1. Course Introduction & Change (Chapter 1)
Chapter 1: Creating Success & Guiding Change
Learning Objectives
- Students should gain an understanding of the course requirements, topics covered in AAA and classroom expectations.
- Students should be able to find information that will help them successfully navigate each course they are registered for this semester.
- Students should be able to identify campus resources for information and academic support.
- Students should gain understanding of the differences between high school, community college and career.
- Students should be able to set short term goals for their academic performance.
Sample Outline of Class Content
Day 1
Greet students as they come into the classroom. Have students create a name tent (card stock folded lengthwise) . Ask them to put their name on both sides so you can see it as well as those students sitting in back from them.
Introduction of the Course & Yourself- “AAA 090 is a course designed to help you transition to Aims Community College and learn strategies to advance your current skills and knowledge to become a successful college student. That is why the course title is “advanced” academic achievement. Any student regardless of their previous experience in college can benefit from this curriculum because we can always become a more effective learner (even myself as I am continually learning this content from reading, from colleagues and my students). I strive to have our class be a community of learners where we will learn from each other because many of you have experience and knowledge to share. However please understand that this class is designed for a first time college student without any experience so I will go into detail about concepts that you may already know."
- Give a little background information about yourself focusing on your educational journey and how you have come to teach AAA
- As your instructor, I see myself as a “facilitator” striving to guide and assist you through the learning process. Our class time will include discussion, hands-on activities, small group work, reflection, and other active learning strategies. There will also be out of class learning expected of you and I am here to support and challenge you.
Icebreaker to Build Community (Choose 1 or 2 from below)
- The Story of My Name (share the story behind their name or nickname to another student and share out if choose)
- I Found I Found Card Icebreaker.docx (students write their name and something about themselves that no one could know and that they would be comfortable with it being shared (no deep dark secrets) on one side of an index card – e.g. I’m from Georgia, I ate green beans for dinner last night, I am one of 5 siblings), they are collected and read out loud without mentioning the name of the student while all students in the class write them down each descriptor on one square on the grid in the handout. Then, instruct students to go around trying to find the student that the statement is about asking only “Are you… from Georgia.” They cannot show the other student the grid and ask which one are you. However overhearing an answer is okay.)
- Concentric Circles Concentric Circles Directions.docx (students arrange themselves in an inside circle and an outside circle, the inside facing out, forming pairs. Pairs discuss their answers to a getting-to-know-you question, then rotate for the next question, forming a new pair.)
Syllabus Activity Syllabus Activity - Question & Answers.docx
- Pass out paper copies of the syllabus.
- Have students get into groups of three to five and introduce themselves. Following introductions, have each group generate a list of five to eight questions they have about the class.
- Handout the syllabus and ask the groups go over it together to answer their questions.
- Reconvene the class and have students ask any questions that were not addressed in the syllabus.
Differences of College from Work and H.S. (Mini Lecture)
- Freedom: no parent telling you what to do, you aren’t clocking in and out, you may only have a few classes each day with large chunks of open time.
- College Professors: each have their own teaching style. Their relationship with you will be different than HS instructors, work supervisors, parents.
- Diversity: you will meet many people with different views, values, customs, language, sexual orientation, race, and ethnicity than you may have been exposed to in your past.
- Technology: you will be required to have strong computer skills to be successful.
- Workload: workload is likely greater than what you are used to. Assignments may be long-term and you will be required to prioritize your time to complete them.
- Example #1: AAA090 = 3 credit hours/clock hours (time spent in classroom); 3 CLOCK HOURS (Time spent in Classroom) x 2 (Hours of Homework per Clock Hour) = 6 Hours of homework for 1 class per week.
- Example #2: If you are taking 12 credits /clock hours (classroom time)…12 CLOCK HOURS x 2 = 24 HOMEWORK HOURS therefore 12 CREDITS = 12 CLOCK HOURS + 24 HOMEWORK HOURS= 36 Total Hours Per Week in Class and Doing Homework
- College Terminology
- Ask what they have heard "What are some of the different “college” terms we’ve heard already?"
- Terms to Define: Adding a Class, Dropping a Class, Add/Drop Deadline, Withdrawing from a Class, Grade Point Average (GPA). Academic Probation, Credit Hour/Clock Hour
Miscellaneous
- Parking & permits/Student ID/Bus Passes
- Pass out “Student Information Sheet” (to complete for the next class) Student Information Sheet AAA 090.docx
Let students know that reserve textbooks are located on all four Aims campuses. Students can check these textbooks out for two hours at a time. If they choose to check a textbook out two hours before we close, they can keep it overnight (or over the weekend if it is Friday) until 8:00am the following day. This is a great option if they are waiting on their financial aid to purchase their textbooks.
Day 2
- Have students pair up and complete Getting to Know You worksheet Getting to Know You.docx; Go around and share back with larger group OR
- Passion Badges Activity – The Why? (Helps to build community and learn names)
- Say "We are more than our names, more than our past – this activity will provide us an opportunity to share something that excites and motivates us. Whatever you're interested in, that's welcome here." This is activity is an opportunity to validate and create a sense of belonging.
- Each participant receives a passion badge – they should write their first name and then respond to the statement “Hello, I am passionate about…”
- Story: A well known speaker started off his seminar by holding up a $20 bill. In the room of 200, he asked. "Who would like this $20 bill?" Hands started going up. He said, "I am going to give this $20 to one of you - but first, let me do this." He proceeded to crumple the 20 dollar note up. He then asked. "Who still wants it?" Still the hands were up in the air. "Well," he replied, "what if I do this?" He dropped it on the ground and started to grind it into the floor with his shoe. He picked it up, now crumpled and dirty. "Now, who still wants it?" Still the hands went into the air. "My friends, you have all learned a very valuable lesson. No matter what I did to the money, you still wanted it because it did not decrease in value. It was still worth $20. Many times in our lives, we are dropped, crumpled, and ground into the dirt by the decisions we make and the circumstances that come our way. We feel as though we are worthless; but no matter what happened or what will happen, you will never lose your value. Dirty or clean, crumpled or finely creased, you are still priceless to those who love you. The worth of our lives comes, not in what we do or who we know, but by ...WHO WE ARE. You are special - don't ever forget it." http://www.inspirationpeak.com/cgi-bin/stories.cgi?record=33
- Think Pair Share: How might getting to know and talking to your professors help you? Why do you think so few students take the time to do this? Write students responses on the white board as they share.
- Video: Fear of Meeting One-on-One With My Professor ....or FMOOWMP https://m.youtube.com/watch?v=yQq1-_ujXrM&sns=fb (2.21 min)
- Provide the following tips for getting to know their professors from http://www.collegecrunch.org/advice/7-reasons-to-get-to-know-your-college-professors/ “Ask for help, not because you’re weak, but because you want to remain strong.” ― Robin S. Sharma
- "1. Remember we’re people too
- 2. Talking to you is part of our job.
- 3. Keep your professors communication preferences in mind when you first reach out.
- 4. We’re not mindreaders.
- 5. Don’t suffer in silence.
- 6. Be proactive
- 7. Communicate about anything that may impact your performance in the class.
- 8. Use proper etiquette and grammar.
- 9. Don’t ask questions if you can easily find the answer.
- 10. Accept responsibility."
- Email Etiquette Activity: Have students read through the emails and discussion impressions of students and how they violate etiquette rules. You've Got Mail - Professional Email Etiquette Activity.doc
- Letter to Instructor Assignment: Hand out instructions and welcome letter from you. Have students access their email and start a draft to send their “letter to instructor” assignment. Sample - Welcome Letter to Students.docx
Learning Commons Resources: Have students go to the website. Explain textbook loan program, computer resources, writing center and math tutoring, etc.
- Pass out handouts “Computer Resources” and “LC Tutoring.” Students will fill in the information about the hours for tutoring at the Learning Commons.
AAA Scavenger Hunt
- Explain assignment and walk students through completing the GPA question
- Have students complete the questions about AAA with their group (first without looking at the syllabus, comparing answers and then checking the syllabus)
- Have students play in groups of 3 – 4 students. Read instructions. Choices and Your Grade Game Instructions.docx
- Materials include dice (green and red), instructions
and game cards Choices and Your Grade Activity - Worksheet.pdf; Choices Cards.pdf
Day 3
Candy Share Icebreaker
- Individual & Large Group (Red – What I am excited about this semester; Orange – A goal I have for the semester; Yellow – What I am nervous/scared about this semester; Green – A class I am looking forward to, why?; Blue – Class I am looking least forward to, why?; Brown – Dream job)
“Change” Content Introduction, “Change Wheel” Activity & Discussion
- Introduction: "Take a minute and think about your life so far. You’ve already faced some major changes, haven’t you? For some of you graduating from high school recently was a big change. For others, returning to school after being out for five or ten years is a monumental change. For still others, the loss of your job or changing job requirements have caused you to return to college, and that is a major change. In the days, weeks and months to come, you’ll be faced with many more changes, changes that you perhaps did not or could not have expected. You will meet people whose religion, race, national origin, age or sexual orientation differs from your own. You’ll be asked to sit in groups with people who do not have the same values, morals, judgments and actions as you. You’ll be told and shown things by professors and peers that you never imagined possible. Some of these events will be positive, some shocking, some disturbing, some elevating and some life altering. You are embarking on one of the most exciting rides of your life – so get ready!"
- Handout Change Wheel Activity, Discussion Questions Change Wheel Worksheet.docx
- Share some of the biggest changes you have faced in the last year, month, week (biggest pieces of the pie).
- How have these changes affected you both physically and emotionally?
- How have you been dealing with the change – coping skills?
- How can your attitude impact these changes you’re going through? (Reference the Chp. 1 Change chapter)
- Attitudes that hinder change:
- “I can’t” syndrome
- Apathy – “I don’t’ care”
- Closed-Mindedness
- Unfounded anxiety
- Fear of taking chances
- Lack of motivation
- Positive Reactions to Change
- Renewed sense of excitement
- Heightened awareness
- Energy
- Sensitivity
- Optimism
- Belongingness
- Happiness
Goal Board
- Divide board in half 1) What I accomplished! (Before this semester) 2) What I hope to accomplish! (this semester or year)
- Students can write up to three post-its for both sides. What I accomplished before this semester? What I hope to accomplish this upcoming year? – Students contribute up to 3 post-it notes on each side
SMART Goals Mini-Lecture & Discussion
- Why Use a System for Goal Setting? ...To increase the likeliness of it being achieved.
- Use the worksheet Dreams vs. Goals.pdf to have students read and think about the difference between a dream vs. a goal. Then, have students discuss in pairs and then as a larger group. “If you aim at nothing, you will hit it every time.”― Zig Ziglar
- Share that research has found that people who are effective in goal setting anticipate potential obstacles that could interfere with their ability to follow-through and complete their plans. It is more than "if you believe it than you can achieve it."
SMART Goals + Activity (pgs. 33-34)
- Reasonable: your goal should be a challenge for you, but also within reason based on your abilities
- Believable: to achieve a goal you must really believe it, that it is within your capacity to reach
- Measurable: your goals need to be concrete and measurable in some way, avoid terms like “earn a lot,” or “lose some weight.” Be specific.
- Adaptable: Goals may need to be adapted to changing circumstances that may be happening in your life. You should anticipate challenges/obstacles that might come up (finances, family responsibilities, etc.), know the resources (personal, community and campus) that can help you deal with these challenges/obstacles and who might be a mentor for you - serve as a personal source of inspiration and motivation
- Controllable: goals should be within your own control; they should not depend on the whims and opinions of anyone else
- Desirable: to attain a difficult goal, you must want it passionately. You should never work toward something just because someone else wants it.
SMART goals stands for S: Specific, M: Measurable, A: Achievable, R: Relevant, and T: Time-Bound.
- Specific
- Measurable
- Achievable
- Relevant
- Time-bound
- Discussion Questions:
- Think about the goals you put up as accomplished before this semester. Did they meet the requirements of a SMART goal? Ask two volunteers to share one of their accomplished goal and to reflect on the criteria for a SMART goal.
- SMART Goal Activity
- Using one of the goals they put under “What I hope to accomplish in this semester or year!” complete the SMART goal worksheet. SMART+Goals+Worksheet.docx
- If students complete during this class session have them pair up and share their goal statement sheets with a peer. Have peers critique how “SMART” their partner’s goal is. If not enough time, table until next class session.