AAA Instructor 

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Warm-up: "Verbal whip" Tell students to verbalize the first though that comes to their mind about the topic "higher education." 

o “Four Year” Colleges and Universities

o Preparation

Ticket Out the Door/One Minute Paper: Ask students to answer the following questions: What did you learn today? What questions do you have for the advisor who will be coming to our next class?

Warm-up:  Pass back the questions that they had brainstormed in their "ticket out the door" and ask each student to introduce themselves to the advisor and share a question that they have. 

Advisor Guest Presentation:  

Warm-up:  Ask them to discuss the following question with their neighbor "What might a student do while in college in order to graduate and prepare themselves to be successful in getting a position in a tough job market with lots of competition?"  Ask the pairs of students to share out. 

Ask students to take notes and think about what might be the best fit for them. Go to the different websites for the programs below at www.aims.edu (click on “Services for Students” under “Resources.)

1. TRIO (Classic & STEM), CORE & Emerging Scholars Impact Programs

2. Clubs and Organizations

3. Student Government Association (ASACC)

4. First Year Experience (FYE)

5. Aims Review (http://aimsreview.aims.edu/) 

6. Physical Education & Recreation Center/PERC (Gym) (www.aims.edu/student/gym/)

Pair Discussion: Ask students to read through the following reasons listed on the Student Leadership & Development’s webpage for getting involved and check those that they find most convincing to them. Have them partner up to share with another student.

Academic Integrity & Plagiarism Basics (Infographic Overview)

Plagiarism in the News: Was Melania Trump's speech plagiarized from Michelle Obama? Show the video at http://usat.ly/2a7rNNX

FIRST, READ A PASSAGE FROM THE ORIGINAL SOURCE (WRITTEN BY CHASE IN 1995)

Critical care nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. This person oversees the hour-by-hour functioning of the unit as a whole, such as considering expected admissions and discharges of patients, ascertaining that beds are available for patients in the operating room, and covering sick calls. Resource nurses also take a patient assignment. They are the most experienced of all the staff nurses. The nurse clinician has a separate job description and provides for quality of care by orienting new staff, developing unit policies, and providing direct support where needed, such as assisting in emergency situations. The clinical nurse specialist in this unit is mostly involved with formal teaching in orienting new staff. The nurse manager, nurse clinician, and clinical nurse specialist are the designated experts. They do not take patient assignments. The resource nurse is seen as both a caregiver and a resource to other caregivers. . . . Staff nurses have a hierarchy of seniority. . . . Staff nurses are assigned to patients to provide all their nursing care (Chase 156).

DIRECTIONS: COMPARE EACH SAMPLE TO THE ORIGINAL SOURCE BY UNDERLINING OR HIGHLIGHTING IDENTICAL OR TOO-SIMILAR PHRASES.

WHICH SAMPLES ARE PLAGIARIZED? HOW DO YOU KNOW? HOW WOULD YOU FIX IT (IF YOU NEEDED TO)?

SAMPLE PARAPHRASE 1

Critical care nurses have a hierarchy of roles. The nurse manager hires and fires nurses. S/he does not directly care for patients but does follow unusual or long-term cases. On each shift a resource nurse attends to the functioning of the unit as a whole, such as making sure beds are available in the operating room, and also has a patient assignment. The nurse clinician orients new staff, develops policies, and provides support where needed. The clinical nurse specialist also orients new staff, mostly by formal teaching. The nurse manager, nurse clinician, and clinical nurse specialist, as the designated experts, do not take patient assignments. The resource nurse is not only a caregiver but a resource to the other caregivers. Within the staff nurses there is also a hierarchy of seniority. Their job is to give assigned patients all their nursing care.

SAMPLE PARAPHRASE 2

Chase describes how nurses in a critical care unit function in a hierarchy that places designated experts at the top and the least senior staff nurses at the bottom. The experts — the nurse manager, nurse clinician, and clinical nurse specialist — are not involved directly in patient care. The staff nurses, in contrast, are assigned to patients and provide all their nursing care. Within the staff nurses is a hierarchy of seniority in which the most senior can become resource nurses: they are assigned a patient but also serve as a resource to other caregivers. The experts have administrative and teaching tasks such as selecting and orienting new staff, developing unit policies, and giving hands-on support where needed.

SAMPLE PARAPHRASE 3

In her study of the roles of nurses in a critical care unit, Chase also found a hierarchy that distinguished the roles of experts and others. Just as the educational experts described above do not directly teach students, the experts in this unit do not directly attend to patients. That is the role of the staff nurses, who, like teachers, have their own “hierarchy of seniority” (156). The roles of the experts include employing unit nurses and overseeing the care of special patients (nurse manager), teaching and otherwise integrating new personnel into the unit (clinical nurse specialist and nurse clinician), and policy-making (nurse clinician) (147-151). In an intermediate position in the hierarchy is the resource nurse, a staff nurse with more experience than the others, who assumes direct care of patients as the other staff nurses do, but also takes on tasks to ensure the smooth operation of the entire facility (155).