Program Syllabus.

Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 1
Fundamentals of Learning: Essentials for a successful university experience.
AP FND 0100 0.0, Fall/Winter 2014-2015
Faculty of Liberal Arts and Professional Studies Skills Development Program
Program Director: Brian Poser, 111 Central Square. [email protected], 416-736-5770
Program Academic Advisor: Rose Ciddio, Ross N926J. [email protected],
Lecture: Wednesdays at 10:30 a.m. Stedman Lecture Hall “D”
Tutorial #1: Wednesdays at 8:30 a.m. - 10:30 a.m., VC-114
Janet Melo-Thaiss – [email protected]
Tutorial #2: Tuesdays at 4:30 p.m. - 6:30 p.m., VH-3000
Brian Poser – [email protected]
Tutorial #3: Wednesdays at 12:30 p.m. - 2:30 p.m., VH-3000
Hernan Humana – [email protected]
Tutorial #4: Wednesdays at 2:30 p.m. - 4:30 p.m., VH-3000
Peter Paolucci – [email protected]
Tutorial #5: Thursdays at 2:30 p.m. - 4:30 p.m., VH-3000
Maxine Wood – [email protected]
Tutorial #6: Wednesdays at 2:30 p.m. - 4:30 p.m., SC- 203
Leslie Mason – [email protected]
Tutorial #7: Fridays at 12:30 p.m. - 2:30 p.m., . VH-3000
Leslie Mason – [email protected]
Tutorial #8: Tuesdays at 10:30 a.m. - 12:30 p.m., VH-3000
Janet Melo-Thaiss -- [email protected]
Tutorial #9: Fridays at 10:30 a.m. - 12:30 p.m., VC - 104
Maxine Wood -- [email protected]
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
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Program Description:
Fundamentals of Learning has been developed to create an opportunity for you to improve your
personal and academic skills while continuing your studies without interruption. Grounded in
current theory and practice related to student success, the program consists of weekly lectures
and tutorials, regular assignments, peer-mentoring opportunities, participation in online forums,
and engagement with various campus events and activities, all designed to enhance your
classroom experience. Fundamentals of Learning will cover the following themes and topics:
1) Learning through inquiry and discovery
– Exploring the “big ideas” of student success
– Thinking Critically about Research and Information
2) Preparing yourself for success
– Engagement in a process of change
– Mental toughness for academic success
– Stress and Anxiety Management
– Developing a healthy lifestyle
3) Getting Organized
– Time Management
– Reducing Procrastination
4) Working Smarter
– Reading and Note-taking Skills
– Preparing for exams
– Understanding your learning styles
– Academic Writing
– Critical thinking skills
5) Looking to the future
– Adult Development Theory
– Career Development
– Leadership and Community Service
– Student Finances
– Life after Fundamentals of Learning
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
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Policy on Attendance and Participation
Fundamentals of Learning is offered as an alternative to Required Withdrawal to provide you an
opportunity to build the skills and habits necessary for success at university. The value of the
program consists in your active participation in all aspects of the work, including attending
lectures and tutorials on time, completing assigned work, and participating in tutorial activities.
As the Fundamentals of Learning Program bears no credit weight, some student participants
might be disposed to neglect Fundamentals in favour of their credit courses. Such neglect and/or
concurrent absenteeism would prevent students from acquiring new learning strategies and is
therefore counter to the focus of the program. Fundamentals is offered in parallel with a limited
number of credit courses so that you can apply the skills it teaches directly to those credit
courses. Enrolment in Fundamentals is voluntary, but by enrolling in Fundamentals of Learning,
students are making a commitment to participate fully and in a manner conducive to sustaining a
positive learning environment for themselves, for their peers and for their instructors.
Disruption of the classroom environment (e.g., through the inappropriate use of electronic
devices, acts of harassment, hostility or other troublesome behaviour, through actions that detract
from the opportunity for others to learn, including patterned lateness, etc.) will not be tolerated.
Special note: In some cases, circumstances may change which may make withdrawal from
Fundamentals of Learning desirable (e.g., if, through a successful petition, a student is no longer
on required withdrawal). Withdrawal from Fundamentals of Learning may be arranged, but only
under certain circumstances and with the permission of the Office of the Dean, Faculty of Liberal
Arts & Professional Studies.
Required reading
For the 2014-2015 year, required readings will be provided electronically through the Moodle
course associated with the program. Readings may be provided as PDF documents or links to
online materials, some requiring you log in using Passport York to access them. We have moved
away from preparing printed kits to (a) ensure your timely access to these important materials,
(b) to reduce costs for students, and (c) to ensure the course is compliant with relevant copyright
legislation. It is the responsibility of every student in FND 0100 to complete assigned readings as
the year progresses.
Program Moodle site and web site
We will use Moodle course management software to support weekly online activities (which
may include discussions, quizzes, some assignments, etc.) and to house electronic copies of
program materials for Fundamentals of Learning. Log in to Moodle
(http://www.yorku.ca/moodle/) using your Passport York credentials and select FND 0100 from
the list of available courses.
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
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General program information, including meeting times, instructor contact information etc., will
be available on the program website www.yorku.ca/laps/students/fundamentals .
Policy on Grading
The Fundamentals of Learning program is a Pass/Fail program structured to ensure your
regular active participation and development of skills. Students should note that, although the
value of some graded work is small, completion and submission of the work is the chief means
by which they will ensure a passing grade in the program. Students who participate fully in all
aspects of the program will gradually internalize the skills and disciplines required for university
success. To achieve a passing grade in the program, students must score a minimum final
score of 185 out of a possible 250 points – see grading scheme below.
$100 Incentive: The goal of the Fundamentals of Learning is to help students develop the
academic and personal skills required for academic success. Participation in Fundamentals,
including completion of assigned work, attendance at lectures and participation in tutorials,
gradually helps students to internalize the habits and skills needed for academic and personal
success. As in the past, those students who achieve a minimum of 185 out of 250 possible points
will earn a passing grade in Fundamentals. Beginning in 2014-2015, the Faculty will offer an
incentive: those students who earn a final grade of 200 points or higher in the program
(equivalent to 80% or an "A" grade) will earn a one-time only bursary of $100 in recognition of
their outstanding performance in the program. (Correspondingly, those students who earn 199 or
fewer points out of 250 will forfeit this incentive.)
Grading scheme:
Orientation exercise: The orientation exercise is worth 5 points. (Total = 5 points)
Journals: Weekly Journals are a core reflective component of Fundamentals of Learning and are
worth 5 points each. In all, 18 such journals will be assigned. Journals must reference course
readings and any additional outside research undertaken. (Total = 90 points)
Assignments: Students will complete a variety of individual assignments during the course of
Fundamentals. These assignments are designed to bring together learning from lectures, online
components, readings, and students’ own research. Copies of the assignment sheets will be
housed on the Moodle site for the program and will be made available for download as the
program proceeds. In all, 3 such assignments will be assigned. (Total = 60 points)
Mid-term Exam: To be completed during lecture period. (Total = 15 points)
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Capstone Group Exercise: Students in groups will work together to summarize and represent
the learning they have done in Fundamentals over the course of the year. (Total = 20 points)
Final Exam: A final take-home exam worth 25 points will be assigned during the final lecture
period of the program. (Total = 25 points)
Attendance and Participation: Attendance will be tracked in all tutorials and in lecture by
means of a weekly critical response to the lecture to be submitted in Moodle within 24 hours of
the conclusion of the lecture. (Total = 35 points.)
Grading Policy
(a) The deadline for submission of journals and assignments is no later than the beginning of
tutorial in the week the work is due
(b) Instructors will provide a 5 minute grace period after the start of tutorial during which we
accept assignments without penalty (the same grace period will be reflected in the Moodle
environment settings).
(c) While we will accept late submissions from students, we do so on the understanding that the
late penalties set out below apply in all cases except those supported by documented extenuating
circumstances suitable to the instructor. The rationale for accepting all submissions is that doing
so provides us an opportunity provide you feedback in support of your success.
(d) Instructors will assess a one mark penalty on journals submitted late, but within 24 hours of
the due date; accordingly and proportionately, instructors will assess a four mark penalty on
assignments submitted late, but within 24 hours of the due date.
(e) journals and assignments submitted more than 24 hours past the due date will receive a grade
of zero
(f) we offer students a one mark bonus for journals submitted 48 or more hours before the posted
deadline; no bonus for early submission of assignments will be given. The rationale for this
bonus applying only to journals is that it is provided to encourage students to develop the habit
of completing work in advance of deadlines.
(g) in support of (f), all students will submit an electronic copy of all journals and assignments to
their respective Moodle tutorials according to the posted deadlines (to provide the teaching team
a consistent basis for recording submission dates/times and assessing penalties and bonus grades)
(h) notwithstanding (g) above, instructors may elect to require students to submit paper copies of
journals and assignments for marking purposes. In cases where instructors require paper
submissions, instructors will consult the timing of electronic submissions to determine students'
eligibility for bonus grades or penalties on any given journal or assignment.
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September 8-12, 2014 – Week 1
Lecture: Exploring the “big ideas” of student success. [FND Teaching Team]
Tutorial: Establishes a learning environment and sets the rules for engagement in Fundamentals,
including policies re: assignment submission, attendance, participation, etc. etc.. Understanding
the causes of academic difficulty and building related goals for change. Picks up on Orientation
assignment and provides an opportunity for students to focus their efforts on those changes that
are likely to have the biggest impact on their success. Instructors will introduce journaling as a
support to developing self-awareness and tracking change.
Read and/or view the following items this week:
Ellis, D. (2006). The Discovery and Intention Journal Entry System. In Becoming a
Master Student. (Canadian 4th ed). (pp. 5-8). Boston: Houghton-Mifflin Company.
Assigned:
Journal #1: How will writing journals help you think reflectively? How will that thinking help
you return to a successful academic path?
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September 15-19, 2014 – Week 2
Lecture: Panning through sand in order to get gold: thinking critically about our sources
[Peter Paolucci]
Tutorial: Introduction of the Inquiry Model of learning. Discussion of what it means to do
academic research. Overview of academic honesty.
Read the following items before this week’s lecture and tutorial
St. John, R. (2005). 8 Secrets of Success. Retrieved on August 27, 2013 from:
http://www.ted.com/talks/richard_st_john_s_8_secrets_of_success.html .
Using the online GPA Calculator available on the LA&PS web site
(http://www.yorku.ca/laps/students/gpa.html), calculate specifically what grades you
will need in current courses to reach 4.0 or to continue without debarment.
Due:
Journal #1: How will writing journals help you think reflectively? How will that thinking help
you return to a successful academic path?
Assigned:
Journal #2: What are the key differences between popular and scholarly works found in the
process of doing research? How will you value them differently for your work in this program
and your credit courses?
Assignment #1: Working with Popular and Scholarly Sources -- 20 points. See Moodle site for
assignment details.
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September 22-26, 2014 – Week 3
Lecture: Changing to enhance engagement inside and outside the classroom. [Brian Poser]
Tutorial: Discussion of Prochaska and DiClemente and of Chickering’s 7 vectors
Read the following items before this week’s lecture and tutorial
Prochaska, J. O. and DiClemente, C. C. (2002). Changing for Good: A Revolutionary SixStage Program for Overcoming Bad Habits and Moving Your Life Positively Forward.I
(pp.38-50). New York: Quill.
Chickering, A. W., & Reisser, L. (1993). The Seven Vectors: An Overview. In Education
and Identity. (2nd ed). (pp. 43-53). San Francisco: Jossey Bass Publishers.
Simon, B. (2001). “Transformation”. Toronto Star, Friday August 24, 2001.
Simon, B. (2001). “Transformation”. Toronto Star, Friday July 20, 2011.
Due:
Journal #2: What are the key differences between popular and scholarly works found in the
process of doing research? How will you value them differently for your work in this program
and your credit courses?
Assigned:
Journal #3: Assess your level of engagement with school, work and life. What are the various
ways you could become more fully engaged? What impact would that engagement have on your
university life and outcomes, both inside and outside the classroom? How would being more
engaged contribute to your development as a person as discussed in the Chickering and Reisser
reading?
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
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September 29 - October 3, 2014 – Week 4
Lecture: Mental Toughness Training for Student Life. [Hernan Humana]
Tutorial: Achievement motivation. The “knowing-doing gap”. Seven aspects of academic
motivation.
Read the following items before this week’s lecture and tutorial
Loehr, James E. (1993). Getting Tough Mentally. In Toughness training for life : a
revolutionary program for maximizing health, happiness, and productivity. (pp. 180196). New York : Dutton.
Hirsch, G. (2001). Helping College Students Succeed. (pp. 75-76). Ann-Arbor: Taylor
and Francis.
Review the LA&PS SOARING Program web site at:
http://www.yorku.ca/laps/students/engage/soaring/ and register for the program using the
online form.
Review the YUConnect web site at: http://yuconnect.yorku.ca . Read the information
located under “Learn More” and register for YUConnect.
Visit your College or use http://www.yorku.ca/colleges/ as a starting place to explore
what events your College is hosting this fall that will support your academic success and
campus engagement.
Due:
Journal #3: Assess your level of engagement with school, work and life. What are the various
ways you could become more fully engaged? What impact would that engagement have on your
university life and outcomes, both inside and outside the classroom? How would being more
engaged contribute to your development as a person as discussed in the Chickering and Reisser
reading?
Assigned:
Journal #4: How tough are you mentally? Are you tough in some areas but more vulnerable in
other areas? With specific reference to the Loehr reading, discuss what you can do to become
more mentally tough.
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
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October 6-10, 2014 – Week 5
Lecture: Stress Management [Helen Doan]
Tutorial: Cataloguing stress response patterns and making a plan to reduce/control stress
Read the following items before this week’s lecture and tutorial
Burns, D. (1992). Understanding your moods: you feel the way you think. In Feeling
Good: The new mood therapy. (pp. 38-55). New York: Avon Books.
This reading lists a series of unhealthy ways of thinking, called cognitive distortions.
Make a note of the cognitive distortions with which you identify.
Counselling and Disability Services, York University (2014). Common Stress Reactions
to Trauma. Retrieved September 4, 2014 from: http://pcs.info.yorku.ca/common-stressreactions-to-trauma/.
Goleman, D. (2002) The Master Aptitude in Emotional Intelligence: Why it can matter
more than IQ. (pp. 78-95). New York: Bantam Dell.
Due:
Journal #4: How tough are you mentally? Are you tough in some areas but more vulnerable in
other areas? With specific reference to the Loehr reading, discuss what you can do to become
more mentally tough.
Assigned:
Journal #5: Some ways of handling stress can help us to build resources, preserve our well-being
and overcome stress (what we call "adaptive" responses to stress); examples of these include
exercise, talking issues over with a friend, or writing a journal. Other approaches to stress deplete
our resources, undermine our well-being, and potentially create additional stress (what we call
"maladaptive" responses to stress); persistent or extreme use of alcohol and drugs, risky
behaviours and binge eating are examples of maladaptive strategies. Make a list of the various
ways you deal with stress and identify the 2 or 3 things you do to manage stress most commonly.
Are your ways of handling stress adaptive or maladaptive? What does your choice of stress
management strategies predict for your academic and personal success long term?
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October 13-17, 2014 – Week 6
Lecture: Healthy Lifestyle as a contributor to academic and personal success [Health Education
and Promotion team]
Tutorial: Healthy Interpersonal Relationships (cf. Chickering) as a component of healthy
lifestyle.
Read the following items before this week’s lecture and tutorial
--(xxxx). Seven Dimensions of Wellness. University of California at Riverside. Retrieved
August 29, 2013 from: http://wellness.ucr.edu/seven_dimensions.html
--(xxxx). Six Areas of Wellness. University of Buffalo. Retrieved August 29, 2013 from:
http://ccvillage.buffalo.edu/Village/WC/wsc/outlines_and_handouts/wellness/wcwellhan
d1.html
Chickering, A. W., & Reisser, L. (1993). The Seven Vectors: An Overview. In Education
and Identity. (2nd ed). (pp. 43-53). San Francisco: Jossey Bass Publishers.
Due:
Journal #5: Some ways of handling stress can help us to build resources, preserve our well-being
and overcome stress (what we call "adaptive" responses to stress); examples of these include
exercise, talking issues over with a friend, or writing a journal. Other approaches to stress deplete
our resources, undermine our well-being, and potentially create additional stress (what we call
"maladaptive" responses to stress); persistent or extreme use of alcohol and drugs, risky
behaviours and binge eating are examples of maladaptive strategies. Make a list of the various
ways you deal with stress and identify the 2 or 3 things you do to manage stress most commonly.
Are your ways of handling stress adaptive or maladaptive? What does your choice of stress
management strategies predict for your academic and personal success long term?
Assignment #1: Working with Popular and Scholarly Sources -- 20 points. See Moodle site for
assignment details.
Assigned:
Journal #6: What specific changes to your health-related behaviours will be important for your
improved wellness and to support your academic performance? Referring back to Prochaska and
DiClemente, discuss your readiness to make a change you have identified.
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
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October 20-24, 2014 – Week 7
Lecture: Time Management via Camtasia [Full team discussion in lecture period]
Tutorial: Introduction to time tracking and planning a schedule that will guide you to academic
success.
Read the following items before this week’s lecture and tutorial
Ellis, D. (2006). Time management for right-brained people. In Becoming a Master
Student. (Canadian 4th ed). (pp. 85-87). Boston: Houghton-Mifflin Company.
O’Brien, K. (2010). What happened to studying?. The Boston Globe.
George, D., Dixon, S., Stansal, E., Gelb, S. L., & Pheri, T. (2008). Time diary and
questionnaire assessment of factors associated with academic and personal success
among university undergraduates. Journal of American College Health, 56(6), 706-715.
Due:
Journal #6: What specific changes to your health-related behaviours will be important for your
improved wellness and to support your academic performance? Referring back to Prochaska and
DiClemente, discuss your readiness to make a change you have identified.
Assigned:
Journal #7: George et. al. (see reading from Week 6), argue that there are many predictors of
personal and academic success. Summarize the predictors and discuss which of these are in
place in your own life. If George et. al. examined your life, would they predict success for you?
Why or why not?
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
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October 27–31, 2014 -- Fall Reading/Co-curricular Week
Students in Fundamentals may be particularly interested in any events offered by LA&PS,
Colleges, campus services supporting student success such as Writing Department, Learning
Skills, Learning Commons, Library, Career Centre and events hosted by Clubs and Student
Governments/Councils, etc. that may be taking place.
Lecture: No lecture will be held this week.
Tutorial: No tutorial will be held this week.
Read the following items before this week’s lecture and tutorial
None
Special Assignment
Co-curricular activity: Attend at least 1 (one) event offered during Fall Co-curricular Days.
Document your attendance and write a short summary and discussion that looks at how Fall Cocurricular Days contribute to your sense of engagement on campus.
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
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November 3-7, 2014 – Week 8
Lecture: Intentions [Clarry Lay]
Tutorial: Why we procrastinate and how to overcome it; discuss Nov. 7 drop deadline
Read the following items before this week’s lecture and tutorial
Corkin, Danya M. et al. Comparing active delay and procrastination from a self-regulated
learning perspective. Learning and Individual Difference 21(5): pp. 602-606.
Owens, S. G., Bowman, C. G. and Dill, C. A. (2008), Overcoming Procrastination: The
Effect of Implementation Intentions. Journal of Applied Social Psychology, 38: 366–384.
Wolters, C A. (2003). Understanding procrastination from a self-regulated learning
perspective. Journal of Educational Psychology, 95, 1, 179-187.
Due:
Journal #7: George et. al. (see reading from Week 6), argue that there are many predictors of
personal and academic success. Summarize the predictors and discuss which of these are in
place in your own life. If George et. al. examined your life, would they predict success for you?
Why or why not?
Assigned:
Journal #8 The readings for this week’s lecture (see Corkin et. al.) suggest a debate in how we
understand procrastination; the authors suggest that some procrastination is avoidance, while
some could be seen as “active delay”. Do you think you procrastinate? Is your procrastination
best understood as a failure of academic self-regulation or rather as an instance of “active
delay”?
Assignment #2: Time, Stress, Resilience and Well-being -- 20 points. Due in tutorial week of
November 24-- Time for completion = 3 weeks. See Moodle site for assignment details.
Special Assignment:
Assess and document your academic progress to date in credit courses. For those students taking
half courses in the fall, make a decision about staying in the course or dropping by the stated
academic deadline of November 7, 2014. Document your progress and the rationale for your
decision to remain in or drop out of courses (if applicable).
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November 10-14, 2014 – Week 9
Lecture: Reading and Note-taking [Learning Skills Services]
Tutorial: Example application of SQ3R and detecting your lecturers’ cues.
Read the following items before this week’s lecture and tutorial
Pauk, W. (1993). Mastering your Material. In How to study in college. (5th ed). (pp. 145164). Boston: Houghton Mifflin.
Learning Skills Services. (2009). Reading Skills for University. Toronto: Counselling and
Disability Services, York University. (Online resource at:
http://lss.info.yorku.ca/resources/reading-skills-for-university/)
Pauk, W. (1993). Creating a Note-taking Framework. In How to study in college. (5th ed).
(pp. 107-122). Boston: Houghton Mifflin.
Learning Skills Services. (2009). Note-taking at University. Toronto: Counselling and
Disability Services, York University. (Online resource at:
http://lss.info.yorku.ca/resources/note-taking-at-university/)
Due:
Journal #8 The readings for this week’s lecture (see Corkin et. al.) suggest a debate in how we
understand procrastination; the authors suggest that some procrastination is avoidance, while
some could be seen as “active delay”. Do you think you procrastinate? Is your procrastination
best understood as a failure of academic self-regulation or rather as an instance of “active
delay”?
Assigned:
Journal #9: What do you think of the reading and note-taking strategies introduced by the Pauk
readings and Learning Skills Services resources from week 8? How different are these
approaches from your usual approaches to university reading and note-taking? What are the
advantages and disadvantages of using the skills discussed? How likely are you to adopt some or
all of the suggestions made by these resources?
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November 17-21, 2014 – Week 10
Lecture: Exam Preparation [Learning Skills Services]
Tutorial: Making study notes and developing effective study groups. Exam Review of key
concepts of student success covered so far in Fundamentals.
Read the following items before this week’s lecture and tutorial
Learning Skills Services, York University. (2009). Preparing for Tests and Exams.
Toronto: Counselling and Disability Services, York University. (Online resource at:
http://lss.info.yorku.ca/resources/preparing-for-tests-and-exams/)
Grassick, P. (1983). Making the grade: What you need to know about how to prepare for
and write tests. Toronto, Canada: MacMillan of Canada. 2-5
Ellis, D. (2006). 20 Memory Techniques. In Becoming a Master Student. (Canadian 4th
ed). (pp. 112-116). Boston: Houghton-Mifflin Company.
Due:
Journal #9: What do you think of the reading and note-taking strategies introduced by the Pauk
readings and Learning Skills Services resources from week 8? How different are these
approaches from your usual approaches to university reading and note-taking? What are the
advantages and disadvantages of using the skills discussed? How likely are you to adopt some or
all of the suggestions made by these resources?
Assigned:
Journal #10: The course description and the arrangement of topics and readings in a course
syllabus are meant to guide your attention to the learning objectives of the course. Examine the
course outline/syllabus for one of your credit courses. Based on your examination, what
information do you think will be tested on an exam in the course? Will success be determined by
memorization? Or are there other kinds of thinking the exam will require you to use to
demonstrate your mastery of the information?
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November 24-28, 2014– Week 11
Lecture: Deep approaches to learning [Brian Poser]
Tutorial: Completing the Felder and Soloman Learning Styles questionnaire.
Read the following items before this week’s lecture and tutorial
Goleman, D. (2002). “When Smart is Dumb” in Emotional Intelligence: Why it can
matter more than IQ. (pp. 33-45). New York: Bantam Dell.
Due:
Journal #10: The course description and the arrangement of topics and readings in a course
syllabus are meant to guide your attention to the learning objectives of the course. Examine the
course outline/syllabus for one of your credit courses. Based on your examination, what
information do you think will be tested on an exam in the course? Will success be determined by
memorization? Or are there other kinds of thinking the exam will require you to use to
demonstrate your mastery of the information?
Assignment #2: Time, Stress, Resilience and Well-being -- 20 points. See Moodle site for
assignment details.
Assigned:
Assignment #3: Presentations due in tutorial beginning in the week of February 2nd
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December 1-5, 2014– Week 12
Lecture: Mid-term Exam
Tutorial: Getting ready for second term
Read the following items before this week’s lecture and tutorial
Paul., A. M. (2013). Secrets of the Most Successful College Students. Retrieved August
29, 2013 from: http://ideas.time.com/2013/03/13/secrets-of-the-most-successful-collegestudents/
Due:
None
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 19
January 5-9, 2015 – Week 13
Lecture: Keys to academic writing [Leslie Mason]
Tutorial: Aspects of the writing process, including thesis, revision and understanding the terms
of the assignment.
Read the following items before this week’s lecture and tutorial
Flower, L. (1993). Problem Solving Strategies for Writers, 4th Ed. (pp. 1-35). Harcourt
Brace Jovanovich College Publishers. Fort Worth, TX.
Due:
None
Assigned:
Journal #11: Reflect on the comments you have received on graded writing assignments and on
your experience of preparing written assignments. What have been your main issues with
academic writing in the past?
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 20
January 12-16, 2015 – Week 14
Lecture: Critical Skills [Janet Melo-Thaiss]
Tutorial: The role of critical thinking in a university education and beyond
Read the following items before this week’s lecture and tutorial
de Bono, E. (1985). The PMI. In de Bono’s Thinking Course. (pp. 11-19). New York:
Facts on File Publications
Bassham, G., William, I., Nardone, H., and Wallace, J. M. (2008). Introduction to Critical
Thinking. In Critical Thinking: A Student’s Introduction. 3rd Ed. (pp. 1-29). New York:
McGraw-Hill
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and
invention. (pp. 107-126). New York: Harper Collins Publishers.
Forehand, M. (2006). Bloom’s Taxonomy: Original and revised. Retrieved July 28, 2011
from http://projects.coe.uga.edu/epltt/
Due:
Journal #11: Reflect on the comments you have received on graded writing assignments and on
your experience of preparing written assignments. What have been your main issues with
academic writing in the past?
Assigned:
Journal #12: With reference to last week’s readings (deBono, Bassham, Csikszentmihalyi, and
Forehand), discuss the relationship between critical thinking and creative thinking? Why does
university put so much emphasis on critical thinking? Should we put more emphasis on creative
thinking? Why or why not?
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 21
January 19-23, 2015 – Week 15
Lecture: Emerging Adulthood and Adult Development Theory [Brian Poser]
Tutorial: Discussion of respect for diversity, identity development, and emerging adulthood.
Read the following items before this week’s lecture and tutorial
Perry, William G., Jr. (1999). Forms of Intellectual and Ethical Development in the
College Years: A Scheme. (pp. 64-65). San Francisco: Jossey Bass.
Arnett, Jeffrey Jensen. (2000). Emerging adulthood: A theory of development from the
late teens through the twenties. American Psychologist, Vol 55(5), May 2000, 469-480.
Arnett, Jerrrey Jensen. (2010). Oh, Grow Up! Generational Grumbling and the New Life
Stage of Emerging Adulthood—Commentary on Trzesniewski & Donnellan (2010).
Perspectives on Psychological Science 5(1) 89-92.
Due:
Journal #12: With reference to last week’s readings (deBono, Bassham, Csikszentmihalyi, and
Forehand), discuss the relationship between critical thinking and creative thinking? Why does
university put so much emphasis on critical thinking? Should we put more emphasis on creative
thinking? Why or why not?
Assigned:
Journal #13: With reference to the developmental stages discussed in the Perry, Chickering and
Reisser, and Arnett readings, where are you developmentally? What is your next developmental
phase?
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 22
January 26-30, 2015 – Week 16
Lecture: Introduction to the Career Centre [Susan Pogue, Career Centre]
Tutorial: Career as an extension of identity.
Read the following items before this week’s lecture and tutorial
Ellis, D. (2006). The Value of Higher Education. In Becoming a Master Student.
(Canadian 4th ed). (pp. 51-52). Boston: Houghton-Mifflin Company.
Motte, A. and Schwartz, S. (2009). Are student employment and academic success
linked? Millennium Research Note #9. Canadian Millennium Scholarship Foundation.
Berger, J. and Parkin, A. (2009). The Value of a Degree: Education, Employment and
Earnings in Canada.( pp. 7-23). In Berger, J, Motte, A and Parkin, A. (Eds.). The Price of
Knowledge: Access and Student Finance in Canada, 4th Ed.. Montreal: The Canadian
Millennium Scholarship Foundation.
Klassen, T. (2014). The lost generation of university graduates. University Affairs.
Retrieved June 20, 2014 from http://www.universityaffairs.ca/the-lost-generation-ofuniversity-graduates.aspx
Due:
Journal #13: With reference to the developmental stages discussed in the Perry, Chickering and
Reisser, and Arnett readings, where are you developmentally? What is your next developmental
phase?
Assigned:
Journal #14: What career path you are currently on and how did you decide upon it? What were
the influences on your deciding on this career path? Who were the influencers? How does this
week’s lecture inform how you move ahead?
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 23
February 2-6, 2015 – Week 17
Lecture: Leadership and Community Service [David Ip Yam]
Tutorial: Roundtable discussion on community service in which participants talk about their
various experience of community service and the tutorial leader extracts the themes that emerge
from the discussion.
Read the following items before this week’s lecture and tutorial
Komives, S. R. (1998). An Introduction to Leadership. In Exploring Leadership: For
college students who want to make a difference. (pp. 3-24). San Francisco: Jossey-Bass
Publishers.
-- (2010). Summary of Leadership Approaches. Student Community & Leadership
Development. York University.
Due:
Journal #14: What career path you are currently on and how did you decide upon it? What were
the influences on your deciding on this career path? Who were the influencers? How does this
week’s lecture inform how you move ahead?
Assignment #3: Group Presentation Assignment -- 20 Points. Presentations due in tutorial
beginning in the week of February 2nd
Assigned:
Journal #15: What model of leadership do you think most closely matches your style? Do you
see any elements of other styles that you would like to develop further? What is the relationship
between academic success, personal success, and leadership?
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 24
February 9-13, 2015 – Week 18
Lecture: Student Finances [Karen Warner, Student Financial Services]
Tutorial: Creating a financial forecast.
Read the following items before this week’s lecture and tutorial
Baker, M. (2009). The Debt-free graduate: How to survive college or university without
going broke. Revised Ed. (pp. 3-31; 84-92; and 146-168) Vancouver: Money$marts
Publishing.
Baluja, T. (2011). Staggering Debt: Lessons for Young and Old. Globe and Mail, July 25,
2011.
Due:
Journal #15: What model of leadership do you think most closely matches your style? Do you
see any elements of other styles that you would like to develop further? What is the relationship
between academic success, personal success, and leadership?
Assigned:
Group Capstone Assignment: Are you getting the picture? (Group exercise worth 20 points)
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 25
February 14-20, 2015 – Winter Reading Week
Lecture: None
Tutorial: None
Read the following items before next week’s lecture and tutorial
None
Due: None
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 26
February 23-27, 2015– Week 19
Lecture: Taking stock of your progress this year [Maxine Wood]
Tutorial: Writing a draft plan for the upcoming year.
Read the following items before next week’s lecture and tutorial
None
Due:
Group Capstone Assignment: Are you getting the picture? (Group exercise worth 20 points)
Assigned:
Journal #16: Create a financial plan for the coming academic year that accounts for school, work,
social, and family life. This plan may include the summer terms if you choose, but should at least
contemplate all sources of income and all anticipated expenses for the upcoming academic year
(2014-2015). For those graduating, you may create a plan that contemplates the income and
expenses associated with transitioning to the world of work.
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 27
March 2-6, 2015 – Week 20
Lecture: Final Review Part 1 [Brian Poser and Peter Paolucci]
Tutorial: Final self-assessment and discussion of continuing the process of improvement.
Read the following items before next week’s lecture and tutorial
Prepare for Final Exam
Due:
Journal #16: Create a financial plan for the coming academic year that accounts for school, work,
social, and family life. This plan may include the summer terms if you choose, but should at least
contemplate all sources of income and all anticipated expenses for the upcoming academic year
(2014-2015). For those graduating, you may create a plan that contemplates the income and
expenses associated with transitioning to the world of work.
Assigned:
Journal #17: Refer back to the Orientation assignment you completed last summer. To what
extent are you on track to realize the vision you had for what your life would look like in
summer 2014? If you have fallen short, what does this say about what you still have to focus on?
If you have surpassed your vision, what does that say about your next steps?
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 28
March 9-13, 2015 – Week 21
Lecture: Final Review Part 2 [Brian Poser and Peter Paolucci]
Tutorial: Final self-assessment and discussion of continuing the process of improvement.
Read the following items before next week’s lecture and tutorial
Prepare for Final Exam
Due:
Journal #17: Refer back to the Orientation assignment you completed last summer. To what
extent are you on track to realize the vision you had for what your life would look like in
summer 2015? If you have fallen short, what does this say about what you still have to focus on?
If you have surpassed your vision, what does that say about your next steps?
Assigned:
Journal #18: Which of the topics, concepts, components of the Fundamentals of Learning
Program have had the most significant impact on or been the strongest support to your progress
this year?
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 29
March 16-20, 2015 – Week 22
Lecture: Final Exam assigned in lecture this week
Tutorial: Wrap-up and conduct program/course evaluations
Read the following items before next week’s lecture and tutorial
None
Due:
Journal #18: Which of the topics, concepts, components of the Fundamentals of Learning
Program have had the most significant impact on or been the strongest support to your progress
this year?
Assigned:
Final take-home exam. Due March 25th, 2015.
Special Assignment:
Set up a meeting with your tutorial leader to take place before April 8th (which is the last day of
classes for the Y term).
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 30
Final Weeks: March 23-27, 2015 (Week 23) & March 30 - April 3, 2015 (Week 24)
During the final two weeks of the program, students and instructors will meet at least one time to
review students’ progress this year and to look at academic and financial plans for the upcoming
year.
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 31
WEEK
DATE
THEME
LECTURE
1
2
Sept
8-12
Learning
Through Inquiry
and Discovery
Exploring Big Ideas for Student
Success
J1
---
Sept
15-19
Learning
Through Inquiry
and Discovery
Panning Through Sand
J2
J1
3
Sept
22-26
Preparing
Yourself for
Success
Changing to Enhance Engagement
Outside the Classroom
J3
J2
4
Sept 29
Oct 1
Preparing
Yourself for
Success
Mental Toughness
J4
J3
5
Oct
Preparing
Yourself for
Success
Stress Management
J5
J4
Preparing
Yourself for
Success
Healthy Lifestyle
J6
J5
Getting
Organized
Time Management via Camtasia
Co-curricular
week
---
Getting
Organized
Intentions (Procrastination)
J8
A2
J7
Working
Smarter
Reading / Note-taking
J9
J8
6-10
6
Oct
13-17
7
Oct
20-24
xxx
Oct
27-31
8
Nov
3-7
9
Nov
10-14
ASSIGNED
DUE
A1
A1
J7
Co-curricular --activity
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
J6
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 32
Nov
10
17-21
Nov
11
24-28
Working
Smarter
Exam Prep
J10
J9
Working
Smarter
Deep Approaches to Learning
A3
J10
A2
Preparing for Winter term
--
--
Dec
12
1-5
Christmas Break
WEEK
DATE
13
Jan
5-9
14
Jan
12-16
15
Jan
19-23
16
Jan
26-30
17
Feb
2-6
18
Feb
9-13
--
THEME
LECTURE
ASSIGNED
DUE
Working
Smarter
Academic Writing
J11
--
Working
Smarter
Role of Critical Thinking in
University and Beyond
J12
J11
Looking to the
future.
Emerging Adulthood.
Theorizing Adulthood.
J13
J12
Looking to the
future.
Career as an extension of
identity
J14
J13
Looking to the
future.
Leadership & Community
J15
J14
Looking to the
future.
Student Finances
Feb
A3
Capstone: Are
you getting the
picture?
J15
J16
Capstone
Assignme
A3
Reading Week
14-19
19
Feb
Looking to the
future.
Taking Stock of your progress
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 33
23-27
Mar
20
nt
Final Review part 1
J17
J16
Final Review part 2
J18
J17
Final Exam
1-1 meeting with
your tutorial
leader
J18
2-6
Mar
21
9-13
Mar
22
16-20
*Take Home
Exam Due
March 25th,
2015
Week 23 and 24: 1on 1 meetings with your tutorial leaders.
Did you know…?
That 90 percent of York students feel overwhelmed by all they have to do? While university is
an exciting and thrilling time full of new experiences, new friends and learning, it can also be
challenging and take time to adjust to - whether it’s your first year, fourth year, or somewhere in
between.
A vital part of your ability to succeed as a university student is not just about your social and
academic skills, but your mental wellness. Your mental wellness equips you to realize your
potential, achieve goals, and to adapt to life changes. Keeping up with your mental health can be
as simple as spending time with your friends, making new ones, and becoming active on campus
– or taking the time to relax from your busy schedule, asking for help from college advisors or
professors, or making a counseling appointment to address issues you feel you’re having trouble
with. Here are a few resources that can help:
•
Getting involved on campus is a great way to stay connected. Whether it’s your college, a
club, or a volunteering gig, don’t forget to take the time to recharge your batteries and
have fun as you make your way through the school year by participating in extracurricular events. Visit http://yuconnect.yorku.ca/ to find the right club, activity, or
organization for you right here on campus.
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014
Fundamentals of Learning 2014-2015 – Program Syllabus. -- Page 34
•
Learning Commons at www.yorku.ca/yulearn/ is a great resource to develop your
research skills. You can visit the Writing Centre at www.yorku.ca/laps/writ/centre/ or
call 416-736-5134 to get help with your assignments.
•
The Career Centre provides workshops, resume help, and online job postings to help you
get a head-start on finding a job on campus or to plan your post-graduation career. Visit
at www.yorku.ca/careers/ or call at 416-736-5351 to make an appointment.
While it is normal to feel overwhelmed at first by new experiences or a busier schedule, if you
feel that it is taking you longer than usual to adjust to university life or if you are struggling with
personal issues and would like some support, here are a few resources that can help:
•
Counseling and Disability Services offers short-term, anonymous, and free counseling to
all York students. To book an appointment with a professional counselor, visit CDS at
www.yorku.ca/cds/ or call at 416-736-5297.
•
If you are coming to York with a diagnosed mental health disability, please visit Mental
Health and Disability Services at www.yorku.ca/cds/mhds/ to design your individual plan
for study and accommodation with a disability counselor throughout your time here at
York.
•
Need someone to talk to? Good2Talk is a free, bilingual and entirely anonymous resource
that is available to students aged 21 and under. Visit at http://www.good2talk.ca/ or call
at 1-866-925-5454.
© 2014 Fundamentals of Learning: Essentials for a Successful University Experience, York University.
Version 1.0 – September 5, 2014