EDUC 1302.004: COLLEGE LEARNING COURSE
Weekly Learning Log
At the end of each week, you can submit an entry for a personal Learning Log. This assignment
encourages students to explore how the course content relates to them. Each entry is written
in response to a series of questions provided by the instructor. Entries should be about one to
two pages, double spaced. They should also be narrative and use good sentence and paragraph
structure. Your learning logs are due in my e-mail inbox each week by Sunday at 11:59pm.
Please give your submissions the following subject line: EDUC 1302 Your Name Week One, Two,
Three… Learning Log. Note that you do not need to wait until the last minute to submit these
Entries will be graded using the rubric at the end of this handout.
Learning Log Entries
Create an “’You Name’s’ Student Resume.” The content of the resume should reflect all the
skills and attributes you bring to college. Include things like study and research skills, attitudes
and beliefs, long-term goals, etc. Please format your resume with the following headings and
be as creative as you would like. You may use bulleted lists under each heading.
Personal: (Name and any other relevant personal demographics.)
Photograph: (Please include a recent photograph of yourself.)
Objective: (Why are you in college?)
Special Expertise: (What skills are you especially adept at?)
Education: (What classes, training reading, self teaching etc. have you done to get you here?)
Experience: (What current strategies and behaviors have given you success in academics?)
Desired skills: (Include a list of your expected outcomes for your first semester of college.)
Other: (Anything else pertaining to your study, research or critical thinking skills you'd like an
employer to know.)
In your opinion, why does the University require students to take this course? If it wasn’t
required, would you take it? Why? Why not? Over all, how would you assess your time
management skills and motivation towards college?
Think about then discuss your experiences working in groups. What made those experiences
effective or ineffective? What could you have done differently in those situations? What
responsibilities do individuals have when they participate in groups? What can individual
members do to encourage one another to fulfill these responsibilities?
Select a class that you take regular notes and apply and use the Cornell Note Taking
System. Take Cornell Notes for at least two class periods. Compare and contrast your
notes from a previous lecture and the Cornell Notes. What do you perceive as the
advantages and disadvantages of the Cornell Note taking System? Will you continue to
the Cornell System? Why or why not? Will you use a modified version of it? Describe
that modification. You may turn in copies of you notes for clarification.
Review Chapter 4 in your textbook. Think of a short-term goal you would like to attain in the
next few weeks. In your response write:
1. Articulate your SMART Goal
2. Analyze your goal on each criterion: S,M,A,R,T
3. How you are going to achieve your goal.
4. Your plan for implementation.
5. How you are going to track your progress in attaining the goal.
6. How you are going to evaluate the effectiveness of your strategy.
Please respond to this Written Response in short-answer format. This means you need to
include the number and the question as headings to your response; however; your responses
should still be narrative and use good sentence and paragraph structure.
Please share a quote that you find particularly inspirational or meaningful to you. To whom is
the quote attributed? Explain why it is meaningful to you. How does it apply to academics?
Take stock of how you are doing so far this semester in this class. How many points do you
have? How is your attendance? Are you on track for getting the grade you desire? What
changes do you need to make (if any) to get yourself back on track?
Interview an upper classman about what he wished he knew or learned during his first year of
college. At what point in his academic career did he realize this was missing? How is what the
student said similar or different to your expectations and realities about your first semester so
far? Please include a brief biographical sketch on the student you interviewed.
Describe your past experiences doing research. Do you feel that you have been successful
finding and incorporating that information into your papers? After this week with the librarian,
do you feel more or less confident in your skills? Why or why not?
React to your responses to the Presence Diary we completed in class this week. Were you
surprised by the results of the analysis? What was the most interesting thing you learned about
yourself from this activity? Why? What will you do differently, if anything, to be better
prepared to come to class, study, research, etc.?
In your own words, summarize and explain the Information Processing System described in
Chapter 2 of your text. What have you learned most about your own memory based on this
theory? Does knowing about the Information Processing System help you better understand
how you learn? Why is distributed practice (learning in many well-spaced intervals a better
approach for memory mastery than learning in massed practice (learning in a few long time
intervals)? How does the Information Processing System address the concepts of distributed
and massed practice? Which do you most often use? Explain by giving several examples from
Write about your participation in classes in high school and in all of your classes so far this
semester. How much did you participate in class? Was that as much as you’d like to
contribute? If not, what kept you from participating more? Did you ever feel that your
opinions and views had not been represented?
In light of the material we’ve discussed in class, analyze one of the class topics listed below.
How would you describe your confidence in this area before this class lecture? After? How do
you plan to apply what you have learned in this area to your other classes?
Class Topics: test taking skills; time management skills; active reading skills; academic
motivation; or note taking skills.
Research a potential career on the Internet and craft a response that incorporates:
1. Information from the Occupational Outlook Handbook on that career
2. A description of ten things you have learned about yourself and your career interests
based on SQ, in-class activities and what you find online
3. A projection of you lifestyle 20 years into the future, including the career necessary to
sustain that lifestyle
4. Any other relevant information you feel necessary: additional courses and skills needed;
additional training outside of college; pros-cons of career; entry salary range;
advancement opportunities; personality characteristics of those in that career field;
impact on family life; etc.
Over the summer, a friend e-mails that she will be attending UT Arlington in the fall. She asks
you what she needs to do in order to do well at the University. What would you tell her?
Telling her to not to enroll or to opt for different instructors is fine, so long as you tell her why.
On the other hand, you might share with her what you would do differently if you had the
chance to do-over your first semester. If you are doing well this semester, to what do you
attribute your success? What important things, if any, have you learned from this course?
In cases where course content is not needed to complete the log (e.g. LL One), Trait Four will
be excluded and the rubric adjusted.
5 3 1
Trait One All questions in entrySubstantially Incomplete. Less
Completeness are addressed. complete. One or than half of the
more of the questions questions in the entry
in the entry is not are addressed.
Trait Two Response is complete. Response is for the Response is shallow
Insight & Reflection All important aspects mot part complete, and offers no self-
are reflected upon. but more than one reflection or insight.
important aspect of
the entry does not
Trait Three Evidence or examples Evidence or examples No evidence or
Support provided for to support all to support some examples to support
observations and conclusions. conclusions. conclusions.
Trait Four At least three points At least two points One or no points from
Extent course from readings, in- from readings, in- readings, in-class
content is integrated class discussions, class discussions, discussions, lectures
into the entries lectures in entry. lectures in entry. in entry are included
in the entry.