Miguel Llovera Da Corte Discussion Question: Week 3 - Pedagogical Content EPSY 54 3 !

cto"er # $ #%&# PEDAGOGICAL CONTENT IN AN ACADEMIC STRATEGIES CLASS During t'is (all se)ester$ * 'ave "een given t'e o++ortunit, to teac' a college orientation class (or inco)ing students attending -ulsa Co))unit, College. -'is class orients students to -CC ca)+uses and college services$ and re/uires students to anal,0e and a++l, stud, tec'ni/ues and "e'avior +atterns essential to college success. Since t'is is ), students1 (irst se)ester in college$ t'e, do not understand 'o2 to navigate t'e s,ste) o( +ost-secondar, education. 3dditionall,$ t'ese students do not understand t'e "asic di((erences "et2een 'ig'-sc'ool and college neit'er are t'e, a2are o( 2'at to do and 2'ere to go 2'en t'e, need 'el+. -aking into consideration t'e +rece+ts o( +edagogical content and using ), ,ears o( e4+erience as an 3cade)ic 3dvisor at t'e co))unit, college level$ * 'ave 2orked colla"orativel, 2it' ot'er (acult, )e)"ers at -ulsa Co))unit, College to 'el+ students learn strategies (or acade)ic success ", allo2ing t'e) to: 5se +ersonal and social strategies to succeed in and en6o, t'e college e4+erience and to "eco)e involved in college and co))unit, activities. *n ), class students are re/uired to register 2it' a student organi0ation o( t'eir +re(erence$ and are also re/uired to co)e u+ 2it' a )arketing strateg, to create a2areness o( t'is organi0ation at t'e ca)+us o( t'eir attendance *denti(, and a++l, college and acade)ic ter)inolog,. Students do not reali0e t'at t'e 2a, colleges and universities are o+erated di((er signi(icantl, (ro) t'at o( 'ig' sc'ools. M, students are re/uired to use t'eir level o( t'inking to (a)iliari0e t'e)selves 2it'

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college ter)inolog, 2it'in # 2eeks. Suc' ter)inolog, includes: Dean$ Ca)+us Provost$ 3cade)ic Sus+ension$ Student Code o( Conduct$ 7inancial 3id Pro"ation$ Critical -'inking$ and Diversit,$ a)ong ot'ers. -'ere is a "ooklet t'at is )ade availa"le to students 2it' ke, 2ords to (acilitate t'eir learning +rocess. Construct s'ort-ter) and long-ter) goals$ "alancing +ersonal skills$ interests$ +ersonalit,$ and values. Evidence suggests t'at student dro+-out rates are 'ig'er during (res')an and so+'o)ore ,ears. Dro+-out rates are 'ig'er during t'e (irst t2o ,ears o( college "ecause students do not 'ave clearl, de(ined goals. *n addition$ students do not reali0e t'at t'e, are adults and t'e, need to take control o( t'eir ti)e ", +rioriti0ing tasks. -'is college orientation class e)+'asi0es t'e i)+ortance o( setting goals and sta,ing )otivated as a starting +oint o( acade)ic success. Construct and )onitor 2eekl,8 )ont'l, ti)e +lans to "alance 2ork$ sc'ool$ (a)il,$ and social activities. Man, inco)ing students do not kno2 'o2 to )anage )ulti+le res+onsi"ilities at t'e sa)e ti)e. During 2eeks 3 and 4 in a regular &9-2eek se)ester$ * s'o2 ), students 'o2 to create a to-do list and 'o2 to )aintain an organi0ed dail, +lanner Locate and a++l, college resources and su++ort s,ste)s and incor+orate t'ese into t'e learning +rocess :M,-CC Portal$ ;lack"oard$ Career Center$ 3dvise)ent$ 7inancial 3id$ Learning <esource Center$ Co)+uter La"s$ and Su++ort La"s=. * take ), students on a ca)+us tour and * also invite re+resentatives (ro) eac' Student Services De+art)ent to talk a"out 2'at t'eir )ission is at -CC. ;, doing so$ * 'el+ ), students connect to t'eir college resources.

Starting in 2eek 4$ during a regular &9-2eek se)ester$ ), class sessions include direct teac'ing$ 2'ole grou+ discussion$ la" 2ork$ s)all grou+ 2ork$ (or)al 2orks'o+s :guest s+eakers=$ and individual con(erences 2it' a +ro(essor. Students are e4+ected to )aster inde+endent stud, in t'e (ollo2ing areas: >ote taking tec'ni/ues across t'e disci+lines ? an Educational S+ecialist (ro) -CC1s <eading La" conducts a +resentation a"out t'e e((ectiveness o( outlines and t'e Cornell Met'od (or note-taking. -est-taking strategies (or o"6ective tests$ essa, e4a)s$ and oral e4a)inations@ -ec'ni/ues (or i)+roving )e)or, and concentration ? a Counselor (ro) t'e >ursing Division conducts a 2orks'o+ 2it' strategies t'at 'el+ students s'ar+en t'eir cognitive a"ilities. Critical and creative t'inking skills to identi(, and solve acade)ic and social +ro"le)s@ 3++lication o( "asic +aragra+' and essa, organi0ational tec'ni/ues ? a re+resentative (ro) -CC1s Writing Center conducts a 2orks'o+ titled: AWriting SucksBC