Design Your Own Process for Success

Prepared by Jody Hamabata, Lecturer CPP

Introduction

For this module you will be taken through the steps of designing your own personal process for success by exploring the teaching and learning process and what strategies work best for you. This module was created for Engineering students but can be adapted and modified for students of other disciplines. The scope of this module is for the first-year university students to Understand the Teaching/Learning Process and apply those learning strategies in the CPP University setting to achieve academic success.

Learning Objectives

During the first few weeks of the term the student will adapt to their new environment of being a university student through 8 reflections and completing assignments (DYP1) that explore their identities and roles within the CPP community (SLO2).
Students will explore the learning process through a focus class identified early in the term. This focus class will be used to test out different learning strategies to improve your learning process through metacognition (SLO2).
- Plan your learning
- Monitor your learning
- Evaluate your learning

Teaching Strategies

Journal Entries for Reflections (8), PowerPoint Presentation, Surveys, and Videos

Readings

Focus Class Report (review in class)
- Select your Focus Class (Assignment 1)
- Complete Academic Skills Survey – Baseline (see activities)
DYP 1 – Dragons Assignment
- PowerPoint 1
- Complete Assignment 2
Understanding the Teaching/Learning Process (PowerPoint 2)
- Complete Index of Learning Styles Questionnaire (see activities)
- Learning Styles and Strategies (read document, Reflection #4)
- Complete Reflections (#1 - #8) (see activities)
Pick six of 16 Academic Success Skills (see Academic Skills Survey)
- Submit six skills as Reflection 9, and why you selected them.
Test out these strategies in your Focus Class,
- Use metacognition; Plan, Monitor, and Evaluate your Learning as you test out these strategies (see slide 10 in PowerPoint 2)
- submit your findings as Reflection 10.
- External Resources-Academic Success Skills
Complete Academic Skills Survey – End of Term

Lecture and Content (review in class)

PowerPoint 1 Jane and the Dragon, by Martin Baynton (15 min)

PowerPoint 2 Understanding the Teaching/Learning Process (30 min)

Activities

Academic Skills Survey - Baseline (10 min) during class after PowerPoint 2

Index of Learning Styles Questionnaire (20 min) during class after PowerPoint 2

Journal Entries – Reflections (10) Reflections (10 min each)

Academic Skills Survey - End of Term (10 min) during class Week 14 or 15

Assignments and Assessments

Assignments

Focus Class (30 min) - Assignment 1

Read the document: Focus Class Report

Focus class may not be an FYE course.

Write a one-page document answering the following questions.

1) Name of the focus class, and course description. Where and when does the class meet? How many students are in the class? Who is the instructor? What is the instructor’s contact information (email, phone number and office location)?

2) Explanation of why you chose this class as your focus class.

Upload this document to the campus learning management system (LMS).

DYP1 – Dragons (45 min)- Assignment 2

DYP1 - Jane and the Dragon, Listen to the story
Jane and the Dragon, by Martin Baynton (Children’s story read by a child)Prompt: In summary, Jane befriends the dragon, and this can be used to have students think about what their greatest academic or other obstacle is and how they can make it their friend. Write a 2-page essay about your dragon or dragons and how you want to "tame" them. (Your "dragon" should be something you are struggling with related to your studies, feel free to write about more than one dragon).Submit DYP1 to campus LMS.

Final Focus Class Report (90 min) - Assignment 3

Complete the Final Focus Class Report and submit to campus LMS.
- Report should be 5 – 6 pages
- 12 pt font, double spaced
- Subheadings included: Summary, at least 6 Academic Success Skills, Conclusion

Assessments and Rubrics

How to Complete This Module (for Students)

Step1 – (prior to class) Check Course Map for Assignments Due Weeks 1 - 3

Step2 – (prior to class) Complete Reading, (during class) Lecture and Content, and Activities

Step3 – (after class, prior to due date) Complete Assignments or Reflections and submit to Campus LMS.

Step4 – Repeat steps 1, 2, and 3 for Weeks 7-9, and Weeks 13-15

How to Complete This Module (for Instructors)

Step 1 (before class) – Add Weekly dates and due dates to your Course map.

Step 2 (before class) – Create ten (10) Journal Entries in the LMS for the Reflections

Reflections, use Reflections Rubric worth 5 pts

Step 3 (before class) – Add 3 Assignments to the LMS for your course,

Assignments: Focus Class (Assignment 1) and DYP1: Dragons (Assignment 2) use Rubric worth 20 pts
Final Focus Class Report (Assignment 3), use Rubric worth 50 pts

Step 4 (during class) – check course map and items indicated above (review in class)

Step 5 – Assign homework per the Course Map, add to the LMS Course Calendar

Step 6 (after class) – Grade Assignments and provide feedback.

DYP - Course Map

Resources

Baynton, M. (1988). Jane and the Dragon. London: Walker Books Ltd.
Felder, R.M., and Soloman, B.A. (1993). Index of Learning Styles Questionnaire. North Carolina State University. https://www.webtools.ncsu.edu/learningstyles/
Felder, R.M., and Soloman, B.A. (1993). Learning Styles and Strategies. North Carolina State University. https://www.engr.ncsu.edu/wp-content/uploads/drive/1WPAfj3j5o5OuJMiHorJ-lv6fON1C8kCN/styles.pdf
Landis, R. B. (2013). Studying engineering: A Road Map to a Rewarding Career (4th Edition.). Los Angeles, CA: Discovery Press.
Landis, R. B., Peuker, S., Mott, J. (2019). Studying engineering: A Road Map to a Rewarding Career (5th Edition.). Atascadero, CA: Discovery Press.

This might make it more manageable to revise your Module
This way, you can include specific activities and also bring in other relevant activities related to "Understanding the Teaching/Learning Process"