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					           Lecture Forum 100 - First Year Seminar                                       Paul Whitaker
 (Sec. G008, Course #3706 - for students interested in health & life sciences)          Rm. 382    261-6284
            University of Wisconsin Marathon County, Fall 2006                          paul.whitaker@uwc.edu



Class meets     Tuesdays, 10:00 - 11:50 in Rm. 392 (exceptions will be noted)
Office hours    W 12:00 – 2:00, or make an appointment, or just stop by and see if I=m in
Readings        Will be distributed or made available as needed

This section of First Year Seminar is offered as a Learning Community for students currently enrolled in Zoology 101.
Presumably, students in this section have interests in a biological, environmental, or medical field. In-class examples and
activities will be drawn from the Zoology course and timing of topics in this course will coincide with events in the
Zoology course. If you are not in Zoology 101, please drop this section of LEC 100 and enroll in a different section.

First Year Seminars are intended to help you develop a sense of responsibility for your own education and learning,
introduce you to important skills necessary for academic and life success, help you understand the implications of being a
member of an academic community, instill an appreciation for a liberal arts education and a joy for learning, and enhance
your capacity for self-reflection and improvement. Because these achievements are best realized within an intellectually
substantive context, each FYS instructor must incorporate a subject of inquiry (in our case, zoology) as the context for
her/his FYS course.

Core goals of all LEC 100 courses, as established by the UW Colleges Engaging Students in the First Year Program:
Goal #1: To promote active learning as well as student involvement and responsibility in the learning process. This should
be achieved through:
 - Having students participate in one-to-one and small-group, writing, reading, speaking, and note-taking activities.
 - Making students aware of learning support services on campus and encouraging their use as needed.
 - Encouraging students to participate in study groups.
 - Assisting students with learning how to learn.
 -Teaching problem-solving and critical thinking strategies.

Goal #2: To assist students in the development of life management skills. This should be achieved by having students
learn:
  - Goal setting, priority setting, time management skills (with emphasis on balancing college, work, and family demands).
  - The value of information literacy - reading, listening, library, & note-taking skills, infused with computer & web skills.
  - Respect for divergent ideas, backgrounds, and people.
  - Concepts relating to financial responsibility and planning.
  - The importance of personal wellness and alcohol/drug awareness.

Goal #3: To engage students on the campus. This should be achieved by:
 - Providing opportunities for collective student experiences.
 - Providing opportunities for common reading participation.
 - Promoting student attendance and involvement in special campus events and co-curricular activities.
 - Encouraging involvement in campus committees, clubs, and societies.

Assignments & grading
     Concept map assignment                  25 pts    (due by details will be provided later)
     MSB assignment                          15 pts    (due in class on 11/28 - see details below)
     Wisconsin Educational Fair report       20 pts    (due by midnight on 9/25 - see details below)
     Project Professor                       35 pts    (due in class on 10/17 - see details below)
     Affluenza assignment                    50 pts    (due by midnight on 12/4 - details will be provided later)
     Reaction to extracurricular events      30 pts    (due by midnight on 12/11 - see details below)
     Attendance/participation                75 pts    (5 pts for each session in which you are present AND participate)
     TOTAL                                  250 pts

     Tentative grading scale (in %): 90's = A      80's = B        70's = C         60's = D       <60 = F
          (+=s and B=s will be given for scores within 2% of a cutoff; e.g., 88-89.9% = B+, 90-91.9% = A-)



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More details on the assignments
    Reaction to extracurricular activities - There should be much more to your undergraduate education than course work.
         You have many opportunities to get involved on this campus, including campus clubs, Student Association, the
         Lecture and Fine Arts series, intercollegiate athletics, and more. You can find out about these events via the
         LFA brochure, the UWMC Fall Semester Calendar of Events, or announcements on posters or the TV monitors
         in the halls. The first part of your assignment is to attend at least three campus-associated extracurricular
         activities this semester, including no more than one from any of the following categories (except you may attend
         two events in the first-listed category):
           - Category A: concerts, shows, lectures, or film screenings on campus
           - Category B: student clubs, student organizations, student government, or residence hall activities
           - Category C: UWMC Huskies athletics
           - Category D: intramural athletics
           - Category E: UWMC Skills Workshops (schedule will be provided when available)
         The second part of your assignment is to send me three paragraphs (1-1.5 pages total), with each paragraph
         listing the name/type and date of one event you attended, which category it is in, and your comments on it. This
         report can be submitted anytime before our last class session in December.

     MSB assignment – Go to the course D2L site: 1) from the UWMC homepage (www.uwmc.uwc.edu), click on the
         DesireToLearn link; 2) log in using your UWMC login name and password; 3) in your list of courses, click on
         LEC 100; in the brown menu bar near the top of the screen, click on Content. Open and print the MSB
         assignment. The handout has directions for using the MyStudentBody website and has some questions for you
         to answer. The assignment should not take more than an hour to complete.

     Wisconsin Educational Fair report - The Wisconsin Education Fair (WEF) will be held in the UWMC Fieldhouse on
         Wednesday 9/20 from 6:30-8:30 PM and on Thursday 9/21 from 9:00-11:00 AM. You need to attend the WEF
         and find three schools to which you could transfer to complete you intended undergraduate major. Talk to the
         representative from each school, tell them what program or major interests you, and find out:
          a) What is the name of the school and who was the representative to whom you spoke?
          b) Assuming you stayed at UWMC for 2 years, which courses should you be sure to take here?
          c) When and how should you initiate contact with that school if you wanted to transfer there?
          d) Does the program have scheduled Aopen houses@ when you could come visit the school?
          e) How competitive is transfer admission? In practice, what minimum GPA you would need to transfer?
          f) Are there other suggestions to increase your chances of transferring into the program?
         Type up your findings for all three schools (for each school, you can simply list your findings after the letters of
         the questions. This report is due as an e-mail attachment by midnight on 9/25.

     Project Professor
          This assignment will help you get to know one of your professors through a face-to-face interview. As soon as
          possible after you sign up, visit the professor during office hours; if his/her office hours are not convenient for
          you, ask for an appointment so that you can conduct an interview for Freshman Seminar. During your visit, feel
          free to discuss any current class work. However, mention that you are in Freshman Seminar and have some
          questions that you would like to ask. Try to be conversational, but take notes as needed. You may ask any
          questions you wish. The following are some ideas to get you started, but feel free to omit as many of them as
          you like and to add as many of your own as you see fit.
                - When and why did you choose your major?
                - How did you wind up as a college professor? Is this the career you always thought you’d have?
                - How would you describe your teaching style?
                - What must a student do to succeed in your class? How should students approach your class?
                - What are the commonest problems or failings of students who do not do well in this class?
                - How does this course differ from similar courses offered in high school?
                - If you had your education to do over, what would you do differently?
                - What is your favorite [choose one or more - book, author, musical style or artist, TV program]?
                - What do you like to do in your spare time?
                - If you could offer one piece of advice or encouragement to all your students, what would it be?

          Try to write your report as soon as possible after the interview. Do not report on every aspect of the
          conversation. Instead, strive for a biographical description of the person you interviewed, selecting and
          organizing the content in a way that makes sense. Emphasize your most interesting, surprising, or meaningful
          findings. Your report should be 1.5-2 pages long, double-spaced. After you have completed your first draft, be
          sure to proofread it and run a spell-checker.

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           Then, take your draft to the UWMC Wausau Homes Writing Center along with a copy of this assignment. Work
           on your paper with a writing tutor. Ask about the strengths and weaknesses in the paper. After they=ve looked
           it over with you, ask them write their major comments on the back of the paper and have them sign and date it.
           Revise your paper based on the suggestions you receive at the Writing Center. Finally, reflect on your visit to
           the writing center. With whom did you meet? What was good about your paper and what changes were
           suggested? Was the visit worthwhile? In what situations, if any, do you think you will use the Writing Center in
           the future? Write a short (~2 pg) reaction to your Writing Center visit and append it to your final Project
           Professor report. Submit your marked-up first draft including the tutor’s signature and comments, your final
           draft, & your Writing Center reaction as hard copies in class on 10/17.
                 - 10 pts for first draft, with comments, signature, and date by Writing Center tutor
                 - 20 pts for revised final draft
                 - 5 pts for >2 pg reaction to your visit to the Writing Center

All out-of-class assignments in this course should
     $    Begin with a header that includes your name, Freshman Seminar - Whitaker, and the date in the upper right
          corner
     $    Be typed using Times or Courier font (in MS Word if submitted as an attachment), single-spaced, 12 point, using
          1" margins
     $    Be spell checked & proofread, as evidenced by fewer than 2 obvious spelling or grammatical errors
     $    Be submitted as requested by the date and time specified on the assignment
     Typed assignments submitted by e-mail must be MS Word files attached to an e-mail sent from your UWC e-mail
     account - UW Colleges policy requires the use of UWC e-mail addresses for course work.

    IMPORTANT: Failure to comply with any of the first four bullet points or other assignment-specific instructions will
    instantly reduce your score by 20%. Assignments submitted from other e-mail accounts or in other file formats or after
    the specified time and date due without prior arrangements will not be accepted and you will earn zero points for such
    submissions.

Why use e-mail and the web for handing in and returning all out-of-class assignments?
   I handle most assignments for this course electronically for 3 reasons: a) it is a good way to increase your familiarity
   and comfort with word processing, e-mail, and the UWMC network; b) it saves paper; and c) if you have to miss class,
   you can still hand in your assignments and receive new assignments.

Attendance, late assignments, participation, and plagiarism
     I offered to teach this course in order to help students with interests similar to mine (biology, environmental issues,
     medical fields) get off to a strong start in their college and professional careers. I chose the activities and assignments
     for the course with this in mind. I assume you are here because you want to get the most from your college education.
     Active participation and a positive attitude will help this happen not only for you, but for everyone else in the course.
     If you truly are not interested in learning how to enhance your success in college, you might ask yourself why you are
     even taking this course.

     Plagiarism means representing someone else’s work (that of another student, a published work, a website,
     whatever…) as your own work, regardless of whether or not you meant to do so. Section 14 of the UWC Students
     Rights and Responsibilities booklet (http://www.uwc.edu/student_services/student_R&R.pdf) outlines the procedures
     to be followed when plagiarism is suspected. I have ZERO tolerance for plagiarism and will prosecute ALL cases of
     plagiarism to the maximum penalty allowable under Section 14. Please do your own work in your own words and
     never make your work available for plagiarism by others.

Statement on assessment
     A UW Colleges-wide assessment program has been put into place to enhance the quality and effectiveness of the
     curriculum, programs and services of the institution. The following areas of proficiency will be assessed because they
     are of primary importance in the education of our students: Analytical skills, Quantitative Skill, Communication Skills
     and Aesthetic skills. For more information about the UW Colleges Assessment program see
     uwc.edu/resources/assess/index.htm.




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Tentative Calendar - Whitaker=s LEC 100 for Students in ZOO 101 at UWMC
             Zoo 101 or
 Date                                            Freshman Seminar - Topics and Assignments
            other events
                              Topic: Introductions to UWMC, to LEC 100, to each other, and getting your
Week 1                        semester off to a strong start
 9/5                          In class: Setting a clear course for the semester ahead & using your time wisely.
                              Topics: Taking good notes and using them well
Week 2                        Read before class: Read the ANote-taking@ and AReading a text@ sections on Prof.
 9/12                               Montgomery=s FYS website http://www.uwmc.uwc.edu/freshman_seminar/refrnce.htm.
                              In class: Taking good notes in lecture or from readings. Using your notes well.

          Presentations on
          BIRDD, 9/19&20      Topic: Studying & preparing for exams
                              Reading: Read the AStudying (daily)@ and AStudying for, taking tests@ sections on Prof.
Week 3                              Montgomery=s FreshSem website (see URL above).
           WI Educ. Fair in
 9/19                         In class: Preparing for exams. The learning pyramid. Memorizing vs. understanding.
             Fieldhouse,
          9/20: 6:30-8:30pm         Concept maps.
            9/21: 9-11 am
                              Topic: Taking exams
Week 4     Lecture exam 1,    Reading before class: TBA.
 9/26           9/28          Due by midnight on 9/25: E-mail your report on WEF.
                              In class: Discussion and exercises intended to enhance your performance on exams.
                              Topic: Learning styles
Week 5                        Assignment before class: Complete the learning styles assessment given on 9/26.
 10/3                         In class: What is your preferred learning style and how being aware of it can make you a
                                    better student?
                              Topic: Campus resources - be sure to get your money=s worth
Week 6      Lab exam 1,       Due by midnight on 10/0: E-mail your concept map assignment.
10/10        10/10&11         In class: A campus scavenger hunt of campus resources.
                              Topic: Taking charge of your own academic planning
                              Reading: Nothing, but schedule a meeting w/ an advisor this week, ask about TIS and
Week 7                              begin completing AAS form.
10/17                         Due in class: Project Professor first and final drafts and writing center reaction.
                              In class: Academic planning, AAS degree, and UW=s Transfer Information System.

Week 8     Lecture exam 2,    Topic: Exploring careers in the life sciences
10/24           10/26         In class: Career exploration possibilities in the life sciences.
                              Topic: Financial planning and responsibility
Week 9     Midterm grades     Reading before class: TBA.
10/31      available, 11/3    In class: Invited guest speaker.
                              Topic: What’s a liberal arts education & what’s it good for?
Week 10      Lab exam 2       Reading before class: Readings given on 10/31.
 11/7         11/9&10         In class: How can a liberal arts education help us better understand Affluenza?

          Deadline for drop   Topic: Finding, evaluating, using, and citing good information sources
Week 11                       Reading before class: Readings given on 11/7.
             course or
 11/14                        In class: Not all information sources were created equal. How to choose & use the best.
          withdraw, 11/13

           Lecture exam 3,    Topic: Using the library to find exactly what you=re looking for
Week 12         11/21         Reading before class: Reflections of Affluenza research assignment, distributed on 11/14.
 11/21      Thanksgiving      In class: Using the library=s resources.
                11/23




                                                                                                                         4
                              Topic: Healthy lifestyle choices
Week 13                       Assignment before class: Complete on-line MSB-Alcohol course - details above.
 11/28                        Due in class: MSB assignment.
                              In class: Wellness, stress management, and making good decisions.
                              Topic: What do biology and the other sciences tell us about human diversity?
                              Reading before class: Readings given on 11/28.
Week 14                       Due by midnight on 12/4: E-mail your Reflections of Affluenza paper - details given on
 12/5                         11/28.
                              In class: Appreciating human diversity.
                              Topic: Approaching your future pro-actively and seeking out opportunities
            Lab exam 3,       Reading before class: Handout - what faculty want from students and what they want for
Week 15      12/14&15               students.
 12/12                        Due by midnight on 12/11: E-mail your extracurricular events report.
          Final exam, 12/20   In class: How to seek out opportunities that will strengthen your undergraduate
                                    experience. Reflections on and evaluation of this course.




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