university of phoenixmyresource.phoenix.edu/secure/resource/gen195r3/gen195_r... · web...

GEN/195Foundations of University Studies

Version 3 11/15/10

GEN 195

GEN/195 Foundations of University Studies

Program CouncilThe Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program.

CopyrightCopyright © 2010, 2009 by University of Phoenix. All rights reserved.

University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.

Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.

Edited in accordance with University of Phoenix® editorial standards and practices.

Faculty Notes GEN 195


Faculty Materials

BOOKS, SOFTWARE, OR OTHER COURSE MATERIALS

Gardner, J. N., Jewler, A. J., & Barefoot, B. O. (2009). Your college experience: Strategies for success (9th ed.). Boston, MA: Bedford/St. Martin’s.

ELECTRONIC RESOURCES

Gardner Faculty Resources: http://bcs.bedfordstmartins.com/gardner9e Login: [email protected]: uopeducation

SUPPLEMENTARY MATERIALS

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Faculty Notes

http://bcs.bedfordstmartins.com/gardner9e


Course Overview

COURSE DESCRIPTION

The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels.

TOPICS AND OBJECTIVES

Week One: University of Phoenix Experience

Differentiate between academic and casual communication. Summarize expectations for attending the university.

Week Two: Personal Goal Setting

Identify interests related to career planning. Explain the relationship between career choice and sense of purpose. Identify personal goals using learned strategies.

Week Two: Motivational Influences and Personal Relationships

Describe motivation as it relates to goal setting. Identify strategies to sustain motivation throughout college. Explain the importance of relationships to the success of degree completion.

Week Three: Academic Reading Strategies

Explain the four-step system of textbook reading. Describe the purpose of primary source material. Recognize strategies for improving reading comprehension.

Week Three: Time and Stress Management

Recognize strategies for effective time management. Identify different methods for organizing projects. Identify sources of stress. Recognize stress-management techniques.

Week Four: Personal Learning Styles

Describe various learning models. Identify a personal learning style. Describe effective learning strategies.

Week Four: Effective Study Habits

Identify effective study strategies and techniques. Identify strategies for improving short- and long-term memory. Match study techniques with personal learning style.

Faculty Notes


Week Five: University Resources

Recognize services provided by the Center for Writing Excellence. Recognize services provided by the Center for Mathematics Excellence. Identify forms of student academic support assistance provided by University of Phoenix.

Week Five: Academic Credibility

Identify the three steps of critical thinking. Describe how college enhances a student’s ability to think critically. Explain the Student Code of Academic Integrity.

Faculty Notes


Administrative Notes

To Our Faculty,

Thank you for your commitment to provide excellence in teaching and to help our students have the best student experience possible. Our focus at University of Phoenix is to provide the opportunity for our students to be fully engaged and persistent in their pursuit of an education. In previous years, the Introductory Course Sequence (ICS) focused on low-credit students to increase student engagement and persistence. Through what we have learned from both the ICS experience and additional research, we have developed an eight-course First Year Sequence (FYS) program. The FYS is designed to address student engagement and persistence with a focus on the following objectives:

Incite student engagement early in their college experience. Provide the right experience at the right time. Provide a sense of community. Provide a stable learning foundation through the progression of coursework. Provide both college and life skill relevance for new student success. Prepare students for success in their educational pursuit. Provide a progressive learning experience to enhance the retention of knowledge. Prepare students for subsequent coursework beyond the First Year Experience.

The FYS comprises eight courses—24 credits in all—for students who apply for admissions with fewer than 23 college credits. Each 5-week course is progressive in nature and incorporates team projects for optimal learning and knowledge retention. Each subsequent course reviews, reinforces, and builds upon the academic skills introduced in the previous courses. Content for each course is interdisciplinary, applies a liberal arts and general education focus, and equips students with the academic skills necessary for a successful college life at University of Phoenix.

Preferred Sequence of FYS Courses

1. GEN/195 Foundations of University Studies

2. SCI/163 Elements of Health and Wellness

3. FP/120 Essentials of Personal Finance

4. COM/170 Elements of University Composition and Communication I

5. HUM/186 Media and American Culture

6. COM/172 Elements of University Composition and Communication II

7. PSY/211 Essentials of Psychology

8. HUM/114 Critical Thinking and Creative Problem Solving

Key Features of the FYS Courses

Content reinforcement. FYS courses are designed to reinforce each other. In particular, subsequent course assignments in the FYS sequence draw from the content taught in previous courses.

Feedback questions. The Course Design Guide (CDG) for each FYS course contains a feedback question in Weeks Two through Four. The content of these questions relates to the academic skills and life strategies introduced in GEN/195. Feedback questions

Faculty Notes


reinforce these skills and strategies and show their relevance to the current course. Responses to these questions may be counted as part of the student’s weekly participation points.

o For the Online Campus, post a thread in the Main forum for the feedback question of the week. Remind students that substantive responses to the question are eligible for participation points.

o For the Local Campus, students complete either a written reflection or a nongraded activity based on the feedback question.

Nongraded activities. Nongraded activities encourage participation by providing new perspectives on the week’s topic and objectives. Faculty members are not expected to provide formal feedback on nongraded activities; however, these discussions should be used as springboards for additional questions and discussion. Student involvement in some nongraded activities may be counted as part of the student’s weekly participation points.

Discussion questions. The discussion questions in the CDG are designed to support each week’s content. Faculty members are encouraged to use them in their Online and Local Campus classroom discussions.

For the Online Campus, post at least five discussion questions and allow students to select three to respond to. Providing this choice encourages more in-depth responses. Although faculty members have the flexibility to determine due dates for these questions, we suggest that one discussion question be posted per day. The goal is to generate interest in the topics so that students will log in daily to review the new question and decide whether they want to respond.

Grading guides. Grading guides were developed for each written assignment to increase grading consistency within FYS courses. To use these grading guides effectively, become familiar with the Instructions for Using the Written Assignment Grading Form, located at the end of the Faculty Notes document.

Assignment due dates. Faculty members have the flexibility to determine the due dates of each week’s assignments. For Online Campus classes, however, we strongly recommend that students submit their Week Five assignments by Sunday, Day 6, to avoid potential submission problems or other issues that may arise when assignments are posted on the last day of the course. This provides an opportunity to post a note into a student’s Individual forum alerting him or her about the missing final assignment.

Suggested Classroom Management for Local and Online Campus

To facilitate a responsive learning environment for first-year students, utilize the following best practices:

Encourage student engagement by promptly answering any content or logistical questions.

Contact students who do not submit an assignment on time, and determine the need for special assistance regarding the requirements of the assignment.

Acknowledge students by promptly responding when students post to their Individual forums.

Faculty Notes


Week One Faculty Notes


University of Phoenix Experience

Differentiate between academic and casual communication. Summarize expectations for attending the university.

Weekly Overview

Students explore their reasons for attending college and expectations for their college career. Students are exposed to various differences between academic and casual communication. Discussions prepare students for future standards of appropriate academic communication required in University of Phoenix courses.

Assignment Notes

Individual Assignment: Confessions of a College Student

Purpose of Assignment

Students share more about themselves and express their expectations for college and their academic communication skills. Facilitators enhance students’ educational experience by easing students’ concerns and recommending electronic resources according to student responses.

Resource Required

Confessions of a College Student: http://corptrain.phoenix.edu/axia/us101/confessions.html

Grading Guide

Student responses may vary but must include all 13 elements of the assignment. The following rubric is available for faculty use as is or with modifications.

Content and Development 4 points

Points EarnedX/4Additional Comments:

All 13 elements are complete. An obstacle for academic communication is

described in detail. The top five expectations for attending University

of Phoenix are described.Mechanics 1 Point

Points EarnedX/1

An academic instead of a casual tone is used. Sentences are complete and clear. Spelling is correct.

Additional Comments:

Total 5 Points

Points EarnedX/5

Overall Comments:

Faculty Notes

http://corptrain.phoenix.edu/axia/us101/confessions.html


Faculty Notes


Week Two Faculty Notes


Personal Goal Setting

Identify interests related to career planning. Explain the relationship between career choice and sense of purpose. Identify personal goals using learned strategies.

Motivational Influences and Personal Relationships

Describe motivation as it relates to goal setting. Identify strategies to sustain motivation throughout college. Explain the importance of relationships to the success of degree completion.

Weekly Overview

The readings focus on selecting a major in college, skills employers are looking for, and career planning. Students focus on goal setting by learning various strategies, relating their interests to career choices, and aligning career choice with their sense of purpose. The individual assignment allows students to examine one career goal in detail using a template that may be replicated for various goals.

Students also focus on the importance of motivation and personal relationships in the success of degree completion. In one of this week’s activities, students examine the different relationships they have with those closest to them and the institutional and network supports that are critical in achieving their academic and career goals. The Learning Team assignment introduces students to the team relationship that is a component of courses at University of Phoenix. Discussions assist students in developing strategies for maintaining motivation throughout college and achieving their desired goals.

Assignment Notes

Individual Assignment: Goal Evaluation Matrix


Students will increase their ability to set and analyze goals through evaluation of personal and career goals using the SMART criteria.

Resource Required

University of Phoenix Material: Goal Evaluation ScenariosUniversity of Phoenix Material: Goal Evaluation Matrix

Grading Guide

Student responses may vary but must include a response and explanation to all five of the SMART goals criteria. The following rubric is available for faculty use as is or with modifications.

Faculty Notes




Five goal setters and their goals are included. A response is provided for each goal for each of

the SMART criteria. A valid explanation is provided for each

response. Mechanics 2 Point

Points EarnedX/2



Total 10 Points

Points EarnedXX/10

Overall Comments:

Learning Team Assignment: Learning Team Charter


Students are introduced to the Learning Team relationship that is a component of courses at University of Phoenix.

Resource Required

Learning Team Charter located on the student website

Grading Guide

Student responses may vary but must include all elements of the assignment. The following rubric is available for faculty use as is or with modifications.



Student works cohesively with other Learning Team members to complete each of the following sections of the Learning Team Charter:

Team Members: list of names, phone numbers, and e-mail addresses

Skill Inventory: areas in which individual members can contribute or want to develop

Learning Team Goals: project assignment goals, group process goals, and quality level goals

Ground Rules: meeting schedule, location, attendance, assignment completion, and so forth

Conflict Management: a list of any potential conflicts that may arise among or between team members and how the team will deal with

Faculty Notes


potential conflict Mechanics 1 Point

Points EarnedX/1



Total 5 Points

Points EarnedXX/5

Overall Comments:

Faculty Notes


Week Three Faculty Notes


Academic Reading Strategies

Explain the four-step system of textbook reading. Describe the purpose of primary source material. Recognize strategies for improving reading comprehension.

Time and Stress Management

Recognize strategies for effective time management. Identify different methods for organizing projects. Identify sources of stress. Recognize stress-management techniques.

Weekly Overview

Students learn the four-step system of textbook reading to improve reading comprehension of college-level texts. Discussions explore multiple strategies for increasing reading comprehension and understanding the purpose of primary source material.

Students also focus on time and stress management. Readings and discussions concentrate on sources of stress, stress-management techniques, ways for organizing projects, and other effective time-management strategies. One of this week’s activities requires students to compare their daily routines before attending college to their daily routines while attending college to see how their academic goals have been included in their daily schedule. Students complete a midterm exam covering the content of Weeks One through Three.

Assignment Notes

Individual Assignment: Midterm Exam


The Midterm Exam assesses students’ comprehension of the information covered in Weeks One through Three.

Grading Guide

The exam is available to students, but not to faculty, through a link on the student website. There is a second link for exam results. Once the student has completed the exam, this link stores exam results throughout the remainder of the course. If students have completed the exam but do not have a record of the score, direct them to the exam results link. Additionally, you will receive a copy of each student’s score and feedback on items missed, which will be sent to your self-service e-mail address. If you do not know your self-service e-mail address, contact Tech Support for assistance. Students are also required to copy and paste their exam results into a Microsoft® Word document and submit this document as part of the assignment.

Faculty Notes


For ADA approved students: Please direct your accommodated student to the Midterm Exam Alternative Assessment Option for Faculty link provided in the left column of the Materials tab. Only ADA approved students should use this version of the exam. The Disability Services office will notify faculty when a student has qualified for the use of this accommodation.

If a student experiences technical difficulty during the exam and closes the browser before completing the exam, he or she may call Tech Support and reenter the exam set. If the exam has been completed, however, Tech Support will not reset access.

At your discretion, you may request an alternate form of the exam for a student who, because of technical difficulties, has not been able to use the web-based version beyond the second attempt. Requests should be sent to [email protected]. Please do not retain copies of the alternate exam form or change exam items. These terms comply with contractual requirements.

Due to contractual requirements, the exam is not available for faculty preview; however, a sample item not pulled from this course is provided below.

Sample Exam ItemDo not distribute.

Historically, when a revolutionary new technology has been introduced, it has reduced economic productivity and growth, sometimes for decades, before the innovations begin to yield substantial economic benefits.

Which of the following, if true, would best explain the phenomenon described in the statement above?

o The effect that new technology has on economic productivity has been greatly overestimated.

o A great amount of time and effort must be expended before a new technology can be used efficiently.

o The widespread use of a new technology often occurs long after that technology was first conceived.

o More accurate ways of measuring the effect that a new technology has on a society are currently being developed.

Learning Team Assignment: Summary of Strategies


Students explore the topics of reading comprehension, the four-step system of textbook reading, primary sources, effective time management, and goal setting while working within a team environment.

Grading Guide

Student responses may vary but must include all elements of the assignment. The following rubric is available for faculty use as is or with modifications.



Students must answer each of the following questions. Student responses may be brief bullet-

Faculty Notes


point summaries, but answers must show comprehension of the topic.

How do your surroundings affect your reading comprehension? How might you minimize distractions while you are reading for your course assignments?

How might you apply each of the four steps in the system of textbook reading, located on pp. 116121 of the text, to reading text on your computer?

According to the information on p. 122 of the text, what are the purposes of using primary sources in academic writing? What strategies might you use to improve reading comprehension of primary sources?

What are some ways you might effectively manage time now that you are a college student?

Review the information on pp. 2124 of the text. How do you think you will overcome procrastination, set priorities, and remain focused on your goals?

Mechanics 2 Point

Points EarnedX/2

An academic instead of a casual tone is used. Spelling is correct. Sentences are clear.


Total 10 Points

Points EarnedXX/10

Overall Comments:

Faculty Notes


Week Four Faculty Notes


Personal Learning Styles

Describe various learning models. Identify a personal learning style. Describe effective learning strategies.

Effective Study Habits

Identify effective study strategies and techniques. Identify strategies for improving short- and long-term memory. Match study techniques with personal learning style.

Weekly Overview

In the readings, students learn about the VARK Learning Styles Inventory, the Kolb Inventory of Learning Styles, the Myers-Briggs Type Indicator®, and the Multiple Intelligences Inventory. In the individual assignment and discussions, students identify personal learning styles and discuss various learning strategies appropriate for the University of Phoenix environment.

Readings and discussions also focus on effective study strategies and techniques. Students learn ways to improve short- and long-term memory and match study methods with their personal learning styles. The Learning Team assignment requires students to create a study plan for the content in Week Five.

Assignment Notes

Individual Assignment: Learning Inventory


Students complete three different assessments: VARK, Kolb, and Multiple Intelligences. Although the complete Myers-Briggs Type Indicator® is not available, students read pp. 62–65 of the text and determine which personality type, such as ENTJ, is most like them. After completing the assessments and readings, students determine similarities and differences between the results of the models and determine which learning strategies are most effective for them. This allows students to see all four models as a portfolio and to obtain a more reliable interpretation of themselves.

Resource Required

Ch. 4 of Your College Experience

Grading Guide

Student responses may vary but must have results for all four learning models and detailed responses to the follow-up questions. The following rubric is available for faculty use as is or with modifications.

Faculty Notes




VARK results are stated. Kolb results are stated. Multiple Intelligences results are stated. Myers-Briggs results are stated. Answers to all follow-up questions are complete

with appropriate details. o Based on the descriptions in the text, where

do you see yourself within the Kolb Inventory of Learning Styles?

o After reading about the Myers-Briggs Type Indicator®, determine which personality type, such as ENTJ, is most like you.

o List the results of the VARK and Multiple Intelligences Inventory learning assessments.

o Looking at your results, what similarities do you see? What are some differences you see?

o Which learning strategy is most effective for you based on these four models? How might this knowledge make you a more effective college student?

Mechanics 2 Point

Points EarnedX/2



Total 10 Points

Points EarnedXX/10

Overall Comments:

Learning Team Assignment: Study Plan


Students become familiar with the process of approaching, studying, and reviewing content. Students create a study plan using the content in Week Five.

Resource Required

Appendix B

Grading Guide

Faculty Notes


Student responses may vary but must have specific information in all three areas of the study plan. The following rubric is available for faculty use as is or with modifications.



The study plan includes the following:

A detailed section on how to approach the content of Week Five, including information about time management

A detailed section on how to study the content of Week Five, including information on the use of a learning style

A detailed section on how to review the content of Week Five, including the use of a learning style

Mechanics 4 Point

Points EarnedX/4



Total 15 Points

Points EarnedXX/15

Overall Comments:

Faculty Notes


Week Five Faculty Notes


University Resources

Recognize services provided by the Center for Writing Excellence. Recognize services provided by the Center for Mathematics Excellence. Identify forms of student academic support assistance provided by University of Phoenix.

Academic Credibility

Identify the three steps of critical thinking. Describe how college enhances a student’s ability to think critically. Explain the Student Code of Academic Integrity.

Weekly Overview

Students explore the electronic resources provided by University of Phoenix. One of this week’s activities allows students to discover the services offered by the Center for Writing Excellence, the Center for Mathematics Excellence, the University Library, and other services located on the student website.

The readings and discussions focus on critical thinking and academic integrity. Students read about the three steps of critical thinking and discuss how critical thinking affects their academic and personal lives. The Student Code of Academic Integrity is addressed along with the threats to being an ethical student. A final exam covers the content of Weeks Four and Five.

Assignment Notes

Individual Assignment: Final Exam


The Final Exam assesses students’ comprehension of the information covered in Weeks Four through Five.

Grading Guide

The exam is available to students, but not to faculty, through a link on the student website. There is a second link for exam results. Once the student has completed the exam, this link stores exam results throughout the remainder of the course. If students have completed the exam but do not have a record of the score, direct them to the exam results link. Additionally, you will receive a copy of each student’s score and feedback on items missed, which will be sent to your self-service e-mail address. If you do not know your self-service e-mail address, contact Tech Support for assistance. Students are also required to copy and paste their exam results into a Microsoft® Word document and submit this document as part of the assignment.

For ADA approved students: Please direct your accommodated student to the Final Exam Alternative Assessment Option for Faculty link provided in the left column of the Materials tab.

Faculty Notes


Only ADA approved students should use this version of the exam. The Disability Services office will notify faculty when a student has qualified for the use of this accommodation.

If a student experiences technical difficulty during the exam and closes the browser before completing the exam, he or she may call Tech Support and reenter the exam set. If the exam has been completed, however, Tech Support will not reset access.

At your discretion, you may request an alternate form of the exam for a student who, because of technical difficulties, has not been able to use the web-based version beyond the second attempt. Requests should be sent to [email protected]. Please do not retain copies of the alternate exam form or change exam items. These terms comply with contractual requirements.

Due to contractual requirements, the exam is not available for faculty preview; however, a sample item not pulled from this course is provided below.

Sample Exam ItemDo not distribute.

Historically, when a revolutionary new technology has been introduced, it has reduced economic productivity and growth, sometimes for decades, before the innovations begin to yield substantial economic benefits.

Which of the following, if true, would best explain the phenomenon described in the statement above?

o The effect that new technology has on economic productivity has been greatly overestimated.

o A great amount of time and effort must be expended before a new technology can be used efficiently.

o The widespread use of a new technology often occurs long after that technology was first conceived.

o More accurate ways of measuring the effect that a new technology has on a society are currently being developed.

Faculty Notes


University of Phoenix Faculty Material

Instructions for Using the Written Assignment Grading Form

The grading form summarizes the points earned for a written assignment, usually focusing 70% for content and development and 30% for readability, style, and mechanics. The form also provides space in which you may comment on any area that needs special attention for remediation or reinforcement. It is not necessary to provide a comment for each section or bullet point.

In some cases, you may want to customize the form by adding or deleting lines to document particular features or ideas that you will look for while grading the paper. Each time you grade a student paper, copy the table and paste it at the end of the assignment. When the grading process is complete, return the student’s paper, which now contains the feedback form and score for the assignment.

1. Open the student’s attached Microsoft Word document.

2. Open a new Written Assignment Grading Form from the master file.

3. Copy and Paste the Written Assignment Grading Form at the end of the student paper.

4. Grade the paper, providing quality feedback on the content of the paper.

5. Complete the Written Assignment Grading Form, which is now in the student paper, providing comments when applicable. It is not necessary to record a comment for every item.

6. Enter the student’s score for each of the three main categories: content and development, readability and style, and mechanics. Optionally, you may enter points for each subcategory. Calculate and enter a total score.

Faculty Notes

university of phoenixmyresource.phoenix.edu/secure/resource/gen195r3/gen195_r... · web...

Documents