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GEN 101 Skills for Lifelong Learning I Program Council The 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. Copyright Copyright 2000, 2001, 2002 by the 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 or 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..Course Syllabus Outline Course Description This course is designed to provide core competencies for adult learners. The course examines learning theory and the application of adult learning principles to communication skills, group processes, and personal management. Adult learners will develop strategies for achieving educational goals in school, work, and personal settings. Students will also be introduced to the University Library and learn how to access its resources successfully. Topics and Objectives Adult Learning Identify personal reasons for returning to school. Recognize adult development and learning theory. Define an adult learner's role and responsibility. Analyze and identify personal learning styles. Critical Thinking Skills Identify and apply critical thinking skills. Recognize ethical concepts. Personal Management Analyze and identify time management skills. Analyze and identify stress management techniques. Analyze and identify useful study skills. Perform a realistic self-assessment and examine expectations. Presentation Skills Demonstrate effective oral presentation skills. Demonstrate the appropriate use of visual aids. Examine strategies for team presentations. Utilize the peer review process to perfect presentation skills. Research Skills Utilize online search techniques. Demonstrate an understanding of the Internet and the University of Phoenix Library Online Collection. Demonstrate an understanding of standard library research. Explain the concept of plagiarism and how to avoid it. Apply organizational skills to the research process. Team Skills Recognize the team development process. Examine learning team logistics at University of Phoenix. Develop an understanding of ways to plan team projects. Written Communication Skills Identify the five steps of the writing process. Identify writing mechanics. Demonstrate an understanding of University of Phoenix resources (e.g., the Writing Lab). Identify methods of citation and documentation. Examine the benefits of peer editing. Utilize the style guide. Week One Adult Learning Identify personal reasons for returning to school. Recognize adult development and learning theory. Define an adult learner's role and responsibility. Team Skills Recognize the team development process. Examine learning team logistics at University of Phoenix. Written Communication Skills Identify methods of citation and documentation. Demonstrate an understanding of University of Phoenix resources (e.g., the Writing Lab). Utilize the style guide. ASSIGNMENTS INDIVIDUAL 1. Read Chapters 1, 2, 3, and 4 in the text, Peak Learning: How to create your lifelong education program for personal enlightenment and professional success. 2. Read "Team Basics" in the text, Tools for Teams. 3. Complete the University of Phoenix Material "Issues Related to Returning to School." Think about the reasons you are returning to school and the challenges you anticipate as a returning student. Be prepared to share your thoughts with the class. These assignments are due in Workshop One. ONLINE 1. Respond to the Discussion Questions posted by your instructor. 2. Form Learning Teams. These teams will work together throughout the course. 3. Submit your Weekly Summary. DIRECTED STUDY This course is not taught in the Directed Study modality. CLASSROOM 1. Read the following items, available at http://ecampus.phoenix.edu: a. "Learning Team Charter" b. "Directions for Completing Learning Team Log" c. "Learning Team Log" d. "Directions for Completing the Learning Summary" e. "Learning Summary" 2. Form Learning Teams. These teams will work together throughout the course. 3. Select an appropriate Learning Team Meeting location. 4. Learning Teams create the Learning Team Charter. 5. Learning Teams prepare the Learning Team Log before the next class meeting. LEARNING TEAM Time: 5 Hours (All time indications throughout the syllabus are for on-ground students.) 1. Review the objectives from Week One, and discuss additional insights and questions that may have arisen. 2. Little, Brown Search Activity Have each team member participate in the search. Search for the following information in the text, The Little, Brown Compact Handbook. Also prepare a one-page, typed list showing the page numbers in The Little, Brown Compact Handbook where the following information can be found: a. Using the University of Phoenix Virtual Writing Lab; b. Developing a thesis statement; c. Making your writing more concise; d. Key elements of a paper that is written as an argument; e. Structuring an introduction for an essay that you are developing; f. Developing a research question or hypothesis; g. Conducting a keyword electronic search; h. Using transitional expressions to help your writing flow; i. Formatting the first page of your academic paper; j. Uses of the semicolon and the colon; k. Documenting a source in the text of your paper; l. Documenting a source in the text of your paper when you are quoting someone else; m. Key points to look for when editing a paper; n. Preparing a citation at the end of your paper for a journal article you retrieved from the University of Phoenix Library Online Collection; and o. Editing symbols your instructor may use when marking your papers; 3. Outline of the Team Presentation on an Adult Learning Skill a. Discuss and choose a topic for the Learning Team Paper and Presentation on an Adult Learning Skill due in Workshops Four and Five. The topic may be any adult learning skill, such as time management, study skills, or stress management. b. Create an outline for the Learning Team Presentation in Workshop Five. These assignments are due in Workshop Two. Week Two Adult Learning Analyze and identify personal learning styles. Research Skills Utilize online search techniques. Team Skills Recognize the team development process. Written Communication Skills Identify the five steps of the writing process. Identify writing mechanics. Demonstrate an understanding of University of Phoenix resources (e.g., the Writing Lab). ASSIGNMENTS INDIVIDUAL 1. Review Chapter 2 in the text, Peak Learning: How to create your lifelong education program for personal enlightenment and professional success. 2. Read Chapters 5 and 6 in the text, Peak Learning: How to create your lifelong education program for personal enlightenment and professional success. 3. Read "Goal Setting and Time Management" in the text, Peak Learning: How to create your lifelong education program for personal enlightenment and professional success, (p. 323) and review the application exercises at the end of the chapter (pp.353 – 356). 4. Read "Getting Started" in the text, Tools for Teams. All other assignments will be provided by instructors in the course-specific Course Syllabus, which will be given to you the first night of class. Week Three Critical Thinking Skills Identify and apply critical thinking skills. Personal Management Analyze and identify time management skills. Analyze and identify stress management techniques. Analyze and identify useful study skills. Perform a realistic self-assessment and examine expectations. Research Skills Demonstrate an understanding of the Internet and the University of Phoenix Library Online Collection. Demonstrate an understanding of standard library research. Explain the concept of plagiarism and how to avoid it. Apply organizational skills to the research process. Team Skills Develop an understanding of ways to plan team projects. Written Communication Skills Identify methods of citation and documentation. ASSIGNMENTS INDIVIDUAL 1. Read "Critical and Creative Thinking" in the text, Peak Learning: How to create your lifelong education program for personal enlightenment and professional success, (p. 283). 2. Read the Library Handbook. 3. Read Chapter 7 in the text, Peak Learning: How to create your lifelong education program for personal enlightenment and professional success. 4. Read "Getting to Results" in the text, Tools for Teams. All other assignments will be provided by instructors in the course-specific Course Syllabus, which will be given to you the first night of class. Week Four Presentation Skills Demonstrate effective oral presentation skills. Demonstrate the appropriate use of visual aids. Examine strategies for team presentations. Utilize the peer review process to perfect presentation skills. Team Skills Develop an understanding of ways to plan team projects. Written Communication Skills Identify writing mechanics. Examine the benefits of peer editing. ASSIGNMENTS INDIVIDUAL 1. Read "Conflict Happens" and "Team Learning: "Marrying Task and Process" in the text, Tools for Teams. 2. Read "Executive Communication" in the text, Peak Learning: How to create your lifelong education program for personal enlightenment and professional success, (p. 357). All other assignments will be provided by instructors in the course-specific Course Syllabus, which will be given to you the first night of class. Week Five Adult Learning Define an adult learner's role and responsibility. Personal Management Skills Perform a realistic self-assessment and examine expectations. Presentation Skills Demonstrate effective oral presentation skills. ASSIGNMENTS INDIVIDUAL No Reading Assignments. All other assignments will be provided by instructors in the course-specific Course Syllabus, which will be given to you the first night of class. University of Phoenix Material Issues Related to Returning to School Name: Please answer the following questions: 1. What stimulated your interest in returning to school? 2. What hopes do you have about returning to school? What do you think it will do for you? 3. What major obstacles (e.g., personal, professional, workplace, academic) will you need to overcome to be successful in school? University of Phoenix Material Learning Style Inventory To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn. We all should develop a style that will enhance our learning potential. The following evaluation is a short, quick way of assessing your Personal Learning Style. This is not a timed test. Answer each question as honestly as you can. There are 24 questions. When you have finished, transfer each number to its proper place on the last page. Then, total each of the three columns to see what your best channel of learning is. At that point, you will know whether you are a visual, auditory, or tactile learner, or a combination of these. Place a check in the appropriate box after each statement. STATEMENT OFTEN (5) SOMETIMES (3) SELDOM (1) Can remember more about a subject through the lecture method with informative explanations and discussions. Prefer information to be written on the chalkboard, with the use of visual aids and assigned readings. Prefer to write things down or take notes for visual review. Prefer to use posters, models, or actual practice, and some class activities. Require explanations of diagrams, graphs, or visual directions. Enjoy working with tools or making models. Skillful with and enjoy developing and making graphs or charts. Can tell if sounds match when presented with pairs of sounds. Remember best by writing things down several times. Can understand and follow directions on maps. STATEMENT OFTEN (5) SOMETIMES (3) SELDOM (1) Do better at academic subjects by listening to lectures and tapes. Play with coins or keys in pockets. Learn to spell better by repeating the words out loud rather than by writing the word on paper. Can better understand a news article by reading about it in the paper rather than by listening to the radio. Chew gum, smoke, or snack during studies. Feel the best way to remember is to picture it in your head. Learn spelling by "finger spelling" words. Would prefer to listen to a good lecture or speech rather than read about the same material in a textbook. Good at working and solving jigsaw puzzles and mazes. Grip objects in hands during learning period. Prefer listening to the news on the radio rather than reading about it in a newspaper. Obtain information on an interesting subject by reading relevant materials. Feel very comfortable touching others, hugging, handshaking, etc. Follow oral directions better than written ones. SCORING PROCEDURE: Often = 5 points Sometimes = 3 points Seldom = 1 point Place the point value next to the corresponding item. Add the points to obtain the preference scores under each heading. Visual Auditory Tactile Number Points Number Points Number Points 2 1 4 3 5 6 7 8 9 10 11 12 14 13 15 16 18 17 19 21 20 22 24 23 Visual Score: _____________ Auditory Score: ___________ Tactile Score: _____________ University of Phoenix Material Essay Writing The Five-Paragraph Essay: Basic Essay Organization Writing assignments vary widely in terms of content, length, and rhetorical strategy, but nearly all stem from the basic building block of essay writing: the five-paragraph essay. If a paper has an unclear purpose, vague or disorganized points, or a murky introduction and conclusion, a review of the five-paragraph essay may be just what the writer needs to clarify and organize ideas. 1. Introduction (First Paragraph) a. Attention-getter Start with an attention-getter to introduce readers to the topic and allow them to become interested in it. Some popular attention-getters are: a question; a quotation; an idea that is opposite to the one the paper will develop; a brief anecdote; a general statement that narrows to the specific topic; or a startling fact or a statistic. b. Thesis Statement The thesis statement is one sentence (sometimes two) that expresses the main idea of the essay. Following is a helpful formula: thesis statement = topic + point. c. Optional Plan of Development (or Signposts) Many writers follow the thesis with a brief introduction to the main points of the essay. Either in a separate sentence or as part of the thesis statement, these "signposts" help readers know what lies ahead. Signposts should be presented in the order in which the points appear in the body of the essay. 2. Body (Second, Third and Fourth Paragraphs) Since many essays contain three main points, the five-paragraph essay is based on this number, although this is certainly not mandatory. a. Elements of a Body Paragraph 1) Topic Sentence This mini-thesis statement introduces the topic and point of the paragraph. 2) Supporting Sentences A well-developed paragraph will support the topic sentence with explanation, concrete details, and examples. 3) Transitions Transitions are words or phrases that build bridges between sentences and paragraphs to help an essay flow smoothly. Some examples of common transitions: first; next; in addition; finally; consequently; however; and nonetheless. b. Organizational Strategies for Body Paragraphs Some assignments may give students specific guidelines for organizing essay sections, but often this is up to the student. The following basic patterns can be used to organize main points in an essay or supporting ideas in a paragraph. These patterns are designed for essay writing; a newspaper or magazine article, for example, would follow a different pattern designed for that distinct audience. 1) Chronological Order Arrange points in time order: first, second, third, etc. 2) Spatial Order Arrange points as they are seen from a specific location. If one were describing the office of the future, for example, one could start with the entrance, then discuss the reception area, and finally describe the individual offices. 3) Emphatic Order Arrange points from least to most: least to most complex, least to most important, least to most developed, etc. Readers will remember the last point most clearly, and an essay that builds up to this point ends on a strong note. 3. Conclusion (Fifth Paragraph) 1) Final Statement of Main Idea Return to the main idea, but avoid simply restating it. Since the audience has now read the essay, the writer can tie main points together in a more meaningful and complex way than in the introduction.
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