Document 6526575

LlNlVERSlTY O F BALTIMORE
9114106
DOCUMENT N: COURSE AND PROGRAM DEVELOPMENT COVER SHEET
See Course and Program Development Policy and Procedures for Instructions
I
SCHOOL: LAW 0 MSB El YGCLA El First & Second Year Proaram Contact Name: Marauerite Weber
DEPARTMENT IDIVISION: First and Second Year Programs, Provost's Office
.
2
.2
Phone: 4087
1
-
New Course - lDlS 101. 1st Year Seminar: Applied
Learninq- and Studv Skills. A co-reauisite for first vear learninq communicaties.
.,
Effects MSB and YGCLA.
S ~ r i n aO
Year: 2007
PROPOSED SEMESTER OF IMPLEMENTATION:
Fall El
Box 1: TYPE OF ACTION
Box 2: LEVEL OF ACTION
ADD(NEW) El
Non-Credit O
DEACTIVATE O
Undergraduate El
across degree programs (12 or more credits)
15. Off-Campus Delivery of Existing Program
16a. UG Concentration (exceeds 24 credit hours)
16b. Masters Concentration (exceeds 12 credit hours)
16c. Doctoral Concentration (exceeds 18 credit hours)
17. Program Title Change
18. Program Termination
19. New Degree Program
20. Other
MODIFY
Graduate
O
O
OTHER
OTHER
O
O
1
ABCDEFHIL
NO, 4
NO, 5
NO, 5
NO, 5
NO, 5
NO, 10
NOQR, 3,8
Varies
a, b, c, e
a, c, d, e
a, C, d, e
a, C, d, e
a, c, d, e
d, e
a, c, d, e
Varies
ABCDEFGHJL
ABCDEFGHJL
ABCDEFGHJL
ABCDEFGHJL
ABCDEFGHIK
ABCDEFGHJL
Varies
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Box 4: DOCUMENTATION (check boxes of documents included)
X N. This Cover Sheet
Q. Full 5-page MHEC Proposal
R. Financial Tables (MHEC)
X 0. Summary Proposal
S. Contract
X P Course Definition Document
T. Other
Approval of experimental course automatically lapses after two offerings unless permanently approved as a new course.
Codes: a) Library Services (Langsdale or Law) b) Office of Technology Services c) University Relations d) Admissions
Letter of Intent is required by USM at least 30 days before a full proposal can be submitted. Letter of Intent requires only the approval of the
dean and the provost and is forwarded to USM by the Office of the Provost.
One-page letter to include: Program title & degreelcertificate to be awarded; resources requirements; need and demand; similar programs;
method of instruction; and oversight and student services (MHEC requirement)
One-page letter with description and rational (MHEC requirement)
One or two-page document that describes: centrality to mission; market demand; curriculum design; adequacy of faculty resources; and
assurance program will be supported with existing resources. (MHEC requirement)
Learning objectives, assessment strategies; fit with UB strategic plan
Joint Degree Program or Primary Degree Programs require submission of MOU wl program proposal. (MHEC requirement)
Temporary suspension of program to examine future direction; time not to exceed two years. No new students admitted during suspension,
but currently enrolled students must be given opportunity to satisfy degree requirements.
DOCUMENT N: COURSE AND PROGRAM DEVELOPMENT COVER SHEET (Page 2 of 2)
SCHOOL:
LAW
MSB El
YGCLA El
First & Second Year Program
SHORT DESCRIPTION OF PROPOSAL (state name of action item 1-20 and course name, code & number Iprogram affected):
New Course - lDlS 101. 1 ~ t Y e a Seminar:
r
Applied Learning and Study Skills. A co-requisite for first year learning communicaties.
Effects IWSB and YGCLA.
10.
11.
Provide:
a. evidence that the action is consistent with UB mission and can be implemented within the existing program resources of the institution.
b. proposed date after which no new students will be admitted into the program;
c. accommodation of currently enrolled students in the realization of their degree objectives;
d. treatment of all tenured and non-tenured faculty and other staff in the affected program;
e, reallocation of funds from the budget of the affected program; and
f. existence at other state public institutions of programs to which to redirect students who might have enrolled in the program proposed for
abolition.
University Council review (for a recommendation to the President or back to the Provost) shall be limited to curricular or academic policy issues
that may potentially affect the University's mission and strategic planning, or have a significant impact on the generation or allocation of its
financial resources.
1 Box 5:
a.
b.
IMPACT REVIEW
I
SIGNATURES (see procedures for authorized signers)
Director or designee:
Library
IVo impact
lmpact statement attached
CIO or designee:
OTS
No impact
lmpact statement attached
I
I
c.
I
e.
I
No impact
/
lmpact statement attached
I
Director or designee:
University Relations
NO impact
lmpact statement attached
Records
No impact
I
DATE
Registrar or designee:
O
lmpact statement attached
Box 6: APPROVAL SEQUENCE
APPROVAL SIGIVATURES
F University Faculty Senate (UFS option)
Chair:
above)
H. President
I
Chair:
President:
I. Board of Regents - notification only
J. Board of Regents - approval
K. MHEC -notification only
L. MHEC -approval
M. Middle States Association notification
DATE
/
1
G. University Council csee#ll
1
Required only if the mission of the University is changed by the action
I
UNIVERSITY OF BAL'rIMORE
DOCUMENT 0 : SUMMARY PROPOSAL
See Course and Program Development Policy and Procedures for Instructions
1
(
SCHOOL: LAW Ll MSB E4 YGCLA E4 FSP Contact Name: Marauerite
Weber
Phone: 4087
"
DEPARTMENT IDIVISION: FSP
SHORT DESCRIP'TION OF PROPOSAL (state action item 1-23 and course name & number or program affected):
New Course - lDlS 101. 1st Year Seminar: Applied Learning and Study Skills. A co-requisite for first year learning communicaties.
Effects MSB and YGCLA.
PROPOSED SEMESTER OF IMPLEMENTATION:
Fall El
S~rina
Year: 2007
0-1: Briefly describe what is being requested:
OLD Title:
For new courses or changes in existing courses (needed by Registrar)
Course # I HEGlS Code:
NEW Title:
0-2: Set forth the rationale for the proposal:
Course # I HEGlS Code:
Credits:
Credits:
I
U~iiversityof Baltimore
Document P: Required Format for Course Definition Document
1. Date Prepared: September 14, 2006
2. Prepared by: Marguerite C. Weber, Director, First and Second Year Programs (FSP)
3. Department: First and Second Year Programs
4. Course Number: lDlS 101
5. Course Title: First Year Seminar: Applied Learning and Study Skills
6. Credit Hours: 2 credits
7. Catalog Description: The first-year seminar will take an applied learning approach to help students to
develop the academic tools and personal habits of mind required to persist and succeed in their
academic goals and to develop positive attitudes toward academic achievement. Students will become
intentional learners. They will develop the habits of mind needed to reflect on their learning and
learning styles preferences, to honestly assess their academic strengths and weaknesses, and to set
goals for the improvement needed to meet goals. Learners will master core skills that will help them to
be efficient and effective in increasingly complex academic, social and working environments.
8. Prerequisites: None1
9. Faculty qualified to teach course: Deborah Kohl, Marguerite Weber, Karyn Shultz, Susan Luchey
10. Course TypelComponent: Hybridlblended course consisting of classroom seminars, online
requirements, and co-curric~~lar
activities. See Attachment A:
11. Suggested Approxiniate Class Size: 20-25
12. Content Outline: See Attachment B
13. Learning Goals: See Attachment C
14. Assessment Strategies: See Attachment C
15. Suggested Text and Materials: Ambition: Living a Life of Meaning and Worfh by Derrick Bell (2002)
and Online Academic Tool Kit provided via Web Tycho (see Attachment C)
1 Students enrolled in 1st semester learning communities are required to be co-registered in this course. However, students not
in the learning communities may elect to take it to improve academic success skills.
Attachment A: lDlS 101 as a HybridlBlended Course
lDlS 101: First-Year Seminar. This 2-credit course will be a co-requisite to the first semester learning
communities. The value to the students is that it will give them practical, adaptable skills that will help them
to achieve their academic goals. In addition, it will give them opportunities to reflect and build on their
understanding of themselves as students and their abilities to set and achieve personal, academic, and
professional learnirrg goals. Finally, it will serve as an extended orientation to facilitate their awareness of
UB, our resources and goals to support their learr~ingexperiences.
1
Practical skills covered
/
1
Opportunities for reflective,
1
Extended orientation topics
Peer Educators; Office of Diversity
~utoring
services
L
e
a
r
n
i
n
g
strengths and address weaknesses
Department reps within the majors
Adapting learning styles to teaching
Interpersonal communications;
styles: class discussions and testunderstanding diversity
takirlg
Cornell note-taking method
Using tutoring services to facilitate
Understanding human memory and
learning processes
learning groups
Brain gym
Stressors and overcoming barriers to Wellness center and counseling
learning
Literacy autobiography
SQ3R (a method for reading
Library (just mentioned - not
textbooks)
covered because of info literacy
course)
Student Activities Study Circles
ADAPTS (a method for actively
Ability to apply and adapt prior
knowledge
reading academic or scientific
articles)
Critical reading strategies:
annotation, summary, paraphrase,
synthesis
Enneagram (personality inventory)
Risk, growth and planning
Career counseling; academic
I
I
1 advisina
Building an e-portfolio
( Creating a learning plan
1 On-line learning courses
1
among goals and values
1
I
V
The first-year seminar also provides UB with information about the students and their learning that will help
fac1.11tyand administrators to continue to refine and improve the learnlng program. Speclflcally, basellne
learning and first-semester growth will be assessed in core academic skills.
Core skills
Communication (oral,
written, interpersonal)
Baseline assessments
Literacy
autobiography
Written reflections
On-line and class
discussions
Individual
consultations
Skill development
assessments
I-search essay
Group projects
Leading discussion on
reading assignments
General Education
assessments
Sophomore writing
assessment
1
/
Core skills
1
Problem-solving by using
skills in critical reading,
critical thinking, and recall
of general knowledge
Drawing on technology to
retrieve and manage
information - These skills
will be taught in lDlS 100
(Information Literacy);
however, this course can
help to assess learners'
abilities to apply their
information literacy in
personal contexts.
Baseline assessments
/
Readiug for
information exercises
Mini-"I search" project
Guided reflections on
student activities
1
Use of word
processing software to
turn in assignments
Understanding pulldown menus, sending
and receiving
documents, opening
and saving files - use
of WEB TYCHO and
"Learning Toolkit"
documents
Literacy
autobidgraphy
LASS1 (learning skills
inventory)
4-year learning plan
Mini-"I search" project
Guided reflections-on
student activities
'learning, productivity and
resources
Acting ethically in using
information and in
collaborating with others
Skill development
assessments
Reading for inference
exercises
I search essay
Group project to plan
a student activity
1
General Education
assessments
E-portfolio - required
sections on each of UB's
goals
Course-based
assessments within the
general education
distribution areas
1
Using electronic
databases for I-search
essay
Preparing for group
project
E-portfolio planning
document
Memory and learnina test
Study skills notebook
(evidence of Comell,
SQ3R, ADAPTS, etc.)
I search essay
Group projectto plan
a student activity
-7
Follow-ups on 4 year plan
Plagiarism tutorial; followUP on disciplinary actions
on our native students as
they progress
Pedagogy: This course is conceived as a hybrid course, combining classroom-based learning with a
highly-individualized learning. Students will meet wi,th the class and the instructor one hour per week; ,the
other hour will be spent doing on-line activities, participating in study circles centered in co-curricular
activities, and meeting individually with the instructor or with other members of the campus community (i.e.,
advisors, tutors, career counselors, etc.). To explain this more clearly, let's look at course's first unit:
Classroom Topics
1. This thing called higher education: standing on the
shoulders of giants
7. I-earning styles and multiple intelligences
3. Assessing your learning resources: motivation,
time, wellness, support
Related Online Activities
Co-curricular learning; on-line conference with instr~~ctor
LASSI; Time management project
Resource inventory and "shopping list"/ Do 5 Things:
Calendar of Activities (Study Circles)
1
I
Sample Syllabus:
Class
What we're doing in class
sessions:
I
-.
This thing called higher
Week 1:
Understanding education: standing on the
I
-
- -
~
-
Week 2:
Learning
styles and
multiple
intelligences
Before you come to class,
be sure you have read the
following:
[insert link to articles on
learning styles and multiple
intelligences]. In class,
you'll be expected to
participate - orally and in
writing -- to show your
understanding of your
reading.
1 We will have guests!
Week 3:
Presentations by (Peer
Assessing
Educators, CSI, Office of
your learning
Diversity. Prior to class,
resources:
make
sure you have
motivation,
checked out the websites
time,
wellness,
for each of these offices
and bring at least one
support
good question to ask
each guest.
I What to do in WEB-Tycho
I
Read explanation of cocurricular learning
Submit your study circle
plans
Participate in on-line
discussion about "higher
education"
Schedl-~leon-line
conference with me
Participate in on-line
discussion about your
learning styles
Do the time management
exercises and resource
inventory
Draft of learning
autobiography due by the
end of the week.
Check your electronic mail
box for academic tool box
assignments
Revise learning
autobiography by
incorporating the instructor's
comments.
Participate in the online
discussion about the
assigned reading in Ethical
Ambifion.
Check your electronic mail
box for academic tool box
assianments
(
I
What to do on campus
Because you went to the
First Year Orientation
Program, you don't have
another activity for this.
However, if you didn't
attend the orientation, you
must schedule an
appointment with Dr.
Marguerite Weber, Director
of First and Second Year
Programs
Go to the Academic
Resource Center and take
the learning skills inventory
(LASSI)
Choose one of the following
activities to attend and write
a guided reflection (see
WEB TYCHO link):
[insert list of activities
planned for that week]
Group meeting with peer
educator (see schedule) or
Choose one of the following
activities to attend and write
a guided reflection (see
WEB TYCHO link):
[insert list of activities
planned for that week]
Attachment B: Content Outline
Unit I: Who am I, and how do I fit at LIB? (3 weeks)
Classroom Topics
Related Online Activities
1. This thing called higher education: standing Co-curricular learning; on-line conference with
instructor
on the shoulders of giants
2. Learning styles and multiple intelligences
LASSI; Time management project
Resource inventory and "shopping list"/ Do 5
3. Assessing yol.lr learning resources:
mo,tivation,time, wellness, support
Things: Calendar of Activities (Study Circles2)
Reading for class discussions: lntroductio~iand Chapter 1 ("The Power of Passion"), pps. 1-38.
Presentations: Peer Educators, CSI, Office of Diversity
Integrating proiects: (1) Study Circle activity with reflections and recommendations; (2) learning
autobiography
Purpose: Students will understand that learning takes place inside and outside of the classroom. They will
know more about their learning strengths and weaknesses.
/
Unit II: How can UB help me to succeed? (6 weeks)
To~ics
I Related Online Activities
4. Overview of study skills (Presentation:
Cornell note-taking; SQ3R; active reading
ARC)
5. Meniory and learning
Forming study groups
6. Teacl-ling styles (department reps)
Creating a testltest taking strategies
7. Adapting active reading strategies
Annotatio~i
8. Participating in class discussions
Being prepared for class
9. Stress reduction (wellnesslcounseling)
Brain Gym
Reading for class discussions: Chapters 2 and 3 ("Courage and Risk Taking" and "Evolving Faith")
Presentations: ARC, Wellness, counseling, departments wlfreshman majors
Integrating proiects: (1) Mid-term essay, matching, and multiple-choice exam on memory and learning and
stress reduction. (assessment point for promoting student learning) (2) Case study on a field of study,
including teacher and practitioner interviews and synthesis of information (assessment point for growth in
writing and research skills and for personal management and probleni-solving abilities). (3) Study Circle
activity with reflections and recommendations (assessment point for student engagement and building
community) (4) Student-led class discussion with assigned readings (point of assessment for growth in
active reading and content knowledge)
Purpose: Students will understand the resources to help them to succeed in, and the barriers that are
keeping them away from, their goals. They will learn how to use their strengths to address their learning
weaknesses and how to adapt learning strategies to different teaching styles.
Study Circles are four co-curricular groups centered on these topics: service, leadership and followership, (inter- and intra-)
r
students can choose to belong to one circle and
cultural competence, arts and entertainment passport. In the I ~ t y e aseminar,
attend mostly those events; they may also choose to sample the activities among the circles. Regardless of their choices,
students are required to engage in study circle activities (i.e., discussions, speakers, trips, projects) and critically reflect on their
experiences. Their critical reflections will be assessed for the quality of their learning (the degree to which they are applying
concepts learned in the course), their demonstration of the circle's core attributes (i.e., service learning, leadership and
followership, etc.), and their communication abilities.
1
Unit Ill: What are my goals? (3 weeks)
To~ics
1 Related Online Activities
10: Self-knowledge
Enneagram
11. Risk, growth and planning
Mini-"I-search" project
12. Leadership and followership
Study Circle Planning project
Reading for class discussions: Chapters 4 and 5 ("Advancing Relationships" and "Ethical Inspirations"),
pps. 95-154. [Add "10-10-10" article]
Presentations: academic advisor, career center; Provost and deans
Intearating project: 10-year autobiography with I-search. [assess growth in writing, reading for information,
following directions, time management; lifelong learning goals]
Purpose: This unit will provide a personal context for students to demonstrate their evolving skills and
attitudes toward lifelong learning and cultural diversity.
Unit IV: What is my specific plan? (3 weeks)
Topics
13. The student you want to be
14. The person you want to be
15. The worker you want to be
Related Activities
Short-term (next semester): registering for
classes; surveying textbooks; $anningyour
time; planning for support
Mid-range (next year): choosing a major,
choosing electives, planning your time; planning
for support
Long-term (4 years) plans: creating a clear path
to degree completion
Liberal Education and America's Promise - selfassessment and valuing exercise
Service-learning mini-project
Planning document for e-portfolio
Reading for class discussions: Chapter 6 and Conclusion ("Humility's Wisdom"), pps. 155-178.
Presentations: Study Abroad, E-portfolios (Paul Walsh), students in the majors panel
Integrating proiect: setting up an e-portfolio for short-, mid-, and long-range plans in the areas of skills
development, civic and campus engagement, academic planning, and career planning.
Purpose: Students will have a greater sense of empowerment and increased understanding of obstacles
they may need to overcome; provides a baseline for assessing student goal-attainment (longitudinally over
4-years and beyond). Activities in this unit-especially the e-portfolio - will be a capstone, integrating
experience that gives students evidence of their own growth in the abilities that UB values: comm~~nicating
effectively in various niedia, developing a knowledge and skills base, engaging with others to take
responsibility for our local and global communities, maturing in interpersonal behavior and professional
conduct, and thinking critically and creatively by analyzing and synthesizing information to solve problems.
Attachment C: Learning Outcomes and Assessment Measures
0 Students will demonstrate college-level skills in written, oral, and interpersonal communication.
Clearly explain the context of the communication.
Effective arrange the message and choose the media to suit the audience and the subject.
Demonstrate accurate listening and awareness sltills sufficient to recall and act on the content and
context of interpersonal relationships.
Appropriately adapt behaviors and manners to suit the context of the communication environment.
0 Students will demonstrate sufficient reading and information recall skills to prove command of the basic
facts, concepts, and specialized vocabulary that relate to the content areas included in this course:
multiple intelligences, learning styles, leadership and followership, the history and role of higher
education in American society, and the brain functions that support memory and learning processes.
Clearly explain how the brain and body process memories and learning experiences.
Show awareness of personal learning styles strengths and weaknesses by creating, assessing,
and revising concrete plans to adapt learning tasks and environments to improve learning.
Show awareness of personal strengths, weaknesses, and preferences for solving unscripted
problems that require working in diverse teams.
Make clear connections between personal academic goals and plans and UB's place and stature in
American higher education.
Demonstrate an understanding of rights and responsibilities that are generally expected of
students, graduates, and educators who participate in American higher education.
0 Students will demonstrate college level reading and academic skills.
Demonstrate and adapt active reading strategies (annotation, outlining, summarizing, SQ3R) to
develop a specialized vocabulary and to identify, understand and analyze key parts of a text:
Main idea, both stated and implied
Supporting details
Patterns of organization
Author's purpose, tone, ideas and logic
Author's bias
Author's conclusions, summaries and transitions
Figurative language, metaphors, similes, and allusions
0 Students will demonstrate critical and creative thinking at a sufficient level of mastery to analyze and
synthesize information to solve content-centered problems.
Demonstrate and adapt information management strategles (note-taklng, retrlevlng and valulng
information, connecting new concepts to prior knowledge) to answer content-centered questions
and to participate meaningfully in group discussions.
0 Students will mature in interpersonal behavior and professional conduct.
Demonstrate and adapt personal management strategies (time and resource management,
wellness, short-, mid-, and long-range planning) sufficiently to complete m~~ltiple
tasks in a timely
manner.
Behave with acaderr~icintegrity when working wi,th diverse teams, drawing on source materials for
academic work, and using academic support resources.
Attachment D: Online Academic Tool Kit
Writing
Writing Processes
Planning: Prewriting, organizing, drafting
Collaboration: The writing conference, peer review strategies
Refining: Revising, editing, proofreading
Using patterns of organization to arrange writing tasks:
Description
Narration
Definition
Comparison gcontrast
Comparison
contrast
Classification
Argument
Persuasion
Using new and specialized vocabulary appropriately in writing by paying attention to:
Denotative and connotative meanings
Tone
Writer's voice
Relationships to audience and subject
Developing the parts of an academic essay:
Introduction that prepares the reader to understand the thesis statement and that presents
the thesis statement clearly.
Body paragraphs that develop all of the aspects of the thesis statement and that
demonstrate focus, clarity, and logical sequencing.
Conclusion that shows the consequences of the thesis.
,'Killer" sentence level errors:
Fragments
Verb form errors
Adverbladjective form errors
Pronoun form errors
Verb tense inconsistencies
Modifier placement
Pronoun antecedent errors
Hasic punctuation: commas, periods, semicolons and apostrophes.
Syntax errors
Reading
Vocabulary development:
Selecting appropriate meanings of words in context and in isolation using word attack
skills (recognizing prefixes, roots and suffixes; context clues)
Distinguishing between denotative and connotative meanings of words.
Developing a specialized vocabulary
Identifying, understanding and analyzing key parts of a text:
Main idea, both stated and implied, and supporting details
Patterns of organization
Author's purpose, tone, ideas, logic and biases
Author's conclusions, summaries and transitions
Figurative language, metaphors, similes, and allusions
Applying active reading methods for student success by adapting and personalizing the following
strategies:
The Cornell note taking system during classroom lectures
The SQ3R method for textbook reading
The ADAPTS method for reading academic journal articles
Highlighting, note taking, and annotation when reading non-fiction prose
Reader response strategies when reading literary works
2ritical reading
Outlining and summarizing
Paraphrase
Synthesize
Annotation as dialogue
Jorrical fallacies
Personal Management
raking a resource inventory
Motivation and goal setting
Time management
Money management
Part-time jobs
Wellness
Jnderstanding and building on one's learning style strengths
Memory
Learning styles
Leadership and Team work
Brain gym
Technolow
Jsing technology appropriately in college:
Word processing and presentation software
E-mail and Internet
Spreadsheets and databases
E-learning technologies and building an e-portfolio
Getting Involved
LTB's Learning goal for you: Engaging with others to take responsibility for our local and global
communities
Activities calendar
Cultural competence
Student involvement: Student government and Leadership certification
UB's Honors Program
Getting the most from student activities: graduated risk and intentional learning
Writing reflections on student activities
Assessing student reflections (for faculty)
Academic Integrity
Citing- sources
Plagiarism tutorial
Open-mindedness: encountering alternative viewpoints
Fairness: forming well-reasoned conclusions
Standards of academic conduct
Using UB's Resources
The Library
The Academic Resource Center
Peer Network
The Career Center
Computer Resources
Counseling Center
Study Abroad
Internships
How to ask your professor for a letter of recommendation
How to make the best use of your professor's office hours
What is general education and why is it important?