Career portfolio assignment Week 8 Critical Thinking & Diversity I.a. II.a. III.a. III.b. III.c. Textbook: Read “Critical Thinking,” “Being Culturally Competent in the 21st Century,” & Creativity & Critical Thinking” and complete activities Choose one of five Diversity Activities to meet CLO #3* Values Auction Activity My 30 Values Activity Week 9 THANKSGIVING BREAK/SPRING BREAK Week 10 Critical Thinking & Diversity I.a. II.a. III.a. III.b. III.c. Textbook: Read “Communicating Across Languages & Cultures.” Social Barometer Exercise Who Stays? Activity Jury of Your Peers Activity Connect the Dots Activity & Discussion Cross the Line Activity Week 11 Academic Integrity & Information Literacy I.b. III.d. 20 Integrity Activities Academic Honesty Case Studies "Is This a Violation of the Student Code of Conduct?" Activity Citations and Plagiarism Center for Writing Excellence Presentation Week 12 Responsible Redhawks including Student Conduct, Time Management, Healthy Relationships, Financial Literacy, and Mental and Physical Wellness I.d. II.a. III.d. Textbook: Read the “Responsible Redhawks” section and complete the activities Week 13 Responsible Redhawks including Student Conduct, Time Management, Healthy Relationships, Financial Literacy, and Mental and Physical Wellness I.d. II.a. III.d. Textbook: Read the “Responsible Redhawks” section and complete the activities Campus Violence Prevention Program Presentation
Office of Student Conduct Presentation Week 14 Responsible Redhawks including Student Conduct, Time Management, Healthy Relationships, Financial Literacy, and Mental and Physical Wellness I.d. II.a. III.d. The Worst Time Wasters Making a Schedule Based on Your Priorities Sexual Violence Prevention Program Video & Quiz* MyStudentBody.com Modules Wellness Wheel Inventory Drinking Your Dollars "Fact or Crap" Activity Week 15 Student Involvement & Finding Your Place I.d. III.c. III.d. Textbook: Read “Finding Your Place” and complete the activity First-Year Plan for Student Engagement Engagement Experience Reaction Paper Campus Life Presentation Week 16 Final papers and/or presentations due Overview of Academic Resources Depends on final projects Textbook: Read the “Academic Resources” section FINALS WEEK Final Exam
DIVERSITY BINGO Has Native American lineage Has green eyes Has a piercing Is a vegetarian Can play a musical instrument Has traveled outside the U.S. Was born outside the U.S. Speaks more than one language Is a first generation college student Is of Asian descent Is a transfer or student Is left handed Is an oldest child Has a friend who is gay, lesbian, bisexual or transgender Practices a religion other than Christianity Has worked a full-time job Considers themselves Hispanic or Latino Has never smoked Is an aunt or uncle Has never left the U.S. Is a member of a student organization Has a disability or a family member with a disability Considers themselves Black or Does volunteer work Has taken or is practicing yoga
The anxiety that surrounds having to give a presentation in front of a group of people can be overwhelming for a speaker. Providing students with tips and clear instructions for public speaking can help ease some nervousness and help students give better presentations. Below are some helpful tips and tricks for students who are new to public speaking. Know your material. Pick a topic you are interested in. Know more about it than you include in your speech. Use humor, personal stories and conversational language – that way you won’t easily forget what to say. Practice. Practice. Practice! Rehearse out loud with all equipment you plan to use. Use a timer and think about what you may be able to cut if you are running too long. Make sure you have allowed time for the unexpected. Work to control filler words such as um, and, like, yeah, and you know. Know the audience. Greet some of the audience members as they arrive. It’s easier to speak to a group of friends than to strangers. Know the room. Arrive early, walk around the speaking area, and practice using any visual aids. Relax. Begin by addressing the audience. It buys you time and calms your nerves. Pause, smile and count to three before saying anything. (“One one-thousand, two one-thousand, three Pause. Begin.) Transform nervous energy into enthusiasm. Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear, and confident. Visualize the audience clapping – it will boost your confidence. Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative, and entertaining. They’re rooting for you. Don’t apologize for any nervousness or problem. The audience probably never noticed it. Concentrate on the message – not the medium. Focus your attention away from your own anxieties and concentrate on your message and your audience. Gain experience. Mainly, your speech should represent you — as an authority and as a person. Experience builds confidence, which is the key to effective speaking. Taken from the University of South Carolina Faculty Resource Manual. COMMUNICATING ACROSS LANGUAGES & CULTURES one-
Activity: Even though there is no such thing as a dumb question, some questions should be avoided during your advising appointment. Can you guess which ones? “I am struggling in my Math class, can you recommend any campus resources?” “Which class is easier?” “I am thinking about taking a class at the community college this summer. Will they transfer?” “I heard Professor Doe is terrible! What do you think?” “I am having trouble getting involved on campus. Do you have any suggestions?” “These are the classes I am considering taking next semester, what do you think?” “Which classes will fulfill my artistic expression requirement?” “Can you get me into a class that is closed?” “I don’t need an appointment, I just need my PIN.” CAREER PLANNING Focus2 ASSIGNMENT *REQUIRED*
a week) and by appointment to address students’ concerns. Competition/Grades – Academic competition is not as strong; good grades can often be obtained with minimum effort. Competition/Grades – Academic competition is much stronger; minimum effort may produce poor grades. Status – Students establish a personal status in academic and social activities based on family and community factors. Status – Students can build their status as they wish; high school status can be repeated or changed. Counseling/Dependence – Students can rely on parents, teachers, and counselors to help make decisions and give advice. Students must abide by parents’ boundaries and restrictions. Counseling/Dependence – Students rely on themselves; they see the results of making their own decisions. It is their responsibility to seek advice as needed. Students set their own restrictions. Motivation – Students get stimulation to achieve or participate from parents, teachers, and counselors. Motivation – Students apply their own motivation to their work and activities as they wish. Freedom – Students’ freedom is limited. Parents will often help students out of a crisis should one arise. Freedom – Students have much more freedom. Students must accept responsibility for their own actions. Distractions – There are distractions from school, but these are partially controlled by school and home. Distractions – The opportunity for more distractions exists. Time management to students will become more important. Value Judgments – Students often make value judgments based on parental values; thus, many of their value judgments are made for them. Value Judgments – Students have the opportunity to see the world through their own eyes and develop their own opinions and values. Adapted from University of South Caroline’s Faculty Resource Manual Mullendore, R.H., & Hatch, C. (2000). Helping your first-year college student succeed: A guide for parents. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. All rights reserved. ISSUES AND OUR FIRST-YEAR STUDENTS Certain times during the academic year tend to be universally challenging to students. Those who understand the ups and downs of the first college year are better able to help students negotiate the challenges of transitioning to college. Below are some typical adjustment/transition issues that our students face throughout their first year. August/September Excitement