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Back to Table of Contents for On Course Across the Curriculum 1.
Strategy: Late Paper (Case Study), Popcorn Reading, and Language of
Responsibility Educator: Vicki Dyer, Faculty, School of Business, Nova Scotia Community College, CN Implementation:
The goal of this multi-step activity is to help students understand that
they must take responsibility for their own success. First, using Popcorn
Reading, have students read "The Late Paper" and have them rank each
character for his/her responsibility for Kim’s failing grade in Psychology
101. Next have students form groups according to their first choice. Each group
prepares an argument in support of its choice, writing main points on a flip
chart page and posting the page on the wall. Each group then presents its
argument to the class, with the option for anyone to switch groups at any time. Next, have
entire class brainstorm Kim’s possible excuses, recording them on the white
board. Create small groups and assign to each group one of the class-generated
excuses. Distribute and explain the handout about the Creator/Victim Language;
then assign each group to turn their assigned excuse into a Creator statement.
Have each group present its translation and solicit feedback from the class.
Finally, ask students to share excuses they have used or heard others use in
school, at work, or elsewhere. For each excuse, invite the class to translate it
into a Creator statement. 2. S trategy: JigsawApplication: Office Procedures class in preparation for Job Interviews Educator:
Melisa Johnson, Faculty, Business & Office Technology, Northeastern
Technical College, Implementation: In Step A, create groups of three students and have them choose to become their Home Group's expert on 1) Writing Resumes--how to write different types of resumes, what should be included, format, etc. 2) Dressing for Success--how to dress for an interview as well as every day professional attire, or 3) Interviewing--how to answer commonly asked interview questions as well as important do's and don'ts during an interview. In Step B, each group develops its expertise with the assignment of creating a presentation to the whole class. For example: Group 1 could present examples (both good and bad) of each type of resume; Group 2 might present a fashion show of what to wear and not wear to an interview or work place; Group 3 could role play an interview, showing both what to do and what not to do. In Step C, experts return to their Home Groups and lead a discussion about what their group members learned from the presentations. 3.
Strategy: Toss a Test Application: Review for a quiz or test Educator:
Sarah Hadmack, Faculty, Religion, University
of Implementation:
Buy small, soft
balls at a craft shop. Have students stand in a circle. Ask a
question and then throw a ball to a student. The student with the ball
must answer the question correctly in order to keep the ball. If he/she
answers incorrectly then he/she must throw the ball to another student to
answer. When the question is answered correctly, ask another question and throw another ball.
Student with the most balls at the end wins. 4.
Strategy: Self-Management Tools Application: Records Management Course Educator:
Fran Kutha, Faculty, Business, Bay College, Implementation: Early in the semester (perhaps on the first day), lead a discussion about students method of self-management and what tool(s) they use to organize their course work. Make available copies of a Monthly Calendar, Next Actions List, and a Tracking Form, and 32-Day Commitment for students to use. For homework due in the next class period, have students explain the personal self-management method they will use to complete all of their course assignments with excellence. (Award points for this assignment.) After each quiz or test, have students write a reflection paper how their self-management approach contributed to (or detracted from) their results on the evaluation. Allow students to change/improve their self-management method any time they realize there is a better way for them to keep track of and complete tasks necessary to do well in the course. At mid-term, have students evaluate their self-management method with a goal of improving it. After reading these homework assignments, invite students who have had an "Aha!" about self-management to present their discoveries to the class. 4. Strategy: The JigsawApplication: Business Law 1 (B115) Educator: Charles Liebert, Faculty (adjunct), Business, Davidson County Community College, NC Implementation: The educational objective of this activity is knowledge of variability of state laws (marriage and inheritance issues), team/project development, research and presentation skills. Create home groups of 3 students and have each decide to become the group's expert on 1) Common law marriage, 2) In traditional marriage what happens to the joint property when one spouse dies? and 3) Community property when they marry (does the property remain in their control or does it revert to joint ownership?) Each group of three is assigned a different state to research. Each expert researches the topic for his/her state and then compares findings with what other experts find for that state. Home groups come back together and develop a class presentation to report on their state's rules by answering these three questions: 1) If I meet the requirements to be in a common law marriage in my state and I move to a new state, what is my status in my new state? 2) How are married couples' assets divided in the group's state when one of them dies without a will? 3) Do married people need a pre-nuptial agreement to protect their property for their children from a previous marriage? 5.
Strategy: Wise Choice Process Application:
Business--Customer Service Management Educator:
Dale Vos, Adjunct Faculty, Business, Implementation: Because the cost of obtaining new customers is six times the cost of retaining current customers, it is important for employees and management to make wise choices in dealing with customer service issues in business of all kinds. Use the Wise Choice Process to help students understand this concept and process. For ease of facilitating the process, have student groups create a case study depicting a problem with a customer (for example an upset customer vows to never return). Each group presents its scenario and explains how it used the Wise Choice Process to determine what might have been done differently to retain the customer and what can be done now to retain the customer. A second group then analyzes the presentation and discusses why the choice(s) suggested would or would not produce the desired outcome.
6. Eight Choices of Successful
Students Implementation: Students in our self-directed lab courses receive a series of emails every 2-3 weeks. The content of the emails include information about the course, AND each week, and a nugget of information or an idea, to reinforce one of the eight choices of successful students. Some examples:
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