Indiana University

Kelley School of Business

BUS-X355 Academic Success Mentoring (2 cr)

Class # Mentor Names: Spring 2013 Gail Fairfield (gfairfie@indiana.edu) Time: Arranged with your mentor Amanda Karls (ackarls@indiana.edu) Day: Arranged with your mentor Sharlene Toney (smtoney@indiana.edu) Room: BU 254 Kate Garrett (kategarr@indiana.edu)

Jenn Pardue (jepardue@indiana.edu)

Melvin Mendoza (mendozme@indiana.edu)

Janice Chang (janchang@indiana.edu)

Christin Sparks (chcorrel@indiana.edu)

Course Objectives:

The primary goal of this course is to provide an intensive and sustained opportunity for students to engage in

different modes of reflection about the challenges of higher education and the skills required to be a successful

student. Students enrolled in this course will have the opportunity to:

1. Gain a general understanding of pathways to success;

2. Develop a clear goal/plan for individual success in academic endeavors;

3. Engage in self-assessment and develop critical thinking and reasoning skills;

4. Interact in one on one setting to develop professional and leadership skills.

Learning Outcomes:

Upon completion of this course, students will:

1. Understand the role of ethics and everyday leadership in the Kelley School of Business;

2. Have a clear vision of the skills, attitudes, and beliefs required to be a successful college student;

3. Be able to identify appropriate university services to suit their needs;

4. Have a clear goal/plan for personal success in college and in their careers;

5. Possess knowledge/understanding of current issues facing college students;

6. Identify their key areas of strength and how to use this knowledge to support academic and career

success;

7. Possess confidence in their ability embrace change in order to succeed in college.

Course Policies:

Attendance Policy: Once your day and one hour time block is set with your mentor, this is your “class time”

each week. You may not reschedule these meetings, just as you may not reschedule a class.

Attendance in X355 is MANDATORY. You must attend every mentor meeting. Your final grade in the class

will drop by ONE FULL LETTER GRADE for each unexcused absence (i.e. a B+ would drop to a C+). The

Kelley Academic Probation Committee (ksbprob@indiana.edu) might excuse an absence if the student provides

documentation showing that the absence was unavoidable. (blue slips from the Health Center are not

acceptable documentation. A note written by a doctor is required for a medical absence). Otherwise, you must

attend every single class.

Lateness: Lateness will not be tolerated. If your mentor has to discuss your lateness with you, he/she reserves

the right to consider you absent when you are late to your meeting. Frequent lateness WILL results in an

absence.

Participation: Students who choose not to actively engage in conversation with their mentor may be asked to

leave and will be counted as absent with the letter grade deduction at the end of the semester.

Cell Phone Policy: Your cell phone must be turned off prior to entering your mentorship meeting. If your cell

phone goes off, you will be asked to leave and considered absent from class.

Policy Regarding Written Work: Homework assignments must be turned in at the beginning of each session.

Most assignments will be graded according to your thoroughness, completeness and effort. Assignments should

be spell-checked and proofread carefully. Grammatical, spelling, or punctuation errors will result in lost points.

All assignments must be typed and printed in 12 pt. font and double-spaced, with 1 inch margins on all sides.

Also, your name, the date, and the title of assignment should be in the top left-hand corner of the page. Do not

double space the heading. Assignments that do not follow this format or meet the length requirement will be

subject to lost points. Assignments MUST be stapled or they will not be accepted.

Format Example:

Michael Smith

January 7, 2008

Study Skills Assignment

Late Homework Policy: Late work will only be accepted in the case of an excused absence. Computer and/or

printer issues are not valid cause for late assignments. Students should plan ahead to ensure all assignments are

ready to be submitted on time.

Academic Integrity: All work you turn in must be your own. You must give proper credit for ideas or language

that you borrow from others. Academic dishonesty will not be tolerated: at the very least, you will receive a

zero for assignments that violate the IU Code of Student Rights, Responsibilities, and Conduct, and you may be

subject to further disciplinary action.

Students with Disabilities: Students with visual, hearing, physical, and/or learning disabilities that may require

modification of curriculum, instruction, or assessment should contact the instructor. Modifications and

accommodations will be made after the student has presented documentation indicating qualification for

services from DSS (Disabled Student Services, 812-855-7578, Franklin 096). See the Handbook for Students

with Disabilities for eligibility requirements. For more information on students with disabilities, go to the

Division of Student Affairs website at: http://dsa.indiana.edu/.

Course Materials & Readings:

Clifton, D.O. (2004 ). StrengthsQuest. Washington D.C., Gallup Press.

You must purchase a new book, as you need the code in the book to complete an assessment. Used copies

cannot be used!

All supplemental readings for this course will be accessed through Oncourse Bus-X355 > Resources > [folder

for the Week]. All information regarding Student Academic Center Workshop assignments is located through

Oncourse BUS-X355 > Resources > Student Academic Center Workshops.

Students must have an active IU email account and the ability to use it regularly.

A personal planner is recommended.

Course Grading:

Session Due: Points:

Strengths Assignment Week of January 21st-25

th 15 points

Week 2 Workshop Reflection Week of January 28th

-February 1st 10 points

Setting Goals Assignment Week of January 28th

-February 1st 15 points

Week 3 Workshop Reflection Week of February 4th

-8th

10 points

Embracing Change Assignment Week of February 4th

-8th

15 points

Week 4 Workshop Reflection Week of February 11th

-15th

10 points

Time Management Assignment Week of February 11th

-15th

15 points

Week 5 Workshop Reflection Week of February 18th

-22nd

10 points

Stress Management Assignment Week of February 18th

-22nd

20 points

Week 6 Workshop Reflection Week of February 25th

-March 1st 10 points

Using Your Liberal Arts Education

Assignment

Week of February 25th

-March 1st

15 points

Week 7 Workshop Reflection Week of March 4th

-8th

10 points

Using Resources Assignment Week of March 4th

-8th

20 points

Week 8 Workshop Reflection Week of March 18th

-22nd

10 points

Characteristics of a Successful

Student Assignment

Week of March 18th

-22nd

15 points

Week 9 Workshop Reflection Week of March 25th

-29th

10 points

Everyday Leadership Assignment Week of March 25th

-29th

15 points

Week 10 Workshop Reflection Week of April 1st-5

th 10 points

Ethics in Business Assignment Week of April 1st-5

th 15 points

Week 11 Workshop Reflection Week of April 8th

-12th

10 points

Motivation Assignment Week of April 8th

-12th

15 points

Week 12 Workshop Reflection Week of April 15th

-19th

10 points

Career Exploration Assignment Week of April 15th

-19th

20 points

Week 13 Workshop Reflection Week of April 22nd

-26th

10 points

Total Points

315 points

Grading Scale for Final Grades: Grading Rubric for All Assignments:

A 94% or above

A- 90-93%

B+ 87-89%

B 84-86%

B- 80-83%

C+ 77-79%

C 74-76%

C- 70-73%

D+ 67-69%

D 64-66%

D- 60-63%

F 59% or below

15% - Spelling, grammar,

punctuation, correct format, font and

spacing. Citation of sources when

appropriate.

30% - How thoughtful is your

response? Is it clear that you have put

the time and effort into completing

the assignment that is needed?

55% - Have you completed all parts

of the assignment? Have you

specifically followed the instructions

and answered the questions outlined

for the assignment?

Week 1: Getting to Know Your Mentor

Readings:

No Reading Assignment for Week 1

Video (View Before First Mentor Meeting): View Kathryn Schulz: Don’t regret regret (link to video is

available on Oncourse in the Week 1 folder) **NOTE: If English is not your first language, all of the Ted

Talks videos have the option of subtitles in other languages. Please feel free to make use of this tool, as

needed, to gain a better understanding of the video material.

Discussion:

1. Getting to know your mentor and telling them about yourself

2. What led to your current academic challenges

3. Mentor/Mentee Expectations

4. Course Policies

5. Introduction to your first assignment

Week 2: Finding Your Strengths

Reading to Complete BEFORE Taking the StrengthsFinder Assessment:

Clifton, D.O., Anderson, E. & Schreiner, L.A. (2006). Chapter I The Nature of Strengths.

StrengthsQuest: Discover and Develop Your Strengths in Academics, Career, and Beyond. New York:

Gallup Press, 1-11.

Reading to Complete AFTER Taking the StrengthsFinder Assessment:

Chapter II Gaining Direction for Your Quest, pp. 15-17

Chapter III Affirming and Celebrating Your Talents, pp. 22-23

Assignment (15 pts):

1. Complete the StrengthsFinder Assessment.

2. Print out your Signature Themes Report

3. Find the section Affirming Your Signature Themes on page 25 of the book. The signature themes and

information about themes in alphabetical order by theme in this section. Read the information about the

themes that are listed on your signature theme report. Each part is approximately 1 page in length.

Write a 1-2 page reflection on how you feel you can use your strengths to support your current and future

success.

Come prepared to discuss with your mentor what you have learned about yourself, and whether you feel the

assessment was accurate in all areas or not, and why.

Week 3: Setting Long and Short Term Goals: S.M.A.R.T. Goal Setting

Readings:

Carter, C., Bishop, J., & Kravits, S. (2011). Ch. 4 Setting and Reaching Goals. Keys to Effective

Learning: Study Skills and Habits for Success (Sixth Edition). Boston, MA: Allyn & Bacon.

MindTools.(2012). Golden Rules of Goal Setting.MindTools.com. Retrieved from

http://www.mindtools.com/pages/article/newHTE_90.htm.

Additional Resources:

MindTools.(2012). Personal Goal Setting. MindTools.com. Retrieved from

http://www.mindtools.com/page6.html

MindTools.(2012). Goal Setting Mistakes. MindTools.com. Retrieved from

http://www.mindtools.com/pages/article/goal-setting-mistakes.htm

Assignment (15pts): (Bring to Week 2 Mentor Meeting)

Using the S.M.A.R.T. process of goal setting in Ch. 4:

Identify one long term educational goal and one long term career goal.

Once you have set your long term goals, create a plan of smaller goals that you need to complete if you are to

reach your long term plan. Create a one-year plan, six-month plan, and a one-month plan of progressively

smaller goals that you should reach to achieve your long term goals. You can even include a daily or weekly

plan. Each of these steps should be based on the previous plan. Each step should include a specific action(s) and

the deadline by which you want to complete the action.

Once you have created your long and short term goals, using the guide on p. 103 of your reading, write your

goal achievement plan for each long term goal.

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended January 21st - January 25

th (see

assignment requirements at the end of the syllabus)

Week 4: Embracing Change

Readings:

DuBois, A. (2009). Turn Your Life Around. Essence. 134-140.

Loeb, H. (2009). Break Your Bad Habits. Men’s Health, 24(8), 82-87.

Walls, C. (2005). The New Science of Happiness. Time. 1-4.

Winters, C. (2010). New habits NEW you. Prevention, 62(3), 45-50.

Video: View Chip Conley: Measuring what makes life worthwhile (link to video is available on Oncourse in

the Week 3 folder)

Assignment (15pts):

2-3 page reflective paper answering the following questions:

1. Choosing how much you wish to disclose, what is a lesson you learned from a challenge you

encountered in the past? How did you handle this challenge?

2. What are some actions you can take to overcome challenges in the future?

3. What are three ways you can embrace change?

4. What were some of your thoughts when reading the “Happiness” and the “Turn Your Life Around”

articles?

5. Consider the habits discussed in “Break Your Bad Habits” and “New habits NEW you”. Which habit(s)

from these are articles are habits you would like to break? What habits not listed would you like to

break and how do you think breaking these habit will positively influence your academic performance?

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended January 28th

-February 1st (see

assignment requirements at the end of the syllabus)

Week 5: Time Management

Readings:

Dartmouth College. (2008). In Academic Success Videos: Time Management. Retrieved May 8, 2012, from

http://www.dartmouth.edu/~acskills/videos/video_tm.html

MindTools. (2012). 10 Common Time Management Mistakes. MindTools.com. Retrieved from

http://www.mindtools.com/pages/article/time-management-mistakes.htm

Required Quizzes:

MindTools.(2012). How Good is Your Time Management. MindTools.com. Retrieved from

http://www.mindtools.com/pages/article/newHTE_88.htm

MindTools.(2012). How Productive Are You. MindTools.com. Retrieved from

http://www.mindtools.com/pages/article/productivity-quiz.htm

Optional Resources and Handouts:

Academic Enhancement. (2011). Study More Effectively…Use a Schedule.

Academic Enhancement. (2011). Time Wise.

Mind Tools. (2012). Activity Log.

Mind Tools. (2012). Prioritized To Do List.

Mind Tools. (2012). Interrupters Log.

MindTools.(2012). Minimizing Distractions. MindTools.com. Retrieved from

http://www.mindtools.com/pages/article/distractions.htm

MindTools.(2012). Improve Your Concentration. MindTools.com. Retrieved from

http://www.mindtools.com/pages/article/newHTE_78.htm

Assignments (15 pts):

1. Complete the Time Management and Productivity quizzes. Write a 1 ½ - 2 page reflection on your

score, utilizing the resources based on your individual results.

2. Using tips from the readings and handouts create an ideal schedule that you believe will put you on the

track to success. As you proceed through the week you had planned in advance, create another schedule

in which you document the events that actually happened. From these two schedules, create a plan that

is custom to your behaviors and preferences. Bring all three weekly schedules to your mentor meeting.

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended February 4th

-8th

(see assignment

requirements at the end of the syllabus)

Week 6: Stress Management and Positive Thinking

Readings:

Carmichael, M. (2009). Who says stress is bad for you? Newsweek, 153(8). Retrieved from

http://www.thedailybeast.com/newsweek/2009/02/13/who-says-stress-is-bad-for-you.html

Taylor, R. (2005). Step 2 – Thought: How to develop a variety of thinking styles, The complete mind makeover:

Transform your life and achieve success (46-75).

Listen and follow one of the Relaxation Techniques audio exercises from the CAPS website:

http://www.indiana.edu/~health/counseling/self-help/relaxation-techniques.shtml

Assignments (20 pts):

Prepare a 3-4 page essay answering:

1. How can your thoughts influence your stress levels?

2. How does your body react to stress?

3. Describe a situation that gave you a lot of stress and did not succeed. Describe a situation where you did

succeed.

4. What factors were different between the two situations that lead to success?

5. What strategies, from the readings, can you use this semester to manage your stress levels?

6. Complete one of the exercises from the Taylor reading, give your answers and reflect.

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended February 11th

-15th

(see assignment

requirements at the end of the syllabus)

Week 7: Using Your Liberal Arts (and Business) Education

Readings:

Arenella, L.S., Davi, A.M., Veeser, C.R., & Wiggins, R. A. (2009).The Best of Both Worlds:

Infusing Liberal Learning into a Business Curriculum. Liberal Education, 50-55.

Ekman, R. (2007). Not Business as Usual. University Business, 39-40.

Wallace, L. (2010). Multicultural Critical Theory. At B-School? New York Times. Retrieved

from: http://www.nytimes.com/2010/01/10/business/10mba.html?_r=1&pagewanted=all.

Video:

View the first 33 minutes of Walter Isaacson’s discussion of his book Steve Jobs, and how he believes Apple’s

success came from Steve Jobs’ love of the humanities. (link to video is available on Oncourse in the Week 7

folder)

Assignment (15pts):

The liberal arts portion of a Kelley School of Business student’s education comes significantly from the general

education courses (Arts & Humanities, Social & Historical Studies, Natural & Mathematical Sciences, World

Language & Culture or International Dimension) that students take.

Step 1: Type up a list of all general education courses you have taken, including the course number, course title,

and a brief description.

Step 2: In a minimum of 2 pages:

What is the main argument made of each of the three articles you read for this week? For each main argument,

discuss whether you agree or disagree with the argument made and why?

What is your reaction to liberal arts as a part of your education after completing the readings and listening to the

speech given by Walter Isaacson?

Reflecting on the courses you list in Step 1, what skills or interests have you developed from taking these

courses that will benefit your work in business?

What general education requirements do you still need to fulfill? Identify two courses or course areas that you

believe will help you develop skills that will benefit you in business. Explain why you feel these courses or

course areas will benefit you.

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended February 18th

-22nd

(see assignment

requirements at the end of the syllabus)

Week 8: Using Campus Resources

Readings:

No reading assignment this week.

Assignments (20 pts):

1. Meet with a professor during office hours. Bring a list of talking points with you to the meeting. Report

back to your mentor on how the meeting went and submit the list of talking points you used.

2. At IU, there are many offices that exists solely to support students on several dimensions including

career preparation, academic advising, counseling, academic support, and student rights. A successful

student is aware of the services that are available to enhance your learning experience.

Research your approved student service that you have not yet utilized thoroughly (selected from the list

below). Be sure to represent the service accurately and fully. You may do this in a number of ways

including, but not limited to:

o Visiting the services’ website

o Visiting the services’ office

o Speaking with a staff person from that service

You will want to discover the following information, but are not limited to this only:

o What services does that office provide to students?

o Who works at or within this campus service? Is it students, professional staff, community

members, etc? What are these staff members responsible for?

o Where is the service located? Are there satellite offices?

o When during their college career should students utilize this service?

o How can this service help students to be successful?

o Any other relevant information you discover.

Obtain brochures and other materials the service area offers. Critique the materials. Would you add

additional information? Is there too much word clutter? What would you do differently?

Create a 3-4 minute presentation on what you have discovered that you will present to your mentor.

Print the slides for the presentation and bring them to the mentor meeting.

IU CAMPUS RESOURCES:

Student Advocates Office; Office of Student Ethics and Anti-Harassment Programs; Alcohol / Drug

Information Center; Counseling and Psychological Services (CAPS); GLBT Student Services; Disability

Services; Office of Alternative Screening and Intervention Services (OASIS); Student Legal Services; Veterans

Support Services; Sexual Assault Crisis Services; Conversational Language Programs; Writing Tutorial

Services; Student Academic Center; Academic Support Center; or another resource approved by your mentor.

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended February 25th

- March 1st (see assignment

requirements at the end of the syllabus)

Week 9: Characteristics of a Successful Student

Readings:

Utilize the readings from previous weeks in fulfilling the assignment below.

Assignments (15 pts):

1. Locate 5 colleges or universities with resources for students that help students succeed academically.

Select one area of focus for the 5 colleges or universities. Examples include University Libraries,

Tutoring Services, Writing Centers, Math Labs, and Peer Advisors. Resources such as the Recreation

Center, Student Union, and Health Center are not appropriate for this assignment.

Write a summary that indicates the tools on these websites that would be beneficial to Kelley

undergraduates.

How can you use some of these tools in your own academic career?

2. Select 4 peers that you believe to be successful in college academics. What makes them successful?

Develop a list of questions to ask each interviewee. Transcribe each interview by typing out the

questions and answers of each person you interviewed.

Write a 2-3 page reflection on the interviews. Your reflection should include:

o A thorough discussion of at least 3 common themes noted throughout the various interviews.

o A discussion of how you can integrate this information to enhance your journey through college.

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended March 4th

-8th (see assignment

requirements at the end of the syllabus)

Week 10: Everyday Leadership

Readings:

Clifton, D.O., Anderson, E. & Schreiner, L.A. (2006). Chapter VIII Developing Leadership

Strengths in College. StrengthsQuest: Discover and Develop Your Strengths in Academics, Career, and

Beyond. New York: Gallup Press, 219-224.

Martin, A. (2007). Everyday Leadership. Center for Creative Leadership.

Stuberg, R. (2012). Developing Everyday Leadership. Success. Retrieved from:

http://www.success.com/articles/527-developing-everyday-leadership.

Video: View Drew Dudley: Everyday leadership (link to video is available on Oncourse in the Week 10 folder)

Assignment (15pts):

Provide a 2-3 page response to:

After reading pages 219-224 in the StrengthsQuest book, what areas from those discussed have you already

begun developing leadership skills? What is one area where you would like to work on your leadership? Why?

How are the characteristics of an everyday leadership described by Martin and Stuberg in their articles? How

are their descriptions of everyday leadership similar or different?

Identify someone who has influenced you positively that you consider as being an everyday leader. Why do

you consider this person to be an everyday leader? How has he/she influenced you positively?

Is everyday leadership even important? Why or why not?

Come prepared to discuss your response with your mentor.

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended March 18th

-22nd

(see assignment

requirements at the end of the syllabus)

Week 11: Ethics, Business Students & the Business World

Readings:

Curren, M. & Harich, K. (2010). Business Ethics: A Comparison of Business and Humanities

Students and Faculty. Journal of Education for Business, 72(1), 9-11.

Fox, J. (2009). Training Managers to Behave. Time, 173(20), 41.

Guyette, R. & Piotrowski, C. (2010). Preferences for Key Ethical Principles that Guide Business

School Students. Education, 131(2), 268-272.

Kelley School of Business. (2012). Student Honor Code.

Woo, C. (2003). Personally Responsible. BizEd, May/June, 22-27.

Assignment (15pts):

Before your mentorship meeting, print out 5 copies of the Student Survey on Ethics and ask 5 of your friends in

the Business School to complete the survey. For anonymity, you can have them place their survey in an

envelope and seal it. You can then break the seals once you have all 5 surveys. Bring the surveys to your

meeting with your mentor.

Prepare a 2-3 page response that addresses:

1. Describe what Curren and Harich found in their study of ethics in business and humanities students.

What is your reaction to the results?

2. How do the key ethical principles discussed by Guyette and Piotrowski relate or not relate to what is

outlined in the Kelley Student Honor Code? What is your opinion of the Kelley Honor Code?

3. What are the main arguments made by Fox and Woo in their articles on business and ethics? What

is your reaction to these arguments?

4. How did your friends’ answers compare to how you would have answered each question in the

student survey? Do you think their answers are typical for most students? Why or why not?

Come to your next mentorship meeting prepared to turn your reflection, as well as discuss your thoughts on

these topics.

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended March 25th

-29th

(see assignment

requirements at the end of the syllabus)

Week 12: Staying Motivated

Reading:

Sherfield, R.M. & Moody, P.G. (2011). Chapter 2: Engage. Cornerstone: Creating Success Through Positive

Change. New Jersey: Prentice Hall.

The Sherfield and Moody reading mentioned a number of theorists and their theories. Select one theory

that you agree with and find an article on that theory to read. (bring this article with you to class)

Video: View Dan Pink on the surprising science of motivation (link to video is available on Oncourse in the

Week 12 folder)

Assignment (15 pts):

In 2-3 pages, offer a reflection on the following questions:

Part 1:

When do you feel the least motivated? Why do you think that is? How does your selected theory explain your

motivation? What strategies do you use to increase your motivation? How can increasing your motivation help

you put your past adversities into perspective?

Part 2:

If you were guaranteed success, other than graduating from Kelley or passing this semester, what would you

want to do and why? What potential hurdles would you have to overcome to pursue this path?

Is this something that you are planning to pursue?

If yes, how you will you remain motivated?

If not, what keeps you from pursuing this goal?

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended April 1st-5

th (see assignment

requirements at the end of the syllabus)

Week 13: Career Exploration

Readings:

Career Services Network. (2005). 12 Essentials for Success: Competencies Employers Seek in College

Graduates. East Lansing, MI: Michigan State University

Clifton, D.O., Anderson, E. & Schreiner, L.A. (2006).Chapter X Strengths and Career Planning.

StrengthsQuest: Discover and Develop Your Strengths in Academics, Career, and Beyond. New York:

Gallup Press, 235-242.

Undergraduate Career Services Office. (2010). Four Year Student Roadmap: Preparing for your

career. Bloomington, IN: Indiana University Kelley School of Business.

Video:

View Larry Smith: Why you will fail to have a great career (link to video is available on Oncourse in the Week

13 folder)

Assignment (20pts)

Part 1:

Review the Four Year Student Roadmap: Preparing for your career. Based upon your current year standing

(freshman, sophomore, etc.) and the steps the USCO has recommended:

1. Describe what steps you have taken or completed to this point. What has the outcome been for each of

these steps?

2. Which steps have you not yet taken? What is your plan for completion of these steps and what is your

deadline for completing them?

Part 2:

Complete all activities and answer all questions that are outlined on pages 281-286 of the StrengthsQuest book.

Answers and reflection should be typed and printed.

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended April 8th

-12th

(see assignment

requirements at the end of the syllabus)

Week 14: Semester Wrap-Up

Video:

View Richard St. John’s Success is a continuous journey (link to video is available on Oncourse in the Week 14

folder)

Discussion: (come prepared to discuss)

Where are you with your progress towards the goals you set at the start of the class? Do you need to make any

adjustments to your goals or steps?

What have your successes been this semester?

What areas would you like to continue to improve in? How will improving in these areas help you in your

education and/or career?

What do you need to do to maintain success?

Assignment (10 pts):

Student Academic Center Workshop Reflection for workshop attended April 15th

-19th

(see assignment

requirements at the end of the syllabus)

Student Academic Center Workshop Assignment Instructions

Students are expected to attend one Student Academic Center workshop during Weeks 2-13 of class. A list of

Fall 2012 workshops is located on Oncourse > Resources > Attendance Sheets. There are two topics each

week that you will be able to choose from.

Step 1: Print a Workshop Attendance Sheet from Oncourse > Resources > Attendance Sheets . You must

have the presenter at the workshop sign this sheet at the end of each session you attend and provide an email

address for verification of attendance. You will give this to your mentor each week.

Step 2: Using the list of Study Smarter Workshops and College and Lifelong Learning Workshops located

under Oncourse > Resources > Attendance Sheets select and attend 1 workshop during Weeks 2-13 of class.

Step 3: Once you have attended your workshop of choice, write a 1 ½-2 page reflection addressing the

following questions:

What is the name of the workshop and the presenter’s name?

What is the value of the information presented at this workshop?

How are you currently implementing strategies or information covered in this workshop?

What are new strategies can you implement or new actions you can take based on what you learned at

this workshop?

Step 4: Turn your paper in at your mentorship session the following week (ex. You will turn in your Week 2

paper at your Week 3 meeting)

Alternate Options:

Attend a Review Session/Study Session provided by your professor or TA.

Step 1: Print a Study Session Attendance Sheet from Oncourse > Resources > Attendance Sheets . You must

have the presenter at the review/study session sign this sheet at the end of each session you attend and provide

an email address for verification of attendance. You will give this to your mentor each week.

Step 2: Once you have attended your workshop of choice, write a 1 ½-2 page reflection addressing the

following questions:

List the class title, professor’s name, and the topic of the session.

What is the value of the information presented at the session?

What are new strategies can you implement or new actions you can take based on what you learned at

this session?

What are your next steps to make sure you are prepared for your next exam?

Meet with your professor or TA during office hours.

Step 1: In collaboration with your mentor, write a list of questions that you want to have answered during

office hours.

Step 2: Print an Office Hours Attendance Sheet from Oncourse > Resources > Attendance Sheets . Write in

the questions that you want to have answered. You must have your professor or TA sign this sheet at the end

of your meeting. You will give this to your mentor each week.

Step 3: Once you have attended office hours, write a 1 ½-2 page reflection addressing the following questions:

List the class title, professor’s name, and the topic of your meeting.

What was it like to meet with your professor one on one?

What is the value of the information you covered at your meeting?

What are new strategies can you implement or new actions you can take based on what you discussed?

What are your next steps to make sure you are prepared for your next exam?

How comfortable would you be meeting with this professor again in the future should you need help?

Meet with a counselor at Counseling and Psychological Services (CaPS) or a counselor in the community.

(discuss with your mentor the requirements for this option)

Other alternatives may be approved after discussion with your mentor.