Facilitator Training Documents- Course List of Summer

Hello everyone, once I receive emails from the professors with their syllabi (hopefully!) I will be able to specify in more detail what each class is about. But for now, here are the courses being offered in Summer II:

Course List and Professors for Summer Session II:

CS*0409* E1-Basic Reading Skills

Joan M. Kastner

CS*0409* E2-Basic Reading Skills

Joan M. Kastner

CS*0409* E3-Basic Reading Skills

Susan R. Blinder

CS*0412* E1-Intro to Academic Reading

Susan R. Blinder

CS*0412* E2-Intro to Academic Reading

Victoria M. Rey

CS*0412* E3-Intro to Academic Reading

Victoria M. Rey

CS*0412* E4-Intro to Academic Reading

Nadine I. Knight

CS* 1501* E1-College Reading and Study Skills

Ethel Young

CS* 1501* E2-College Reading and Study Skills

Ethel Young

ENG* 0110* E1- Writing Seminar

Tara Branch

ENG*0110* E3- Writing Seminar

Dianne Danielle

ENG *0110*E4- Writing Seminar

Eugene Simakowicz

ENG*1030*E1-College Composition

Stuart M. Leonard

ENG*1030*E2-College Composition

Mary Coogan

ENG*1030*E3-College Composition

Leslie R. Young

ENG*1030*E4-College Composition

Sarah B. Ghosal

ENG*1030*E5-College Composition

Lisa A. Sisler

ENG*1300*E1-Composition for NNS I

TBA

ESL*0200*E1-English as a Second Language

Sharon Snyder

PSY*1000*E1-General Psychology

Runae Wilson

PSY*1000*E2-General Psychology

Ted Cohen

SOC*1000*E1-Intro to Sociology

James Conyers

SOC*1000*E2-Intro to Sociology

James Conyers

THE*1000*E1-Intro to Theatre

Nadine L. Charlsen

THE*1000*E2-Intro to Theatre

Kathleen Kelly-Sord

V.Planning Document- Electronic Portfolio

As my group and I (Musheerah, Simone, and I) have mentioned before, we wanted to change the electronic portfolios to reflective journals for the students as a way to gauge their progress in self regulated learning by setting and achieving their self-set goals.

Any suggestions, changes, etc. are welcome :)

Using Google Sites as a Reflective Journal for Goal Setting

1.Mentors will explain to facilitators the importance of goal setting and how it can help motivate their students and enhance self regulated learning. This will be conducted as a discussion with the facilitators

What are the advantages of setting goals? How do goals affect motivation?

(use Table 11.1-Motivational Influences of Goals on pg. 268 as a resource for facilitators) <-make copies

2. How can we help the students set effective goals? (Use Table 11.2- Examples of Advantageous Properties of Goals p.270) <-make copies

3. Discuss each property. Let facilitators give examples of why each property is useful.

For example: Specificity: Choose a volunteer, have them set a general goal. Working off of the general goal, have them set a more specific goal. Why do you think it is more effective to set a specific goal? (Example answer: Goals that are specific provide more focused and timely feedback)

Practice this exercise with the facilitators for each goal property.

4. Discuss Proactive Learners vs. Reactive Learners (p.280-286)

There are 3 sections: Forethought Phase, Performance Phase, Self-Reflection Phase. Make copies and split facilitators into 3 groups. Have them read their parts and then have a group discussion on the differences of the proactive learner vs. reactive learner.

5. Introduce the use of Google sites. These sites will be used as reflective journals for students to use as they set proximal goals during each week of Summer II (it might be useful if they set a distal goal for their experience in the EOF Summer Academy).

6. Use the tutorial on how to create a Google site:

http://www.youtube.com/watch?v=OwboHfaecbo

Have facilitators create their sites. They may use this site to make their own proximal goals week by week of the Studio Program. They may then use it as an example to show their students.

7. Because the first session with each group of students (Group A-Monday and Group B- Tuesday) will be used for introductions, ice breakers, clarifying the purpose and objective of Studio- it might be beneficial for facilitators to discuss goal setting and set up these sites with the students during this first session.

If time allows, let facilitators practice how they would introduce goal setting to their students by having them break up into "mock studio groups"