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Progress, not perfection.

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I want every single class meeting to feel helpful and purposeful to our students, so that they leave each session with tools, information, or strategies that they can immediately apply in their college experience.

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College is a time for growth, and developing a mindset that embraces new ideas, takes risks, and values effort is important. College can be overwhelming, and learning how to manage stress and seek help when needed is crucial.

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I want them to learn:

what’s expected of them as a college student, both academically and personally

how to manage their time effectively, balance assignments and deadlines, and stay organized to reduce stress

about how to get involved on campus and create a supportive network

about how to advocate for their own needs

that challenges are part of the learning process and that it’s okay to fail as long as they learn from it

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The two biggest barriers I hear from students about coming to class are- not having a ride and needing to care for family members. Not necessarily their own children, but younger siblings or older grandparent. With that in mind- the questions I would ask

1. Do you have a drivers license? If yes- do you have access to a car during your class time.

2. If no- what are your options to come to campus each day?

3. Are you a caretaker for any family members?

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Setbacks are a part of life but they do not define you. What defines you is how you handle the setback

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Critical thinking skills and Emotional Intelligence are the most important life skills I want them to walk away. I also want them to be aware of all the resources available to them and their learning styles. A key take away in learning styles is not just how you learn best but how to adapt if a teacher isn't teaching to your learning styles

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I tell my students this class is different from other classes because it all about them! It's their opportunity to learn skills and things about themselves that will help them in all aspects of their life- not just college

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Can you capture the data from students in dismissal/probation reflecting if they feel that the instructor/student relationship/interaction impacted their decision or status?

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I believe students should perceive the course as a building block toward their success. The instructors approach to introducing the purpose of the course and reminding the students that we are there to mentor them and help them add resources and tools to their toolbox they will need along their journey.

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Students should feel more confident and believe that they can persist through their college journey and beyond. They should also be aware of the challenges they will face along the way and be in touch with their emotional intelligence so they are able to navigate conflict as it arises.

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Based on my experience teaching SDEV0171, I believe students should have a plan for their success with their time management (with our help in EDUC1300).

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Personal accountability, confidence in their ability to solve problems and face challenges, a growth mindset, an appreciation for the liberal arts

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Self-efficacy, metacognitive strategies, an understanding of their role as learners, how to use resources, information literacy, emotional intelligence and interpersonal skills

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Purpose of EDUC 1300 is empowerment as informed learners and members of the academic community capable of self reflection, metacognition, and strategies for success to reach their academic, personal, and professional goals.

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Students should become familiar with foundational theories in the psychology of learning, such as behaviorism, cognitivism, and constructivism, and how these theories apply to real-world learning scenarios. This knowledge is vital for understanding how learning occurs, what motivates individuals, and how cognitive processes shape learning outcomes. It’s essential for students to explore and critically assess different learning strategies and know how to apply these strategies in their own learning, reflecting on their strengths and weaknesses and adjusting their approach based on what enhances their retention, understanding, and motivation.

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You know...I think the SLOs need some tweaking, perhaps replacing "explore" with more specific and/or higher level verbs as per Bloom's Taxonomy. I think at the basest level students should be able to apply the theories, skills, and concepts addressed in the SLOs--there should be some authentic context to express those skills. I focus mostly on the first question about what students need to know with regards the SLOs.

SLO 1 ...apply psychological theories of learning, cognition, and motivation.

Students need to understand learning from a neurological perspective (memory, intent to learning, chunking, rehearsal, etc.), neuroplasticity, and the impact that growth mindset, locus of control and self-efficacy have on them as learners. Students should reflect on theory of andragogy within the context of learning and motivation.

SLO 2...apply effective learning strategies

Students need to identify specific learning strategies based on personality factors and learning preferences as well as active reading and metacognitive strategies.

SLO 3...evaluate and implement academic and interpersonal skills needed to achieve college, career, and personal goals.

Students must be able to identify and utilize relevant campus resources; compose SMART goals; understand and apply components of time and priority management in relation to goals; address areas of strengths and weaknesses with regards to emotional intelligence; apply information literacy and academic integrity when composing essays, class discussion entries, etc.; develop basic financial literacy skills; use self assessment to identify, explore, and plan for a career; exhibit job readiness skills including resume preparation, interview skills, professional dress, etc.

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I think the purpose of EDUC 1300 is to prepare students to succeed in college: major selection, effective note-taking strategies, how to study, time management, etc. To accomplish this, we teach students ways to think critically, the importance of wellness, setting and maintaining goals, and emotional maturity. 

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Students need to know psychological theories and apply them via various in-class activities to demonstrate their understanding.

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Critical Thinking skills, Information Literacy, resume-writing, aligning their personal interests with major/career selection, and discovering how they learn best.

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EDUC offers immense value by helping students smoothly transition into college life and build essential skills for success. Our course provides guidance on navigating academic expectations, improving study habits, managing time effectively, and utilizing campus resources, all of which set them up for success in future coursework. Our course also fosters self-advocacy, confidence, and a sense of belonging, while encouraging exploration of potential majors and career paths. How we teach the course should show students how to manage challenges, connect with peers and professors, and develop a growth mindset that supports their long-term academic and personal success.

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What percentage of Alamo Promise students end up on Academic Probation? Academic Dismissal? At what point in their journey (semester 1, 2, 3) does this occur?

What percent of Alamo Promise students do not return at all?

How do the above numbers compare to students that do not receive Alamo Promise?

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I want our students to perceive the purpose and value of this course as a transformative experience that equips them with essential community, resources, skills and knowledge for their academic, personal, and professional lives. Here are some key points to emphasize:

1. Foundation for Success

Purpose: To provide a strong foundation in understanding how learning, cognition, and motivation work.

Value: This knowledge helps students become more effective learners, enabling them to achieve their academic goals and excel in their studies.

2. Practical Skills

Purpose: To teach practical learning strategies and techniques.

Value: These skills are not only useful for their current studies but also for lifelong learning and adapting to new challenges in their careers and personal lives.

3. Personal Growth

Purpose: To foster personal growth and self-awareness.

Value: By understanding their own learning processes and motivations, students can develop greater self-confidence and resilience, which are crucial for personal development.

4. Interpersonal Skills

Purpose: To enhance academic and interpersonal skills.

Value: Strong communication, teamwork, and interpersonal skills are essential for building relationships and succeeding in collaborative environments, both in college and beyond.

5. Holistic Development

Purpose: To support holistic development by integrating academic, career, and personal goals.

Value: Students learn to balance and integrate different aspects of their lives, leading to a more fulfilling and well-rounded experience.

6. Empowerment

Purpose: To empower students to take control of their learning journey.

Value: By equipping them with the tools and strategies to succeed, students feel more empowered and capable of achieving their goals.

By highlighting these aspects, students will see our course as a valuable investment in their future, providing them with the skills and knowledge they need to thrive in all areas of their lives.

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Success would look like engagement, application, growth and reflection.

To master our SLO's students would:

Clearly explain and apply our course concepts and theories to their own learning processes and

demonstrate this understanding through assignments and/or exams.

Identify and use effective learning strategies, showing improved academic performance and the ability to adapt strategies to different subjects and life scenarios.

Demonstrate strong academic and interpersonal skills, effectively exploring,setting and achieving their goals, and showing growth in both personal and professional areas.

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Ideally they would leave the EDUC 1300 experience believing they belong, they are valued and they were created with purpose.

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I would like our students to retain a sense of personal empowerment in pursuing their educational and career pursuits.

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I can do hard things. I am not alone. I have the strategies and skills to study smarter. Progress over perfection. I can advocate for myself. Learning is social. I add value to this institution. I am discovering my "why." I care for my body, mind, spirit, and healthy relationships. Struggle does not mean failure. I find joy in my college experience.

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I want students to see EDUC 1300 as a valuable, customizable course that was well worth their time and effort. When they describe EDUC 1300 to friends and family, I hope they say the course helped their transition to college and catapulted them toward their goals. My wish is that every EDUC 1300 student feels seen and validated in our course and that they make lasting connections and friendships.

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I hope for every EDUC 1300 students to leave our class with greater confidence, community, and curiosity. I hope they continue to ask, "Who am I as a learner, human being, community member? What strategies help me be a more effective, efficient learner? How can I improve my skills to meet personal, academic, and career goals but also find joy in all that I have already accomplished? What is success at this point in my life? What is motivating me to learn and succeed? How can I cultivate my resilience and adapt to new challenges?

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-How to be a strategic, flexible, confident, metacognitive learner

-How to create and adapt tools for personal, academic, career, and financial success

-How to practice academic and social skills in different contexts and adapt when necessary

-How to navigate college environment and utilize resources (time, energy, focus, finances, campus resources, mentors/instructors) to reach goals