CURRICULUM PROPOSAL FORM #3

UNIVERSITY OF WISCONSIN-WHITEWATER

NEW COURSE

Effective:

January 2001

If adding a Graduate component to an existing course, check here ___

Course Number: *

930-080

Cross Listed Number:

Course Title:

PASS (Partnership for Achieving Student Success) Workshop

(limited to 65 characters)

15 Character Abbreviation:	PASS Workshop
25 Character Abbreviation:	Student Success Workshop

Sponsor:	Mary Ann Emery	E-mail Address:
Department:	(Advising)	College:	Letters & Sciences
Co-sponsor:		E-mail Address:
Department:		College:

* You MUST verify course numbers with Registrar's Office prior to submitting (x1211)

Other Programs Affected:

Check if course is to meet any of the following requirements:

__ None

__ Writing

__ Computer

_ Diversity

_ General Ed and Area

Credit/Contact Hours: (per semester)

Total lab hours:		Total lecture hours:	16-48
Number of credits:	1-3	Total contact hours:	16-48

Check if course is repeatable:

_ No

_ Yes

(if yes, answer the following questions)

No of times in major	No of credits in major
No of times in degree	No of credits in degree

Enter the appropriate titles if the course is required in any of the following:

Major Title(s)

Minor Title(s)

Emphasis Title(s)

Course justification: First year students in severe academic difficulty and students who have been reinstated after dismissal by academic standards return to the classroom need structured assistance or guidance. The proposed PASS workshop will provide such students the opportunity to participate in a support system and to develop necessary goals and skills, thereby empowering them to take control of their academic future.

Relationship to program assessment objectives: This course is consistent with both UWW’s and the College of Letters and Sciences’ goals for enhanced retention, particularly Priority 1 of the Strategic Plan: “Institute an early intervention and mentoring system for freshmen” and “maintain or increase the University’s graduation rate of 55%.”

Included in the assessment plan of the PASS pilot program are the following:

1. Comparisons of the retention, academic success of these students with those from prior semesters.

2. Evaluation of individual academic progress reports.

3. Analysis of written responses to the PASS workshop.

4. Evaluation of students’ overall performance in workshops: attendance, participation in class discussions, assigned readings and journal work.

5. Participation in individual conferences/advising sessions and exit interviews.

Budgetary impact: This workshop will be conducted as part of PASS (Partnership for Achieving Student Success), a special advising program being funded through the Office of the Dean of the College of Letters and Sciences.

Course description: Weekly workshop sessions will help students to develop critical thinking, reading and writing skills, as well as enable them to identify immediate and long-range academic and personal goals, to gain a better understanding of their rights and responsibilities as students and citizens, to learn about and practice effective time and stress management techniques, to acquaint them with various available student support services, and to establish sound relationships with both the instructor/academic advisor of the workshop and their other UWW instructors.

Course requisites: The target group of students for this workshop will be second semester freshmen who earned a 1.0 or below during their first semester. Any upper division student who has been reinstated by the College of Letters and Sciences after a successful appeal to the Academic Standards Committee will also have the option of enrolling in this workshop.

If dual listed, list graduate level requirements for the following:

1. Content (e.g., What are additional presentation/project requirements?)

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates?)

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

Course objectives and tentative course syllabus:

Course Objectives:

· Students will improve critical thinking and communication skills through challenging reading and writing assignments.

· Students will learn and practice effective study skills, as well as strategies for time and stress management.

· Students will learn to cope with the transition to the university culture and, subsequently, the world around them.

· Students will be empowered to take personal responsibility for their academic careers by providing them with an understanding of their rights and obligations as students.

· Students will be acquainted with the various available support services at UWW.

· Students will be enabled to identify both immediate and long-term personal and academic goals.

· Students will establish sound relationships with UWW faculty and staff.

Tentative Course Calendar:

Texts:

Richard Newman, The Complete Guide to College Success: What Every Student Needs to Know. New York: New York University Press, 1995.

UWW Bulletin

UWW Guide to Citizenship

Course Requirements:

Class attendance and participation

Reading assignments

Journal writing

Active learning project

Written responses to guest speakers

Reports on campus support services

WEEK ONE: Introduction

Establishing goals (for workshop)

Newman, Chapter One: “Planning to Succeed”

Journal entry #1: Reasons for attending UWW

WEEK TWO: Newman, Chapter Two: “Managing Your Time Effectively”

Establishing personal goals

Complete time management survey

Journal entry #2: Achieving a balance: school, work, and social activities

WEEK THREE: Newman, Chapter Three: “Learning Styles”

In-class exercise identifying and adapting individual learning styles

Journal entry #3: Integrating learning styles and course work

*Active learning project assigned

WEEK FOUR: Newman, Chapters Four and Five: “Listening and Learning” and “Making the Grade”

Class discussion: Study skills; enhancing memory; note-taking and test-taking strategies

Class visit: Representative from Tutorial Services

Journal entry #4: Response to guest speaker

WEEK FIVE: Overview of UWW student support services

In-class “mini lecture” and note-taking exercise

Class discussion: Writing essay exams

Journal entry #5: Results of student support services “scavenger hunt” & evaulations of individual strengths and weaknesses (study skills)

WEEK SIX: Student Panel: Tips from Successful Students

Journal entry #6: Response to guest speakers & interview with student with a 3.0

WEEK SEVEN: Newman, Chapter Eight: “Maintaining Personal Health and Fitness”

Class discussion: General wellness

Class visit: Representative from UWW’s Health and Counseling Center

Journal entry #7: Response to guest speaker & identification of and dealing with individual signs of stress

WEEK EIGHT: CONFERENCES

Journal entry #8: Analysis of academic progress--comparison of first and econd semester experiences

Study time: Prepare for midterms

Select Fall courses

WEEK NINE: CONFERENCES, continued

Journal entry #9: Interviews with professors

WEEK TEN: Class Discussion: Evaluation of professors and approaches to teaching

Journal entry #10: Analysis of targeted professor (un-named)

WEEK ELEVEN: Reading: “Choosing Courses and Careers” (provided by instructor)

Class visit: Representative from Career Services

Journal entry #11: Response to guest speaker & setting long-term academic and career goals

WEEK TWELVE: Class discussion: Students as Good Students

Selected readings: UWW Bulletin and UWW Guide to Citizenship

Class visit: WSG representative

Journal entry #12: Response to guest speaker

WEEK THIRTEEN: ***Active learning projects due

Discussion of projects

WEEK FOURTEEN: Discussion of projects, continued

WEEK FIFTEEN: Exit interviews

Course evaluations

Course wrap-up

Bibliography:

Allen, Sheila. Making Connections. “The Student’s Role as Learner” (Unit 4). Fort Worth, TX: Harcourt Brace College, 1998.

Bellah, Robert, et. al. Habits of the Heart: Individualism and Commitment in American Life. New York, NY: Harper & Row, 1985.

Brown, M. Neil, & Stuart M. Keeley. Striving for Excellence in College: Tips for Active Learning. Englewood Cliffs, NJ: Prentice Hall, 1996.

Campbell, William E. The Power to Learn: Helping Yourself to College Success. Belmont, CA: Wadsworth , 1997.

Chaffee, John. The Thinker’s Guide to College Success. Boston, MA: Houghton Mifflin, 1995.

Divoky, D. “The Model Minority Goes to School.” Phi Delta Kappan (November 1988): 219- 222.

*Gardner, John N., & A. Jerome Jewler. Your College Experience: Strategies for Success, fourth concise media edition. Belmont, CA: Wadsworth, 2001.

Gordon, Virginia. Foundations: A Reader for New College Students. Belmont, CA: Wadsworth, 1995.

Hirsh, Sandra & Jean Kummerow. Life Types. New York, NY: Warner Books, 1989.

Hyatt, C., & L. Gottlieg. When Smart People Fail. New York, NY: Simon & Schuster, 1987.

Jalango, Mary R., Meghan Mahoney Twiest, & Gail J. Gerlach. The College Learner: How to Survive and Thrive in an Academic Environment. Englewood Cliffs, NJ: Prentice Hall, 1996.

Laskey, Marcia L., & Paula W. Gibson. College Study Strategies: Thinking and Learning. Boston, MA: Allyn & Bacon, 1997.

Leyden, L. A. The Stress Management Handbook. New Canaan, CT: Keats, 1998.

Longman, Debbie Guice, & Rhonda Holt Atkinson. College Learning and Study Skills, third edition. Minneapolis/St. Paul, MN: West, 1993.

Maker, Janet, & Minette Lenier. Academic Reading with Active Critical Thinking. Belmont, CA: Wadsworth, 1995.

Malone, John C., Jr. Theories of Learning: A Historical Approach. Belmont, CA: Wadsworth, 1991.

McKowen, Clark. Get Your A Out of College: Mastering the Hidden Rules of the Game, rev. ed. Menlo Park, CA: Crisp Publications, 1996.

Miller, L.H., A.D. Smith, L. Rothstein. The Stress Solution. New York, NY: Pocket Books, 1993.

Newman, Richard. The Complete Guide to College Success: What Every Student Needs to Know. New York: New York University Press, 1995.

Pauk, Walter. How to Study in College, sixth edition. Boston, MA: Houghton Mifflin, 1997.

Petry, William. Forms of Interllectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rinehart & Winston, 1970.

Roszak, Theodore. The Cult of Information: The Folklore of Computers and the True Art of Thinking. New York, NY: Pantheon, 1986.

Seyler, Dorothy U. Steps to College Reading. Needham Heights, MA: Allyn & Bacon, 1998.

Siebert, Al, & Bernadine Gilpin. The Adult Student’s Guide to Survival and Success. Portland, OR: Practical Psychology Press, 1997.

Sotiriou, Peter Elias. Integrating College Study Skills: Reasoning in Reading, Listening, and Writing, fourth edition. Belmont, CA: Wadsworth, 1996.

Tufariello, Ann Hunt. Up Your Grades: Proven Strategies for Academic Success. Lincolnwood, IL: VGM Career Horizons, 1997.

Van Blerkom, Dianna L. College Study Skills: Becoming a Strategic Learner, second edition. Belmont, CA: Wadsworth, 1997.

Zinsser, William. On Writing Well. New York: HarperPerennial, 1990.

* Indicates book is in UWW Textbook Services.

Note: Many of the other above-listed sources are available in the libraries of UWW’s First Year Student Program and the Office of Undeclared Advising.