON COURSE SYLLABUS PROFESSOR: Eileen DeLuca PHONE NUMBER: 239-985-3498
OFFICE LOCATION: H-205 E-MAIL: [email protected]
OFFICE HOURS: After class and by appointment SEMESTER: Spring 2014
I. COURSE NUMBER AND TITLE, CATALOG DESCRIPTION, CREDITS:
SLS 1515 CORNERSTONE EXPERIENCE (3 CREDITS) The Cornerstone Experience course at Edison State College is an integrative and interdisciplinary course designed to help first-year students acquire critical thinking and decision-making skills that promote academic success. In this course, students will learn about college resources and requirements, explore career objectives and programs of study, establish relationships with mentoring faculty and develop a support group among peers. This course is a College requirement for First Time in College (FTIC) students. To successfully complete this course, a minimum grade of “C” or better is required.
II. PREREQUISITES FOR THIS COURSE: None CO-REQUISITES FOR THIS COURSE: None
III. GENERAL COURSE INFORMATION: Topic Outline.
Learning to Apply Critical Thinking Skills to be Successful Academically, Personally and Professionally (The Elder Paul Critical Thinking Model)
Critically Assessing Your Readiness for College (Time Management, Learning Styles, Emotional I.Q., Using technology)
Thinking Critically About Success Strategies (Study skills, Test Taking Strategies, Effective listening, Note-taking Methods, Working Effectively in Groups)
Locating and Accessing Resources and Managing the Information Highway to Become a Self-Reliant Learner (Locating and accessing resources on campus, information literacy)
Thinking Critically About Choosing A Career (Occupational Outlook, Work Ethic, Selecting a Career Choice based on Personality, Interviewing Skills, Resume Writing, Cover Letter, How to Dress For Success)
Thinking Critically About Your Education Plan (General Education Competencies, Student Learning Outcomes and Rubrics, Long term Education Plan)
Thinking Critically About Diversity and Social Justice ( Appreciating College and Community Diversity, Raising Awareness to Combat Insensitivity, Advocating For Social Justice)
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IV. LEARNING OUTCOMES AND ASSESSMENT:
GENERAL EDUCATION COMPETENCIES: General education courses must meet at least four out of the five following outcomes. All other courses will meet one or more of these outcomes. Communication (COM): To communicate effectively using standard English (written or oral). Critical Thinking (CT): To demonstrate skills necessary for analysis, synthesis, and evaluation. Technology/Information Management (TIM): To demonstrate the skills and use the technology necessary to collect, verify, document, and organize information from a variety of sources. Global Socio-cultural Responsibility (GSR): To identify, describe, and apply responsibilities, core civic beliefs, and values present in a diverse society. Scientific and Quantitative Reasoning (QR): To identify and apply mathematical and scientific principles and methods. ADDITIONAL COURSE COMPETENCIES: At the conclusion of this course, students will be able to demonstrate the following additional competencies:
LEARNING OUTCOMES ASSESSMENTS GENERAL EDUCATION COMPETENCIES
Apply the intellectual traits, standards, and elements of reasoning in the context of their personal and academic lives
Students will complete journal entries that will be evaluated based upon the course critical thinking rubric to demonstrate their ability to apply the Elder-Paul model of critical thinking in their personal and academic lives. Students will take the California Critical Thinking Skills Test after completing the critical thinking module of the course and again near the end of the Cornerstone Experience.
CT
Demonstrate intellectual rigor and
problem-solving skills by analyzing
and evaluating information,
generating ideas, and resolving
issues
Students will participate in a final group
presentation assignment (How to Succeed in
College) and will be evaluated using a rubric
designed to assess the following skills: time
management, small group communication skills
and problem-solving skills.
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Explore how background experiences impact their values and assumptions and explain how they influence personal relationships
Students will complete a Myers-Briggs type
personality profile to increase self-awareness.
They will reflect upon how their profiles
influence personal relationships, career choices
and success skills in their critical thinking
journal. Entries will be evaluated based upon the
course critical thinking rubric.
COM, CT
Evaluate student-to-student and student-to-faculty interactions, and reflect on their relationship to academic, career, and social development
Students will participate in a final group
presentation project in which they will apply
effective group communication skills. Students
will reflect upon the lessons learned from this
experience and relate them to their academic,
career and social development in their critical
thinking journal entry which will be evaluated
based upon the course critical thinking rubric.
CT
Reflect on the General Education requirements at Edison State College and articulate their application to academic and career goals
Students will engage in career exploration
assignments and will learn how to develop an
education plan to help them achieve their career
goals. They will critically reflect upon suitable
career choices and how to develop an education
plan to accomplish their career aspirations in a
critical thinking journal entry which will be
evaluated based upon the course critical
thinking rubric.
CT
Enhance their awareness of the larger diverse community both inside and outside Edison State College
Students will engage in a variety of classroom assignments including a passport activity to enhance awareness of the diverse community inside and outside Edison State College to encourage an appreciation of diversity. They will critically reflect upon how valuing diversity will contribute to success in their personal life, academic success and obtaining future career goals in a critical thinking journal entry which will be evaluated based upon the course critical thinking rubric.
CT
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Apply one or more skills learned in the FYE course to other academic endeavors
Students will complete journal entries demonstrating how two or more of the skills learned in the FYE course apply to assignments in other courses. Entries will be evaluated based upon the course critical thinking rubric.
CT
Develop strategies for effective written and verbal communication, use of technology, listening, reading, critical thinking and reasoning
Students will demonstrate their ability to engage in critical listening as they learn to utilize a researched-based note taking method. Students will explore the use of technology to research databases for college assignments, complete assessments in SMARTERMEASURE, and to navigate MyEdisonState Portal and/or the learning management system adopted by the college.
COM
Demonstrate independence and self-efficacy through effective personal management, use of college resources and the development of positive relationships with peers, staff and faculty
Students will write an essay in which they reflect upon the journals entries completed throughout the course and extract those ideas that they found most influential or important. Students will then create a “new “plan for achieving success in college and for establishing positive relationships with peers, staff and faculty. The essay will be evaluated using the course critical thinking rubric.
COM, CT
V. DISTRICT-WIDE POLICIES:
PROGRAMS FOR STUDENTS WITH DISABILITIES Edison State College, in accordance with the Americans with Disabilities Act and the college’s guiding principles, offers students with documented disabilities programs to equalize access to the educational process. Students needing to request an accommodation in this class due to a disability, or who suspect that their academic performance is affected by a disability should contact the Office of Adaptive Services at the nearest campus. The office locations and telephone numbers for the Office of Adaptive Services at each campus can be found at http://www.edison.edu/adaptiveservices.
VI. REQUIREMENTS FOR THE STUDENTS: Cornerstone Experience: Critical Thinking Journal The purpose of the Critical Thinking Journal assignment is to reflect upon the 7 topics below by connecting your
ideas to the following outcomes:
a) Clarity and Logic;
b) Accuracy;
c) Relevance; and
d) Significance.
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It is our expectation that all college written work will be submitted using Standard English grammar and mechanics. Journal Entries
1. Reflect and analyze why you are attending college. What motivated you to enroll? What goals do you hope to achieve?
2. Using your SmarterMeasure and California Critical Thinking Disposition Inventory (CCTDI) results, identify your strengths and reflect on how these strengths will contribute to your success. Discover and outline your challenges by listing specific skills that you will improve during the next fourteen weeks.
3. Based upon your Personality Type report, identify three possible career choices that are suitable for you, and explain how one of those relates to your personality type, personal values, career interests and success factors.
4. Edison State College has established the following General Competencies: Communications (COM), Critical Thinking (CT), Technology/Information Management (TIM), Global-sociocultural responsibility (GSR) and Scientific and Quantitative Reasoning (QR) as listed in your syllabus. Please choose TWO and explain how developing each of these competencies will help you achieve academic, and career success.
5. Identify and discuss strategies for achieving a balanced approach to college. Include how time management and financial responsibility help you successfully complete your college education.
6. Describe how participation in Edison GPS (Go, Picture, Scribe) has helped you develop an appreciation for diversity. What role does diversity play in influencing your academic, social, and career success?
7. You have learned many social and personal study techniques this semester and have engaged with a diverse population of students at the college. What advice would you give to a new student, such as note taking, time management, career development, social engagement, working in groups, and studying for an exam?
(Minimum word requirements: All journal entries should be no less than 200 words for each topic)
Group Presentation The purpose of this assignment is to reflect upon what it takes to be successful at Edison State College in order to build a foundation for lifelong learning. Groups must analyze, evaluate and demonstrate what it takes for a student to be successful at Edison State College. This includes applying effective success strategies, developing higher level communication, and utilizing critical thinking skills. The conclusions drawn by the group must be shared with the whole class in a final project. Brainstorming is the first step demanded for a successful group project. Some of the best projects have been creative/outside the box and based on students' personal experiences. Think Critically! Final Essay Assignment The purpose of this assignment is to write an essay in which to reflect upon the main themes that emerged from all the class topics and discussions and extract those ideas that you found most influential or important. Then create a “new “plan for achieving success in college and for establishing positive
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relationships with peers, staff and faculty. The essay will be evaluated based on the following outcomes a) Clarity & Logic, b) Accuracy, c) Relevance, and d) Significance. It is our expectation that all college written work must abide Standard English grammar and mechanics. (Minimum 500 word count) Edison GPS (Go, Picture, Scribe) The purpose of this activity is to engage and connect you to Edison State College. ESC offers many great activities and resources. To be a successful college student requires that you utilize the resources to enhance your overall college experience. To successfully complete this assignment the student will participate in the following: 1. Workshop requirements: Attend TWO workshops at Edison State College in your area of interest, and/or an area needing improvement such as FYE, Academic Success, Student Life, Career Center, and Financial Aid Workshops. 2. Academic Advising: Schedule and meet with an academic advisor prior to registering for classes for the next term. 3. Academic Support and Peer Tutoring Centers: Utilize ASC for math, reading, writing or oral communications assistance. 4. Choose SIX from other resources: FYE social events, Service Saturday, Student Life activities/events, use of the library services, use of the Tech Help Center, attendance at art events, plays, and any Edison student or community event or activity. A minimum of TEN activities must be included in a digital media representation. Each activity needs to include date, description, and purpose. Students can utilize video, Prezi, PowerPoint or a combination of any media. Creative deviations are encouraged; please consult your professor.
Critical Thinking Disposition Inventory (pre & post test) The CCTDI is specifically designed to measure the disposition to engage problems and make decision using critical thinking. It is administered with a preset time of 30 minutes and test takers are asked to indicate the extent to which they agree or disagree (6 point Likert scale) with 75 statements. No educational preparation is required and items can be easily read by the late adolescent and adult population. The CCTDI measures the attitudes and values that influence a test taker’s capacity to learn and to effectively apply critical think skills, disposition towards: · truth-seeking or bias, · anticipating possible consequences or being heedless of them, · proceeding in a systematic of unsystematic way, · being confident in the powers of reasoning or mistrustful of thinking, · being inquisitive or resistant to learning, · mature and nuanced judgment, and · rigid simplistic thinking. An overall thinking disposition score is also calculated.
Smarter Measure (pre & post test) SmarterMeasure is a web-based learning readiness tool which indicates the degree to which an individual student possess the attributes, skills and knowledge that contribute to success in higher education. The six major assessment components measure:
On-screen reading rate and recall
Technical competency
Individual attributes
Life factors
Preferred learning styles
Typing speed and accuracy
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SmarterMeasure helps students to recognize their strengths and provides resources to strengthen their weaknesses.
VII. ATTENDANCE POLICY: Attendance is required and critical in this course and directly tied to the participation grade. We will be completing a majority of the assignments in the class. All the lessons are critical to your success in this course. Your attendance will count as 10% of your overall class grade. Please demonstrate professional behavior and arrive on time and stay for the entire class. Withdrawal Policy:
1. After two unsuccessful attempts at any course, a student must pay an extra tuition penalty in order to register in that course for a third time. Therefore, it is important for students who decide immediately that they don't wish to remain in a course to file a Course Withdrawal Form in the Registration Office by 4:00 pm, January 13, 2014. By meeting this deadline, a student will not be recorded as having "attempted" the course, will not receive any course grade and will be eligible for a full tuition refund. Students who withdraw after the deadline are not eligible for tuition refund and will be recorded as having attempted the course.
2. Students who find, after a time, that they are not able to attend class meetings should process a "Course Withdrawal" form as soon as possible. Instructors are not permitted to initiate these forms; the action must be initiated by a student (or family member in the case of emergency or illness) in person. Withdraws cannot be done on-line. Important warning: Course Withdrawal forms must be processed before the last withdrawal deadline of 4:00 pm, March 21, 2014, or the student's grade for the course becomes an automatic F.
VIII. GRADING POLICY: Each assignment is listed below along with how your score will impact the percentage of your total grade. Critical Thinking Journal 25% Group Presentation 15% Final Essay Assignment 25% Edison GPS (Go Picture Scribe) 15% Attendance 15% Standardized Assessments and Homework 5%
Your final grade will be based upon the following Scale:
90 - 100 = A 80 - 89 = B 70 - 79 = C 60 - 69 = D Below 60 = F
(Note: The “incomplete” grade [“I”] should be given only when unusual circumstances warrant. An “incomplete” is not a substitute for a “D,” “F,” or “W.” Refer to the policy on “incomplete grades.)
IX. REQUIRED COURSE MATERIALS: Cornerstone Experience. A customized version of College and Career Success by Marsha Fralick. Dubuque: Kendall Hunt, 2011.
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X. RESERVED MATERIALS FOR THE COURSE:
The course textbook is available on reserve in the Library.
XI. CLASS SCHEDULE: See attached schedule.
XII. ANY OTHER INFORMATION OR CLASS PROCEDURES OR POLICIES: Technology Policy: When class is in session, you, the student, are expected to be alert, attentive, and actively engaged. Technology such as cell phones, tablets, notebooks, etc. should be put away unless for class use. If you plan to take notes on a tablet or notebook, the wireless facility should be turned off. Syllabus: The professor reserves the right to change this syllabus at any time. If changes are made, students will be notified in class and through email. Class Engagement: Bring textbook, writing utensil and paper to each class. I suggest you use a three-ring binder or folder to keep all classwork and handouts. Canvas: Students will submit Critical Thinking Journals, the GPS, the Group Project, Career Project, and the Final Essay through Canvas (an online Learning Management System). Students requiring technology support are encouraged to consult with a Peer Architect in the Frist Year Experience Office (Building Q Room 127).
SLS 1515- Cornerstone Experience Tentative Course Schedule
*All assignments must be submitted to Canvas by 11:59 p.m. on the due date. Exception: Final Essay due by 9:00 p.m. on the due date.
Date Class Activities and Topics Homework Assignments
1/7/14 Tuesday
Introduction Activity: Something We Couldn’t Guess by Looking at You
Directions for accessing syllabus and completing homework assignment.
Letter to your future self
Read Syllabus/Schedule and respond to survey.
Complete letter to your “future self”
1/9/14 Thursday
Syllabus Q&A
Think-Pair-Share: Why are you here?
What do you want from college? Inventory (pp.33-34)
The value of a college education.
Read Chapter 1
Work on Journal Entry 1 (Due 1/16): Reflect and analyze why you are attending college. What motivated you to enroll? What goals do you hope to achieve? Response
must be a minimum of 200 words.
1/14/14 Tuesday
CCTDI Pre-test-Meet in Lab, Q-128
SmarterMeasure Pre-test
Explore Canvas in lab
Read Chapter 2
Work on Journal Entry 1 (Due 1/16)
1/16/14 Thursday
Journal Entry 1 Due!
Group Share: Smarter Measure Results
Think-Pair-Share: Who is responsible for your success in this class?
Continue Reading Chapter 2
Work on Journal Entry 2 (Due 1/23): Using your SmarterMeasure and California Critical Thinking Disposition Inventory (CCTDI) results, identify your strengths and reflect on how these strengths will contribute to your success. Discover and outline your challenges by listing specific skills that you will improve during the next fourteen weeks. Response
must be a minimum of 200 words. 1/21/14 Tuesday
Optimist vs. Pessimist Activity (p. 10)
Group Activity: Intrinsic vs. Extrinsic motivation
Work on Journal Entry 2 (Due 1/23)
1/23/14 Thursday
Journal Entry 2 Due!
Video: Stuck on an Elevator
Internal or External Locus of Control activity (p. 15)
Open Sort and Closed Sort: Ten Habits of Successful College Students
Read Chapters 3 & 4
1/28/14 Tuesday
What’s your passion?
Finding your passion in a career.
Type Activities (p.44-51)
Continue Reading Chapters 3 & 4
Don’t forget to work on GPS Activities
1/30/14 Thursday
Get in Type groups and review occupations (pp. 57-69). Is there a match?
Group Activity: Personality Types (Home, School, Work, Play)
Careers and Salaries (p. 70)
Continue Reading Chapters 3 & 4
Work on Journal Entry 3 (Due 2/13): Based upon your Personality Type report, identify three possible career choices that are suitable for you, and explain how one of those relates to your personality type, personal values, career interests and success factors. Response must be a minimum of 200 words.
2/4/14 Tuesday
Field Trip-Career Center and Presentation by Dr. Kennedy
Continue Reading Chapters 3 & 4
Work on Journal Entry 3 (Due 2/13)
2/6/14 Thursday
Looks, Yells, Runs Activity
Learning Style Inventory (pp. 103-104)
Learning Techniques (pp. 82-83)
Group Activity: Learning Styles and Study Techniques
Personality and Learning Styles
Read Chapter 5
Work on Journal Entry 3 (Due 2/13)
2/11/14 Tuesday
Video Clip-What do you remember?
Taking Notes-What our own tricks?
Styles of note taking: Cornell, Outline, Mind Maps (pp. 266-268)
Group Activity: Work in a group to prepare notes from a text.
Note taking checklist (p. 287)
Continue Reading Chapter 5
Don’t forget to work on GPS Activities
2/13/14 Thursday
Journal Entry 3 Due!
Think-Pair-Share: Share your worst test-taking experience.
Test-taking Strategies (pp. 294-297)
Jigsaw: Cornell Notes
Reducing Test Anxiety
Continue Reading Chapter 5
Don’t forget to work on GPS Activities
2/18/14 Tuesday
Guest Speaker: Cal Majure: Developing Financial Literacy
Read Chapters 8 & 9
Don’t forget to work on GPS Activities
2/20/14 Thursday
General Education Competencies: Open and Closed Sort
Think-Pair-Share: What is Critical Thinking?
Group Activity: Critical Thinking Definitions
Critical Thinking: Bloom’s Taxonomy
Critical Thinking: The Elder Paul Model
Critical Thinking: The RED Model
Crime and Punishment (p. 381)
Continue reading Chapters 8 & 9 Work on Journal Entry 4 (Due 2/27):
Edison State College has established the following General Competencies: Communications (COM), Critical Thinking (CT), Technology/Information Management (TIM), Global-sociocultural responsibility (GSR) and Scientific and Quantitative Reasoning (QR) as listed in your syllabus. Please choose TWO and explain how developing each of these competencies will help you achieve academic, and career success. Response must be a minimum of 200 words.
2/25/14 Tuesday
Critical Thinking and Digital Literacy
Social Media Revolution-RED Model
What is real?
General Education Competencies: Open/Close Sort
Read Chapter 11
Work on Journal Entry 4 (Due 2/27)
2/27/14 Thursday
Journal Entry 4 Due!
Advising Presentation
Assign Groups for Group Project
Class time to begin Group Project Planning
Group Project Planning Template
Continue Reading Chapter 11
Don’t forget to work on GPS Activities
3/4/14 SPRING BREAK Enjoy the Holiday!
3/6/14 SPRING BREAK Enjoy the Holiday!
3/11/14 Tuesday
Critical Thinking Continued
The Case of Jayne-RED Model
You are Dismissed-Plus/Delta
Successful Failures
Continue Reading Chapter 11
Work on Journal Entry 5 (Due 3/20):
Identify and discuss strategies for achieving a balanced approach to college. Include how time management and financial responsibility help you successfully complete your college education. Response must be a minimum of 200 words.
3/13/14 Thursday
Video: Getting Stuff Done!
Goal vs. Fantasy
Successful Goal Setting
T-chart: What I value/How I spend my time
Read Chapter 6 Work on Journal Entry 5 (Due 3/20)
3/18/14 Tuesday
Creating a Successful Schedule
Estimating Study and Work Time
Continue Reading Chapter 6
Work on Journal Entry 5 (Due 3/20):
3/20/14 Thursday
Journal Entry 5 Due!
Video: Multi-tasking
Time Bandits Activity (pp.189-190)
Time to work on Group Project: Revisit Group Project Template: Fill in “Steps and Appropriate Timeline”
Continue Reading Chapter 6
Work on Journal Entry 6 (Due 4/3): Describe how participation in Edison GPS (Go, Picture, Scribe) has helped you develop an appreciation for diversity. What role does diversity play in influencing your academic, social, and career success? Response must be a minimum of 200 words.
3/25/16 Tuesday
How to become a millionaire (p. 194)
Think Thrifty! (pp. 194-195)
Read Chapter 13
Work on Journal Entry 6 (Due 4/3)
3/27/14 Thursday
Think-Pair-Share: What does “diversity” mean to you?
Generalizations, Stereotypes
Exploring Stereotypes (p. 449)
My Groups Activity
Continue Reading Chapter 13
Work on Journal Entry 6 (Due 4/3)
4/1/14 Tuesday
Diversity Statistics: US and Global
Different and the Same
Cultural Diversity Profile
Metaphors for Cultural Diversity
Continue Reading Chapter 13
Work on Journal Entry 6 (Due 4/3) Continue to Complete GPS Activities (Due 4/8)
4/3/14 Thursday
Journal Entry 6 Due!
Intercultural Communication Activity: Cultural Conversations
Activity: Can you recognize racism?
How to Appreciate Diversity: Open and Closed Sort
Read Chapter 10
Continue to Complete GPS Activities (Due 4/8)
4/8/14 Tuesday
GPS Assignment Due!
Communication: Group Communication
I-Messages (p. 338)
Continue Reading Chapter 10
Work on group presentations (Due 4/15)
Write an I-message to a group member
4/10/14 Thursday
Think-Pair-Share: Rules for Online Communication
“Net”tiquette Group Activity: Write an effective e-mail to respond to scenario
Video: Stop it!
Stop, Keep, Start Activity! Ladder of Powerful Speaking (p. 340)
Continue Reading Chapter 10
Finalize group presentations (Due 4/15)
Work on Journal Entry 7 (Due 4/22): You
have learned many social and personal study techniques this semester and have engaged with a diverse population of students at the college. What advice would you give to a new student, such as note taking, time management, career development, social engagement, working in groups, and studying for an exam? Response must be a minimum of 200 words.
4/15/14 Tuesday
Group Presentations Due!
View Presentations
Work on Journal Entry 7 (Due 4/22)
4/17/14 Thursday
View Presentations Work on Journal Entry 7 (Due 4/22)
4/22/14 Tuesday
Journal 7 Due!
CCTDI and SmarterMeasure Post-tests Meet in Lab, Q-128
Review Final Essay guidelines (Due 4/29)
4/24/16 Thursday *Last Day of Class
Course wrap-up
Final Essay Format
Read and Discuss “Future Me” letters
GPS Share
Plus/Delta
Work on Final Essay assignment (Due 4/29)
4/29/14 Tuesday
Final Essay Assignment Due to Canvas by 9:00 p.m.
Have a wonderful summer!