Course Syllabus

R. Martin SLS 1501 Syllabus Summer B 2021 (3).docx 

SLS 1501: STRATEGIES FOR STUDENT SUCCESS (Summer B 2021) 

Mondays and Wednesdays 12:00 PM-3:50 PM

STEP 15

SLS 1501 Faculty: Ryan Martin ( soon to be Ed.D)	Email: rmartin0408@knights.ucf.edu (please try to use this e-mail as the primary e-mail) ryan.martin@ucf.edu
Office Hours: One hour before and after class through Zoom. I am also available by appointment via email or through Zoom.

Course Description 

SLS 1501 (Strategies for Success) is a 3-credit hour elective letter grade course designed to assist students in transitioning to the University and collegiate life. In a small engaging classroom setting, the course helps students build a strong academic foundation by developing important life and study skills.  Students also learn and apply critical thinking skills towards diversity and social justice issues, career readiness and other topics that promote student success persistence through the first-year and beyond. 

 

Student Learning Outcomes 

Upon successful completion of SLS 1501, you will: 

• Increase self-efficacy and confidence in performing college-level tasks and make effective decisions that will promote retention, persistence, and graduation as a highly competitive  UCFKnight. 
• Develop effective short-term and long-term goals and apply action steps needed to reach yourgoals. 
• Understand college-level research inclusive of peer-reviewed research, effective presentation skills (written, oral, and multimedia), and writing college-level papers in APA format. 
•  Identify the important co-curricular and high-impact practices that correlate to your intended major and/or career-interests to participate in to strengthen your academic pathways. 

Required Text(s) and Materials:  

• Harrington, Christine (2018). Strategies for Student Success (2nd Custom Edition for UCF) with  MindTap Access Code (3rd edition).  
• The preferred method of purchase is directly from the UCF Bookstore (this will include the hardcopy of the textbook and the Mindtap access code). You may also purchase the e-textbook which will give you access to the MindTap Assignments and the e-textbook version of the required text for $60. For the second option, you may purchase directly within our SLS 1501 webcourse.  
• You may take advantage of the textbook grace period (you will then have access to the e-textbook and all assignments). To take advantage of this option, select I’ll Pay Later and continue to set up your account.  The grace period will expire on Sunday, July 4, 2021, you then be required to enter your access code from the bookstore or purchase within the SLS 1501 webcourse.  
• Linking MindTap to your Webcourse: You must Link your MindTap access code through your  Webcourse section in the Modules section under MindTap Student Information > Activate Mindtap  HERE! > enter your code found with the purchase of your textbook. https://webcourses.ucf.edu/ 
• If you are awaiting financial aid/scholarships, take advantage of the Textbook Purchase Program/Short  Term Advance for Books. For more information: https://finaid.ucf.edu/receiving/funds-for-books/

© Educational Leadership & Higher Education Program/University of Central Florida (Johnson, J.D., 2021) 

2 

Remote Instruction Guidelines:

Because of the continued remote instruction requirement due to the COVID-19 pandemic, this course will use Zoom for all synchronous (“real time”) class meetings. Meeting dates and times will be scheduled through Webcourses@UCF and should appear on your calendar.

Please take the time to familiarize yourself with Zoom by visiting the UCF Zoom Guides at https://cdl.ucf.edu/support/webcourses/zoom/. You may choose to use Zoom on your mobile device (phone or tablet).

 

Things to Know About Zoom:

You must sign in to my Zoom session using your UCF NID and password.

• The Zoom sessions are recorded.
• Improper classroom behavior is not tolerated within Zoom sessions and may result in a referral to the Office of Student Conduct.
• You can contact Webcourses@UCF Support at https://cdl.ucf.edu/support/webcourses/> if you have any technical issues accessing Zoom.

 

Zoom Participation and Expectations

While we are meeting remotely, it is expected that you attend class each day via Zoom, be prepared to participate in class discussions by completing the assigned reading(s) and/or assignments for the meeting day. Students should be dressed in attire that you would wear to a face-to-face class and ready to learn by sitting at a table or desk. Students must have a webcam (turned on), mic, and adequate internet bandwidth. Because not everyone has access to the same type of technology and/or may face technical issues throughout the semester, do not stress always communicate with me at least an hour before class so we can discuss. Eliminate distractions by turning off the television, music, separating yourself from others during class: students who visibly seem distracted will receive a reduction of participation points for that day.

Extenuating circumstances, such as injury, severe illness, emergency, or religious holiday, may be taken into consideration as an excused absence. These situations must be documented and verified by a  professional excuse and submitted prior to the absence (if pre-planned) or within three days of the absence to Kiara Kumar in Trevor Colbourn Hall room 117 or to kiara.kumar@ucf.edu. Upon receiving four or more unexcused absences, the Access student will be notified of ineligibility to return to  UCF for the fall semester and will not successfully complete the program. Students are expected to check their UCF Knights email at least twice per day as this is how students are notified about absences on their record and any additional requirements they must meet. 

Student Success Tips 

• Welcome to UCF! Get involved by participating in events through the Office of Student  Involvement (OSI): https://osi.ucf.edu/ and Recreation Wellness and Center (RWC):  https://www.ucf.edu/services/s/ucf-recreation-and-wellness-center/
• You will receive a syllabus in every class you take at UCF. Take the time to read through each page, every requirement, and assignment during the first two days of the semester. Ask questions about things that are unclear. Enter important dates, exams, and assignment deadlines in your calendar. Start the semester strong! 
• Arrive early to class and make your voice heard. Challenge yourself to get comfortable in Online learning environments so your Professors know who you are.  
• You may check your course grade at any point during the semester on web courses. Any questions regarding assignments, grades, or course policies should be directed to your SLS 1501 Faculty.  • Educate yourself on UCF Academic Policies, GPA calculation, and more:  

http://catalog.ucf.edu/content.php?catoid=3&navoid=170 

• Questions about classes, registration for future semesters, how to add/drop classes, withdrawal should be directed to your College Advisor (listed in myUCF). You also have a wealth of support from the Knights Major Exploration and Transition Center:  

https://academicsuccess.ucf.edu/kmetc/ 

• Questions about financial aid, visit: https://finaid.ucf.edu/

o Looking for scholarships, visit: https://finaid.ucf.edu/types-of-aid/scholarships/ 

Student Responsibilities 

• Attendance is required in SLS 1501. You are expected to arrive on time, attend each class, and be prepared to participate in class discussions by completing required readings prior to each meeting. 
• All assignments, projects, exams/quizzes must be completed by/on their due date. Make-up assignments are only permissible with third-party documentation excusing the absence  (i.e.doctor’s note). Make-up work must be submitted within one week. 
• If you ever encounter a challenge that prevents you from attending class or completing an assignment, always speak with your SLS 1501 Faculty (the same holds true for your other classes). 
• All UCF students are expected to check their Knight’s Email regularly (at least once a day). • All students are expected and required to observe proper email etiquette when emailing  Faculty. Failure to adhere to this policy may result in no response. 
• All students will remain respectful of the professor and of each other always. 

University Policy and Information 

UCF Creed 

• Integrity: I will practice and defend academic and personal honesty. 
• Scholarship: I will cherish and honor learning as a fundamental purpose of my membership in the UCF Community. 
• Community: I will promote an open and supportive campus environment by respecting the rights and contributions of every individual. 
• Creativity: I will use my talents to enrich the human experience. 
• Excellence: I will strive for the highest standards of performance in every endeavor I undertake. 

Diversity and Inclusion Statement 

One way to promote a safe and caring classroom community is to encourage each student’s unique voice,  perspective, and presence. The following diversity statement gives professors language for explaining  how students’ contributions will be valued: 

The University of Central Florida considers the diversity of its students, faculty, and staff to be a strength and critical to its educational mission. UCF expects every member of the university community to contribute to an inclusive and respectful culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity can include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary language, family status,  military experience, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community.

Title IX prohibits sex discrimination, including sexual misconduct, sexual violence, sexual harassment,  and retaliation. If you or someone you know has been harassed or assaulted, you can find resources available to support the victim, including confidential resources and information concerning reporting options at https://letsbeclear.ucf.edu and http://cares.sdes.ucf.edu/. 

If there are aspects of the design, instruction, and/or experiences within this course that result in barriers to your inclusion or accurate assessment of achievement, please notify the instructor as soon as possible and/or contact Student Accessibility Services. 

For more information on diversity and inclusion, Title IX, accessibility, or UCF’s complaint processes  contact: 

•  Title IX – OIE – http://oie.ucf.edu/ & askanadvocate@ucf.edu 
• Disability Accommodation – Student Accessibility Services   http://sas.sdes.ucf.edu/ & sas@ucf.edu 
• Diversity and Inclusion Training and Events – www.diversity.ucf.edu 
• Student Bias Grievances – Just Knights response team – http://jkrt.sdes.ucf.edu/ • UCF Compliance and Ethics Office – http://compliance.ucf.edu/ & complianceandethics@ucf.edu 
• Ombuds Office – http://www.ombuds.ucf.edu 

 

Academic Integrity:  

Students should familiarize themselves with UCF’s Rules of Conduct at  

<https://scai.sdes.ucf.edu/student-rules-of-conduct/>. According to Section 1, “Academic Misconduct,”  students are prohibited from engaging in:  

1. Unauthorized assistance: Using or attempting to use unauthorized materials, information, or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating. 
2. Communication to another through written, visual, electronic, or oral means: The presentation of material that has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project.
3. Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc.
4. Falsifying or misrepresenting the student’s own academic work.
5. Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.
6. Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
7. Helping another violate academic behavior standards.
8. Soliciting assistance with academic coursework and/or degree requirements.

Responses to Academic Dishonesty, Plagiarism, or Cheating 

Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule <https://goldenrule.sdes.ucf.edu/>. UCF faculty members have a  responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and respond to academic misconduct when necessary. Penalties for violating rules, policies, and instructions within this course can range from a zero on the exercise to an “F” letter grade in the course. 

 

In addition, an Academic Misconduct report could be filed with the Office of Student Conduct, which could lead to a disciplinary warning, disciplinary probation, or deferred suspension or separation from the  University through suspension, dismissal, or expulsion with the addition of a “Z” designation on one’s transcript. 

Being found in violation of academic conduct standards could result in a student having to disclose such behavior on a graduate school application, being removed from a leadership position within a student organization, the recipient of scholarships, participating in University activities such as study abroad,  internships, etc. 

Let’s avoid all of this by demonstrating values of honesty, trust, and integrity. No grade is worth compromising your integrity and moving your moral compass. Stay true to doing the right thing: take the zero, not a shortcut. 

Course Accessibility Statement 

The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. Students with disabilities who need access to course content due to course design limitations should contact the professor as soon as possible. Students should also connect with Student Accessibility  Services (SAS) <http://sas.sdes.ucf.edu/> (Ferrell Commons 185, sas@ucf.edu, phone 407-823-2371).  For students connected with SAS, a Course Accessibility Letter may be created and sent to professors,  which informs faculty of potential course access and accommodations that might be necessary and reasonable. Determining reasonable access and accommodations requires consideration of the course design, course learning objectives, and the individual academic and course barriers experienced by the student. Further conversation with SAS, faculty, and the student may be warranted to ensure an accessible course experience. 

 

Campus Safety Statement: 

Emergencies on campus are rare, but if one should arise during class, everyone needs to work together.  Students should be aware of their surroundings and familiar with some basic safety and security concepts. 

• In case of an emergency, dial 911 for assistance.
• Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Students should make a note of the guide’s physical location and review the online version at <http://emergency.ucf.edu/emergency_guide.html>. 
• Students should know the evacuation routes from each of their classrooms and have a plan for finding safety in case of an emergency.
• If there is a medical emergency during class, students may need to access a first-aid kit or AED (Automated External Defibrillator). To learn where those are located, see

<https://ehs.ucf.edu/automated-external-defibrillator-aed-locations>. 

• To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to <https://my.ucf.edu> and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address,  cell phone number, and cell phone provider, click “Apply” to save the changes, and then click  “OK.” 
• Students with special needs related to emergency situations should speak with their instructors outside of class.
• To learn about how to manage an active shooter situation on campus or elsewhere, consider viewing this video (<https://youtu.be/NIKYajEx4pk>).

 

Deployed Active Duty Military Students:  

Students who are deployed active-duty military and/or National Guard personnel and require accommodation should contact their instructors as soon as possible after the semester begins and/or after they receive notification of deployment to make related arrangements. 

Make-Up Assignments for Authorized University Events or Co-curricular Activities

Students who represent the university in an authorized event or activity (for example, student-athletes)  and who are unable to meet a course deadline due to a conflict with that event must provide the instructor with documentation in advance to arrange a make-up. No penalty will be applied. For more information,  see the UCF policy at https://policies.ucf.edu/documents/4-401.pdf 

Religious Observances 

Students must notify their instructor in advance if they intend to miss class for a religious observance. For  more information, see the UCF policy at <http://regulations.ucf.edu/chapter5/documents/5.020ReligiousObservancesFINALJan19.pdf 

UCF Webcourses 

Assignments, supplemental materials, announcements, rubrics, course grades, and all the information youneed to be successful in SLS 1501 reside in UCF web courses. Logging in, you will need your NID  and NID password. https://webcourses.ucf.edu/ 

***Students who log into web courses and check their grades weekly for each class are more successful than those that do not. You are in control of your academic success.

SLS 1501 Course Assignments and Projects 

Attendance and Class Participation (110 Points) 

Attendance is required for SLS 1501. Excused absences must be supported by third-party documentation(i.e. doctor’s note). Unexcused absences will negatively impact your final grade.  Participation in class discussions and activities is expected and another student success strategy. You may have participation points deducted for non-participation, attending class having not read material,  or other behaviors that disrupt the teaching/learning process. 

There are 11 class meetings and you can earn up to 10 points for each meeting (up to 4 points for attendance and up to 6 points for participation) for a total of 10  points. Your attendance and participation score in web courses will show as A&P for each class meeting day. If you ever encounter a problem, make sure you speak with your SLS 1501 Faculty immediately. Communication is another student success strategy! 

Academic Activity in UCF Webcourses: Video Introduction! (5 points) 

Welcome to SLS 1501! In this 60-second video submission, you will say your name, major (or intended major), what you hope to learn/gain from enrolling in SLS 1501 this semester, and one interesting fact about yourself. Failure to complete the activity in web courses may result in a delay in the disbursement of your financial aid. DUE: 11:59 PM, 7/2. 

College Journey Narrative (40 points) 

Self-reflection is one of the most powerful techniques that promote success. In this assignment, you will self-reflect upon your academic experiences prior to college. Think about these questions: What got you to UCF? Who inspired you or mentored you? What were the barriers and challenges you faced? What were the successes you had? Are you a First-Generation student (i.e. first in the family to go to college)? 

The second part of this assignment asks you to self-reflect upon your experience at UCF. In your short time here, what are some noticeable differences you see between high school and college? What is the most exciting and/or scariest thing you have experienced or anticipate experiencing? What is one goal you have set for yourself in this very important first year of college? 

Career-Exploration Project (100 points total) 

When do you think most college students begin to think about their careers? Why is it important for you to participate in co-curricular experiences on campus? Do you have a resume? Through this semester-long project, you will gain knowledge to ensure you graduate as a highly competitive UCF Knight!

Part I: Why Are You Here @ UCF? Activity (5 points)  Do you want to join any registered student organizations? Apply for student leadership positions? These are examples of co-curricular experiences. You will participate in an engaging discussion about co-curricular experiences then begin to think about your involvement on the UCF campus.

Part II: Co-Curricular Activity Worksheet (20 points)  Learn about all UCF has to offer you. Identify what co-curricular activities and experiences you would like to participate in over your time at UCF.

Part III: Attend a Freshman Edition: Build Winning Resumes Workshop (15 points) Learn the tools needed to build a winning resume at Career Services. Sessions will take place via Zoom by a Career Services expert and last 60 minutes.  To register, you must activate your Handshake account, which can be accessed at http://csel.ucf.edu. Once you are in your Handshake account, you will be able to view all upcoming events and search for  Build Winning Resumes for a Freshman. You will then be able to select the session that fits with your schedule and click “Join Event” to RSVP. RSVP early in order to guarantee a seat for a session that works for you. If you have any questions, you can contact Emily Flositz Emily.Flositz@ucf.edu  The Freshman Edition: Build Winning Resumes Workshop also counts as part of the Student Success  Series requirement. Once you have submitted the attendance verification form and attendance verified,  you will earn credit for this assignment plus 5 points extra credit for the Student Success Series.

Part IV: Development and Submission of Resume (50 points)  Having a resume is the first step to ensuring you are prepared to make yourself marketable for leadership positions and jobs. You will design a resume applying the techniques you learned during the Build  Winning Resumes for Freshman workshop. When complete, save your resume in .pdf format with first and last name (i.e. tianatucker_resume.pdf) and upload to web courses.

Part V: Elevator Pitch (10 points)  If you were walking on campus or in a company office building and had only a few seconds to introduce yourself to an important person, what would you say? An elevator pitch is a 60 second or less introduction of yourself. For your assignment, you will create your own 60-second elevator pitch using your cell phone or other technology. You will upload your video to web courses.

 

Student Success Research Project (250 Points total) 

College-level research and writing is a skill that takes time and practice. Your professors will expect that you know how to write college-level papers. This includes writing in APA format and searching for peer-reviewed articles in the library database. Furthermore, in your classes and your future career,  it is expected that you have strong collaborative skills by working in teams. This project will help you build these skills throughout the semester. Full instructions and rubrics are posted on the webcourse.  Make sure you connect with the University Writing Center for virtual support: https://uwc.cah.ucf.edu/

Part I: Writing in APA Style (10 points) and Avoiding Plagiarism (10 points) Library Modules In high school you may have learned MLA format; however, the writing style in college is APA.  Thus, to be successful, you must understand how to both write and cite in APA format. And even more significant, avoiding plagiarism. The library modules will introduce you to these topics, so you are successful in SLS 1501 and your other coursework. We are introducing you to APA;  however, depending on your major there could be other writing styles you may need to learn. You will learn those in your major-specific coursework.

Part II: Research Summary Worksheets (50 points)  Using the UCF Library databases, locate two peer-reviewed journal articles based on your assigned student success topic. You will also locate one secondary source (i.e. TED talk, newspaper article, YouTube) related to your topic that supports your argument. http://guides.ucf.edu/databases. Here is a tip: Begin searching in the ERIC (EBSCOhost) database. Once there, under ‘Limit your results’ check the box for ‘Scholarly (Peer Reviewed) Journals’, enter 2011 – 2021 into ‘Date published’, and under ‘Journal or Document” choose Journal Article (EJ). For some topics you may need to search another database like Academic Search Premier.  Librarians can also help you find articlesvirtually https://library.ucf.edu/

Part III: Writing a Literature Review Library Module (10 points)

Part IV: The Literature Review Paper (70 points)  Writing a Literature Review Paper is challenging yet very rewarding. In many of your classes, you will need to conduct research, analyze it, then write it up. For this paper, you are writing a 5-page paper (excluding title page and reference page) discussing the three peer-reviewed articles you used in the Research Summary Worksheets.  The paper must have the following elements: Refer to the webcourse instruction for in-depth guidance. • Title Page (single page)  • Introduction (page 1, usually a paragraph or two)  • Article 1 discussion (summary, theme, what was found? Why is this research important to college students?)  • Article 2 discussion (summary, theme, what was found? Why is this research important to college students?)  • Secondary Source (summary, theme, what was found? Why is this research important to college students?)  • Conclusion: Now that you have conducted this research, what do the three sources have in common? What is your critique?  What are the services available to students to navigate through the themes of your research?  • Reference page (single page)

 

Part V: Development of Group Power Point for Presentation: (40 Points) Working on teams and collaborating on ideas is a transferable skill that employers seek. For this assignment, you are going to work in your assigned group and develop a power point that illustrates the findings of your research. Your power point is a combination of your group members research and must include the following elements: Introduction – why the topic is important and its purpose Themes of the studies (Main findings and Research Application (How can you use the results of the study?) Each person in the group must have a minimum of two slides to present related to your topic. Your name must also be on the slides you have developed.  Conclusion – the value of the research and how college students can apply this information (What are the UCF campus resources and/or recommendations related to your group topic?) Your power point must: Effectively present data and easily engage audiences in your research topic. We have discussed the development of effective power point presentations and how to present extensively (Harrington, 2018, pp. 151 – 155). Your presentation must include a minim 3-minute engagement activity related to your topic that you will facilitate with our class on your presentation day.   Power point must be visually appealing utilizing photos (remember to cite if they are not your own) or other visual items.

Part VI: Group Presentation Day! (40 Points) On this date(s), your will present your findings from your assigned group Student Success Research Project topic. Make it fun and engaging, this is your time to shine and show off all you have learned this semester.

 

MindTap Assignments (125 points total)  The College Success Factors Index (CSFI): 20 points  CSFI is an online assessment that measures students on ten difference factors related to student success: responsibility and control, competition, task planning, expectations, wellness, time management, college involvement, family involvement, precision, and persistence. You must complete the Pre-Assessment to complete the Post-Assessment. You will earn a score of 20 at the end of the semester.

Chapter Assignments (105 points total)  There are seven chapter assignments within MindTap. These assignments are worth 15 points each and will assist in your comprehension and application of the student success strategies discussed this semester. **You must have purchased the course MindTap access code to complete these assignments.

 

Debate (30 points total)

Interesting Facts Video Debate (30 points)  Do pineapples belong on a pizza? Universal or Disney? You will develop a video debate on an interesting fact topic arguing two points for, two points against and a concluding argument. What a better way to demonstrate critical thinking skills than to participate in a debate!!!

 

Examinations (200 points total) 

A midterm and final examination will be given in class, each 100 points. Exams consists of three parts: Multiple choice, short answer, and essay.  

Assignment Point Values 

Assignment	Point Value	Assignment	Point Value
Attendance and Participation	110	Academic Activity in Webcourses	5
Interesting Facts Debate	30	College Journey Narrative	40
Examinations	200	MindTap Assignments	125
Goal Setting Worksheet	20	Career Exploration Project	100
GPA Calculation Worksheet	20	Student Success Research Project	220
		Course Total	900 points

Course Grading Scale

UCF GPA Calculation 

93% - 100%	A	73% - 76%	C
90% - 92%	A-	70% - 72%	C
87% - 89%	B+	67% - 69%	D+
83% - 86%	B	63% - 66%	D
80% - 82%	B-	60% - 62%	D
77% - 79%	C+	59% or lower	F

Student Success Tip: Remember, to check your grades in web courses at least once per week for all your classes and speak with your professors about any questions. You are in control. 

Note: Faculty has the ultimate discretion regarding any and all matters related to the course. Changes in the syllabus and/or schedule may be made at any time during the term by the professor. A revised syllabus may be issued at the discretion of the faculty if needed. Deviations will be announced in a timely and appropriate manner. 

E-Textbook note: I am always going to reference page numbers for the course text. If you are using the E-Textbook you will need to be logged into Mindtap and following the course schedule. To help you, when you are in Mindtap you can also search for page numbers within the full textbook. In the learning path sections of the e-textbook, you can also annotate (but you cannot do this in the full textbook). Do not stress, I will model this for you during the first week of class.

SLS 1501 Course Schedule
WEEK 1 (6/28 – 7/2)
Date	Topic	Assignment(s)
June 28	Introduction: Getting Started   Welcome to UCF! Introductions, Extended overview of the SLS 1501 syllabus and how to read a college-level syllabus.   What is my student success narrative/portrait Activity?  Take 10 minutes to develop a portrait that illustrates your narrative. Do not be shy: we will all share our  narratives today – including Dr. Martin  Illusions of Time Management discussion	Read Harrington (2018) pp. 3 – 10 (Introduction to College Student Success Strategies) and skim through the Success Strategies at a Glance pp. 11 –17 for 6/30 Read Harrington (2018) Chapter 1 pp.19-38 (Decision-Making and Information Literacy) for 6/30
June 30	Introduction: Getting Started   Chapter 1: Discovering the Value of Education and  Sharpening Key Thinking Skills   In-class set up of Mindtap and overview of web courses.  Even if you have not purchased the textbook you will set up utilizing the grace period.   Why are You Here (at UCF)? Activity and introduction to co-curricular involvement.	Read Harrington (2018) Chapter 2  pp. 19 – 38 (Decision-Making and Information Literacy) for 7/7 Co-Curricular Activity   worksheet due in-class Chapter 1 in Mindtap by 7/4

WEEK 2 (7/5 – 7/9)
July 5	Campus Closed (Independence Day Observed)
July 7	Chapter 2: Setting Goals and Choosing a Career Path  ABCS of Effective Goal Setting: Goal Setting Activity:  What is your career goal (long-term) and two co-curricular activities (short-term goals) you will participate in to help you reach your career goal. And how do I apply the ABCS Framework of Effective Goal  Setting to my goal?  Goal Setting Worksheet (in-class activity) Possibly library meeting with UCF Library	Read Harrington (2018) pp. 55 – 72 (Career Decisions) for 7/12 Research Summary Worksheets due 11:59 PM, 7/13 (Utilize your resources and Dr. Martin’s office hours or via appointment to start this assignment strong).   Writing in APA Style and Avoiding Plagiarism Library  Module due 11:59 PM, 7/11 College Journey Narrative due by 7/9

 

WEEK 3 (7/12 – 7/16)
July 12	Chapter 3: Building Academic Skills  Small group discussion of Co-curricular Activity worksheet (25 minutes). What did you find?	Read Harrington (2018) pp. 105  – 120 (Soft Skills and Time  Management) for 7/13
July 14	Chapter 4: Strengthening Soft Skills   Time Management: How long is it taking me to be successful in preparing for class (assignments,  readings)? How well am I managing my time? SLS 1501 Midterm Examination Review Session	Bring any materials for an in-class study session after the  midterm review session on 7/14 Research Summary Worksheets due by 7/18
WEEK 4 (7/19 – 7/23)
July 19	MIDTERM EXAMINATION  More information about taking the examination will be shared as we get closer to the date.   Sharing of exam material is strictly prohibited. Any  student(s) found to share exam material via social media  or other formats will face consequences as outlined in	Writing a Literature Review  Library Module due 11:59 PM,  7/25  The Literature Review Paper  due 11:59 PM, 7/25
July 21	Chapter 5: Demonstrating Knowledge and Skills   Structure of The Literature Review Paper (refer to the  syllabus and webcourse assignment for full details)	Work on your literature review paper and use your resources  (Dr. Martin, Writing Center).

 

WEEK 5 (7/26 – 7/30)
July 26	GPA Calculation Worksheet (in-class activity) Chapter 6: Mapping Your Path to Success: Plans  and Action Steps	Elevator Pitch and Resume due  via web courses by 11:59PM, 8/1 Read Chapter 7: Staying on Track and Celebrating Success
July 28	Chapter 7: Staying on Track and Celebrating  Success Student Success Research Project day	We will use the second half of class on 7/28 for in-class preparation for the Student Success Research Project. Interesting Facts Debate submission due 8/1 Student Success Series due 8/1
WEEK 6 (8/2 – 8/6)
August 2	Student Success Research Project Group Presentations!!! Final Exam Review Session
August 4	FINAL EXAMINATION More information about taking the examination will be shared as we get closer to the date.    Sharing of exam material is strictly prohibited. Any student(s) found to share exam material via social media or other formats will face consequences as outlined in UCF academic integrity policy.
Summer B 2021 Grades available via myUCF at 9am, Friday, August 13, 2021 @ 9:00am

© Educational Leadership & Higher Education Program/University of Central Florida (Johnson, J.D., 2021)