UNIV 1301: LEARNING FRAMEWORK

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1 UNIV 1301: LEARNING FRAMEWORK Instructor: Jose L. Saldivar, Ph.D. Fall 2016 Office: STAC Office Phone: Cell Phone: Office Hours: Monday and Wednesday, 1:30 2:30 p.m., Tuesday and Thursday, 11a.m. - Noon jose.saldivar@utrgv.edu Course times and location: Mon. and Wed. 10:50 12:05 p.m., ENGR WELCOME TO LEARNING FRAMEWORK! Welcome to UNIV 1301, Learning Framework. The purpose of this course is to; generally speaking, help you become a better student. We will read about education and learning and reflect on your own educational experiences and how those experiences have shaped who you are as a person, a learner, and a student. More LEARNING FRAMEWORK IS NOT A STUDY SKILLS COURSE! importantly, I want us to talk about what we believe about education and learning and what we believe about our own abilities. I also expect you to reflect on those beliefs and on how your educational experiences have helped shaped those beliefs. We will also examine the role of education, both in formal and informal settings. What is its purpose? Do we seek education to find a good job or ensure long term stability and success? Can and should the purpose of education be for the public good or to solve larger social problems? I hope to address some of these questions throughout the semester. What then is Learning Framework? Learning Framework is NOT a study skills class! Will you learn to take notes? Yes. Will you learn about study skills, definitely, but these and other skills are only a small part of the course. These skills also only make up a fraction of what you need in order to be a successful student and learner. As an instructor, I have taught Learning Framework for over 10 years. What I have learned working with students is, in order to be the kind of student you would like to be or the kind of student you need to be, we need to have some serious conversations about the kind of student you think you are. For example, why do you have certain beliefs about your abilities as a student? Where did those beliefs or ideas come from? I want us to talk about your strengths and definitely your weaknesses. And I want you to get better. When you leave my class I want you to feel as though you are closer to becoming the student you would like to be. The goal is to help you find the path that will get you there. Student Learning Outcomes (SLO s) 1. Construct a personal learning system incorporating research-based theories in the psychology of learning and cognition. 2. Demonstrate the knowledge and skills a strategic learner needs to monitor and regulate oneself. 3. Develop reflexive praxis that demonstrates an increased understanding of one's motivation.

2 Learning Objectives for Core Curriculum Requirements University 1301: Learning Framework does not satisfy one of the core curriculum requirements. The course does meet the following Texas Higher Education Coordinating Board (THECB) outcomes: Critical Thinking Skills, Communication Skills, Teamwork, Social Responsibility, and Personal Responsibility. TEXTBOOK/MATERIALS There is no required text for this course. Readings will be made available on Blackboard. Grading: Participation: 20% - This includes participating in daily class discussions, completing the assigned readings and physically being in class. This also includes leading class discussion once during the semester. You will work as a group and will be assigned a topic. You will develop an outline of the topic based on the readings and create five to ten questions to facilitate class discussion. These will be due one week prior to your assigned presentation date. Please DO NOT summarize the readings. Instructor Meetings: 20% - You are required to meet with me during the first four weeks of the semester and during the final three weeks of the semester. Appointments are not necessary; students are encouraged to meet during office hours and meetings generally last between minutes. Midterm: 20% - This exam will occur midway thru the semester and will cover everything we have covered in class including, readings and projects. Due: October 26 The exam will be comprised of two parts. The first 5 questions will be short answer questions and then the final two questions and answers will be provided by the student. Educational Autobiography: 20% - This is a unique assignment in that what you turn in may vary from student to student. What I am looking for is your ability to tell me your story. Use the following questions to serve as your guide. How did you get here? Was college always in your plans? Is education important to you, why or why not? What role did your parents play in your success? Do you believe you can be successful in school, why or why not? You do not have to answer all of the questions; use them as a guide. Your product might be a paper, a video/digital story, a painting, etc. I will leave this up to you. Due: November 30 Self-Regulation Project: 20% - You are expected to identify a semester long goal at the beginning of the semester. Throughout the semester you will monitor your progress and the changes you have said you would make in order to reach your goal. At the end of the semester you will share your results with the class via a five minute presentation. Due: December 5

3 August - September COURSE CONTENT AND SEMESTER OUTLINE Week 1: August Introductions and Syllabus Review We will also be discussing the current state of Latino s in higher education and the challenges they face as college and university students. This conversation will frame our entire semester. Week 2: September 7 Purpose of Higher Education Why are we here? Is it to get a good job or earn good money? Maybe our parents want us to earn a degree. I would like us to think not only about our personal reasons for being in college but think broadly about the larger purposes of higher education. September Week 3: September Motivation, Ganas and Resilience What is it that drives you? Is it a thing or a person? Maybe it s an inspiring speech delivered by a coach or maybe it s knowing that, in accomplishing something you might earn some greater reward. Whatever it is and wherever it comes from, how do we harness it and sustain it? Week 4: September Motivation, Ganas, and Resilience We will continue the conversation and begin to look at how these things shape our world and help us figure out what kind of world we would like to build for ourselves. Week 5: September Self-Regulation Okay, this is a no brainer, right? And yet, so many of us struggle with this important skill. We will examine what exactly self-regulation is and how incorporating even a

4 little self-regulation can help you become the student you always hoped you would be. Week 6: October 3-5 Goal Setting and Self-Regulation So you probably have not mastered self-regulation after only a week of being exposed to it but let s see if you can put it to work for you via a goal setting exercise and the self-change project. October Week 7: October Learning From theory to practice What does science tell us about learning? Week 8: October Learning Tricks of the trade What do I need to know in my classes? And how do I find out? Week 9: October Human Development and Individuality October 26: Midterm Who am I and what do I believe about the world and myself and what does this have to do with what I want to do? Week 10: October 31 November 2 Human Development and Individuality Cont. Mind traps and how my beliefs impact my success.

5 November Week 11: November 7-9 College and Career Information Week 12: November College and Career Information Week 13: November Week 14: November November 30: Educational Autobiography Due December Week 15: December 5-7 Self-Regulation Project Presentations December 5: Self-Regulation Project Due December 7: Self-Regulation Presentations Finals Week Class and University Policies STUDENTS WITH DISABILITIES: If you have a documented disability (physical, psychological, learning, or other disability which affects your academic performance) and would like to receive academic accommodations, please inform your instructor and contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you schedule an appointment with Student Accessibility Services before classes start. However, accommodations can be provided at any time. Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956) (Voice), (956) (Fax), or via at accessibility@utrgv.edu. MANDATORY COURSE EVALUATION PERIOD: Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account ( you will be contacted through with further instructions. Online evaluations will be available Nov. 18 Dec. 9, Students who complete their evaluations will have priority access to their grades. ATTENDANCE: Students are expected to attend all scheduled classes and may be dropped from the course for excessive absences. UTRGV s attendance policy excuses students from attending class if they are participating in officially sponsored university activities, such as athletics; for observance of religious holy days; or for military service. Students should contact the instructor in advance of the excused absence and arrange to make up missed work or examinations. SCHOLASTIC INTEGRITY: As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and collusion;

6 submission for credit of any work or materials that are attributable in whole or in part to another person; taking an examination for another person; any act designed to give unfair advantage to a student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students. SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE: In accordance with UT System regulations, your instructor is a responsible employee for reporting purposes under Title IX regulations and so must report any instance, occurring during a student s time in college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and mutual respect in an environment free from sexual misconduct and discrimination. COURSE DROPS: According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students considering dropping the class should be aware of the 3-peat rule and the 6-drop rule so they can recognize how dropped classes may affect their academic success. The 6-drop rule refers to Texas law that dictates that undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped at other Texas public higher education institutions will count toward the six-course drop limit. The 3-peat rule refers to additional fees charged to students who take the same class for the third time.