case study in critical thinking professor rogers trial

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On course : strategies for creating success in college and in life

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• 1. GETTING ON COURSE TO YOUR SUCCESS. Taking the First Step. What Is Success? The Power of Choice. Write a Great Life. Assess Yourself. Self-Assessment Forks in the Road. A Few Words of Encouragement. Journal Entry
• 1. ONE STUDENT'S STORY: Jalana Onaga (University of Hawaii, HI). Becoming an Active Learner. How the Human Brain Learns. Three Principles of Deep and Lasting Learning. Your CORE Learning System. Journal Entry
• 2. On Course Principles at Work. Believing in Yourself: Develop Self-Acceptance Self-Esteem and Core Beliefs. Know and Accept Yourself. Journal Entry
• 3. ONE STUDENT'S STORY: Phyllis Honore (Cuyahoga Community College, OH). Wise Choices in College: College Customs.
• 2. ACCEPTING PERSONAL RESPONSIBILITY. Case Study for Critical Thinking: The Late Paper. Adopting the Creator Role. Victims and Creators. Responsibility and Choice. Journal Entry
• 4. ONE STUDENT'S STORY: Brian Moore (Glendale Community College, AZ). Mastering Creator Language. The Language of Responsibility. Journal Entry
• 5. ONE STUDENT'S STORY: Alexsandr Kanevskiy (Oakland University, MI). Making Wise Decisions. The Wise-Choice Process. Journal Entry
• 6. Personal Responsibility at Work. Believing in Yourself: Change Your Inner Conversation. The Curse of Stinkin' Thinkin'. Disputing Irrational Beliefs. Journal Entry
• 7. ONE STUDENT'S STORY: Dominic Grasseth (Lane Community College, OR). EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Reading.
• 3. DISCOVERING SELF-MOTIVATION. Case Study for Critical Thinking: Popson's Dilemma. Creating Inner Motivation. A Formula for Motivation. Value of College Outcomes. Value of College Experiences. Journal Entry
• 8. ONE STUDENT'S STORY: Chee Meng Vang (Inver Hills Community College, MN). Designing a Compelling Life Plan. Roles and Goals. How to Set a Goal. Discover Your Dreams. Your Life Plan. Journal Entry
• 9. Committing to Your Goals and Dreams. Commitment Creates Method. Visualize Your Ideal Future. How to Visualize. Journal Entry
• 10. ONE STUDENT'S STORY: Amanda Schmeling (Buena Vista University, IA). Self-Motivation at Work. Believing in Yourself: Write A Personal Affirmation. Claiming Your Desired Personal Qualities. Living Your Affirmation. Journal Entry
• 11. ONE STUDENT'S STORY: Donna Ludwick (Carteret Community College, NC). EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Taking Notes.
• 4. MASTERING SELF-MANAGEMENT. Case Study for Critical Thinking: The Procrastinators. Acting on Purpose. Harness the Power of Quadrant II. What to Do in Quadrant II. Journal Entry
• 12. ONE STUDENT'S STORY: Jason Pozsgay (Oakland University, MI). Creating an Effective Self-Management System. Monthly Calendars. Next Actions Lists. Tracking Forms. The Rewards of Effective Self-Management. Journal Entry
• 13. ONE STUDENT'S STORY: Allysa Lapage (Sacramento City College, CA). Developing Self-Discipline. Staying Focused. Being Persistent. Journal Entry
• 14. ONE STUDENT'S STORY: Holt Boggs (Belmont Technical College, OH). Self-Management at Work. Believing in Yourself: Develop Self-Confidence. Create a Success Identity. Celebrate Your Successes and Talents. Visualize Purposeful Actions. Journal Entry
• 15. EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Studying for Deep Learning.
• 5. EMPLOYING INTERDEPENDENCE. Case Study for Critical Thinking: Professor Rogers' Trial. Developing Mutually Supportive Relationships. Ways to Relate A Sign of Maturity. Giving and Receiving. Journal Entry
• 16. ONE STUDENT'S STORY: Jason Matthew Loden (Avila University, MO). Creating a Support Network. Seek Help from Your Instructors. Get Help from College Resources. Create a Project Team. Start a Study Group. Journal Entry
• 17. ONE STUDENT'S STORY: Neal Benjamin (Barton County Community College, KS). Strengthening Relationships with Active Listening. How to Listen Actively. Use Active Listening in Your College Classes. Journal Entry
• 18. Interdependence at Work. Believing in Yourself: Be Assertive Leveling. Making Requests. Saying No." Journal Entry
• 19. ONE STUDENT'S STORY: Amy Acton (Southern State Community College, OH). EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Studying for Lasting Learning.
• 6. GAINING SELF-AWARENESS. Case Study for Critical Thinking: Strange Choices. Recognizing When You Are Off Course. The Mystery of Self-sabotage. Unconscious Forces. Journal Entry
• 20. ONE STUDENT'S STORY: Sarah Richmond (Missouri University of Science and Technology, MO). Identifying Your Scripts. Anatomy of a Script. How We Wrote Our Scripts. Self-Defeating Habits. Journal Entry
• 21. ONE STUDENT'S STORY: James Floriolli (Foothill College, CA). Rewriting Your Outdated Scripts. The Impact of Outdated Beliefs. Doing the Rewrite. Journal Entry
• 22. ONE STUDENT'S STORY: Annette Valle (The Victoria College, TX). Self-Awareness at Work. Believing in Yourself: Write Your Own Rules. Three Success Rules. Changing Your Habits. Journal Entry
• 23. EMBRACING CHANGE: Do One Thing Different This Week. ONE STUDENT'S STORY: Brandee Huigens (Northeast Iowa Community College, IA). Wise Choices in College: Writing.
• 7. ADOPTING LIFE-LONG LEARNING. Case Study for Critical Thinking: A Fish Story. Discovering Your Preferred Learning Style. Self-Assessment: How I Prefer to Learn. A. Thinking Learners. B. Doing Learners. C. Feeling Learners. D. Innovating Learners. Journal Entry
• 24. ONE STUDENT'S STORY: Melissa Thompson (Madison Area Technical College, WI). Employing Critical Thinking. Constructing Logical Arguments. Asking Probing Questions. Applying Critical Thinking. Journal Entry
• 25. Learning to Make Course Corrections. Change Requires Self-Awareness and Courage. Change and Lifelong Learning. Journal Entry
• 26. ONE STUDENT'S STORY: Jessie Maggard (Urbana University, OH). Lifelong Learning at Work. Believing in Yourself: Develop Self-Respect. Live with Integrity. Keep Commitments. Journal Entry
• 27. EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Taking Tests.
• 8. DEVELOPING EMOTIONAL INTELLIGENCE. Case Study for Critical Thinking: After Math. Understanding Emotional Intelligence. Four Components of Emotional Intelligence. Knowing Your Own Emotions. Journal Entry
• 28. ONE STUDENT'S STORY: Lindsey Beck (Three Rivers Community College, CT). Reducing Stress. What Is Stress? What Happens When Stress Persists? Unhealthy Stress Reduction. Healthy Stress Reduction. Choose Your Attitude. Journal Entry
• 29. ONE STUDENT'S STORY: Jaime Sanmiguel (Miami Dade College, FL). Creating Flow. College and Flow. Work and Flow. Journal Entry
• 30. Emotional Intelligence at Work. Believing in Yourself: Develop Self-Love. Design a Self-care Plan. Journal Entry
• 31. EMBRACING CHANGE: Do One Thing Different This Week. Wise Choices in College: Money Management.
• 9. STAYING ON COURSE TO YOUR SUCCESS. Planning Your Next Steps. Assess Yourself, Again. Self-Assessment. Journal Entry 32.".
• (source: Nielsen Book Data)

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successfullifehappylife

Professor rogers’ trial.

09 Oct 2015 Leave a comment

by amandag2812 in College life Tags: Journal

Professor Rogers’ Trial (p. 150); rate the characters in the story in order of their responsibility for the group’s grade of D. Give a different score to each character and explain your rating for each character.

Professor Rogers-4                                  Sylvia-3

Anthony-1                                                 Donald-2

I think that Anthony is the most responsible for the grade because he immediately decided what he was going to do without discussing it with group first, and he took up most of the allotted time for the group to present their case.

Donald is also pretty responsible for the grade also because instead of being a part of the group he also decided he was going to do his own thing, which ultimately resulted in a poor, un-thoughtful presentation.

I think that Sylvia in my opinion had every right to be angry at Anthony at the fact that he automatically elected himself leader and wouldn’t listen to her input and what she wanted to do.

Of course the professor had the least to do with the grade, because when it is up to the students to work together to make a group project work. Although she could have had a sit down discussion with the group to figure out what the problem was, and perhaps put them in different groups. Or found a different solution.

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College Educator Workshops & Conferences

Student Success, Retention & Engagement | On Course

On Course – Speech

Back to Table of Contents for the On Course I Workshop

1. Strategy: Professor Rogers’ Trial (Case Study)

Application: Critical Reading and Speech

Educator: Rachel Hoover, Coordinator, Academic Skills Development, Frostburg State University, MD

Implementation: Use “Professor Rogers’ Trial” to help students learn the three main components of arguments as well as the role they play in group projects.  First, “popcorn read” the case study. Then have students separate into groups based on who they chose as most responsible for the group’s grade of D. Next, introduce their assignment: “Next week, your group will present an argument in support of the person you chose as most responsible.” Next, introduce and explain the three main parts of an argument: 1) Conclusion, 2) Premises, and 3) Assumptions. Also, explain the qualities of a “good argument” (e.g., appealing to intellect rather than pure emotion and the importance of utilizing facts to support opinions). Give groups some time to work in class, but also require that each group meet out of class as well. Use a rubric to score the group presentations about which character they thought was most responsible for the group’s grade of D. Provide feedback on the overall strengths of the group presentation as well as areas needing improvement. Brainstorm how to address areas needing improvement. Finally, have each student write a confidential journal entry to assess group participation. The first part of the entry requires students to reflect on their own role in their group, describing which character (Anthony, Sylvia, or Donald) from the case study they most behaved like…or (if they claim not to have behaved like one of the case study characters), they should describe how they did behave. In the second part of the journal entry, they list their group members and compare/contrast them to the characters in the case study.

2. Strategy: Jigsaw

Application: Introduction to Speech

Educator: No Name Provided

Implementation: Have students get into groups of three. Each student chooses to become the group’s expert in one of the three parts of a public speech: 1) Introduction, 2) Body, or 3) Conclusion. To complete Step A of the Jigsaw, tell students about the resources and time they have available to become their group’s expert. For example, available resources could be homework reading in their course text and a video of professional speakers; available time could be 48 hours until the next class meeting. In Step B, have the three expert groups meet to plan how to teach their method to their home group members. Additionally, each expert group creates a rubric to be used to evaluate student speeches. The instructor reviews these rubrics for appropriateness (revising where necessary). In Step C, experts return to their home groups, teach their part of a speech (Introduction, Body or Conclusions) and explain the rubric that will be used to evaluate every student’s speech. The instructor answers questions about the rubric and has students practice using the rubric by showing a video of a student speech from a past semester.

3. Strategy: The Late Paper and Fork in the Road

Application: Interpersonal Communication

Educator: Lance Lockwood, Faculty, Speech Communication, Santa Ana College, CA

Implementation: Each semester my students write a detailed research paper. Using the “Late Paper” case study, I stress the importance of responsibility not only with writing research papers and getting them in on time, but also the importance of doing well on all assignments in school and in life. Afterwards, I introduce the Fork in the Road of Life chart and discuss the differences between Choices of Successful Students vs Struggling Students.

4. Strategy: Success Team Constitution

Application: Speech Course or Any Course in which Students Give Presentations

Educator: Kelly Kaiser, Faculty, Communications, Mid-State Technical College, WI

Implementation: To help students overcome their fears about giving speeches, create success team and have them create a speech day class constitution. First, in success teams of four or five students, have students discuss their anxieties about giving a speech. Then ask each team to develop five “speech day” rules ( e.g. , no talking while someone is speaking, cell phones off, no sarcastic comments). Have each group post their suggestions on a poster page or on the board. Compare results and combine similar ideas to create a master list for the “Speech Day Rules” to be honored by each member of the class. Distribute the rules or post them on your online platform.

5. Strategy: Affirmation Milling and Whisper

Application: Communications Studies – Public Speaking

Educator: Margaret Brandson, Faculty, Communication, Folsom Lake College, CA

Implementation: Purpose: to help students with anxiety about giving a speech. If possible, early in the semester show an excerpt of the J. K. Rowling Harvard commencement address. Ask students to identify the characteristics they would like to have as a good speaker. Have students prepare their individual affirmation and do a milling. In week 4, during review of the first formal speech details, after they have had some informal speaking in class, do the affirmation whisper and popcorn commentary. Emphasize shared anxieties and class support.

I am so impressed with how well thought out and integrated every aspect of the workshop is!

Thank you for making me a better teacher.

You have created a workshop that, in my 25 years of professional development, is by far the best experience I’ve ever had.

This workshop has taken a hardened, crusty educator and softened her once again to be committed and energized to become the best person and teacher she can be.

Since first attending one of the summer retreats in 1997, I’ve held nine On Course workshops for our college, and I plan to offer more.

This workshop transformed my professional and personal life.

This was an awesome experience for an educator who was burning out!

This workshop should be required for all faculty, staff, and administrators.

On a scale of 1-10, I rate the overall value I received from the workshop as a 15.

Ways I think the workshop could be improved? You can’t improve on perfect!

On Course, 9th Edition

Skip downing, jonathan brennan.

ON COURSE: STRATEGIES FOR CREATING SUCCESS IN COLLEGE, CAREER, AND LIFE, 9th Edition, empowers students to take charge of their academic and lifelong success. Through short articles and guided journal entries, Skip Downing and new co-author Jonathan Brennan encourage students to explore and develop eight non-cognitive qualities that help them make wise choices and create success, such as personal responsibility and emotional intelligence. The unique CORE Learning Process guides students to employ study strategies, and a MindTap-exclusive "Toolbox for Active Learners" helps students identify and implement effective study skills. New for 2021: Empower your students to connect the dots between what they’re learning now and their current or future careers with “How Transferable Are Your Skills?” – a new MindTap activity that challenges students to identify how personal and academic experiences can help them become career-ready.

• Table of Contents
• Meet the Authors
• Supplements
• Related Products

Preface. Acknowledgments. Travel with Me. 1. GETTING ON COURSE TO YOUR SUCCESS. College Smart-Start Guide. What to Do Before the End of Your First Week in College. Get Familiar. Get Organized. Get Serious. Money Matters. Managing Money: The Big Picture. Increase Money Flowing In. Decrease Money Flowing Out. Tech Tips: MONEY. Understanding the Culture of Higher Education. The Surface Culture of Higher Education. One Dozen College Customs. Write a Great Life. Journal Entry 1: Understanding the Expectations of College and University Educators. Eight Key Expectations. A Dozen Differences Between High School and College Culture. Journal Entry 2: Understanding Yourself. What Does Success Mean to You? Ingredients of Success. Assess Your Soft Skills for College Success. Forks in the Road. A Few Words of Encouragement. Journal Entry 3: One Student’s Story Jalayna Onaga. Soft Skills at Work. 2. ACCEPTING PERSONAL RESPONSIBILITY. Case Study in Critical Thinking the Late Paper. Adopting a Creator Mindset. Victim and Creator Mindsets. Responsibility and Culture. Responsibility and Choice. Journal Entry 4: One Student's Story: Taryn Rossmiller. Mastering Creator Language. Self-Talk. The Language of Responsibility. Journal Entry 5: One Student's Story: Alexsandr Kanevskiy. Making Wise Decisions. The Wise Choice Process. Journal Entry 6: One Student's Story Freddie Davila. Personal Responsibility at Work. Tech Tips: Personal Responsibility. Believing in Yourself Change Your Inner Conversation. The Curse of Stinkin'' Thinkin''. Disputing Irrational Beliefs. Stereotype Threat. Journal Entry 7: One Student's Story Dominic Grasseth. 3. DISCOVERING SELF-MOTIVATION. Case Study in Critical Thinking Popson''s Dilemma. Creating Inner Motivation. A Formula for Motivation. Value of College Outcomes. Value of College Experiences. Journal Entry 8: One Student's Story: Chee Meng Vang. Designing a Compelling Life Plan. Roles and Goals. How to Set a Goal. Discover Your Dreams. Your Life Plan. Journal Entry 9: One Student's Story Brandon Beavers. Committing to Your Goals and Dreams. Commitment Creates Method. Visualize Your Ideal Future. How to Visualize. Journal Entry 10: One Students' Story James Terrell. Self-Motivation at Work. Tech Tips: Self-Motivation. Believing in Yourself Write a Personal Affirmation. Claiming Your Desired Personal Qualities. Living Your Affirmation. Journal Entry 11: One Student's Story Tina Steen. 4. MASTERING SELF-MANAGEMENT. Case Study in Critical Thinking The Procrastinators. Acting on Purpose. Harness the Power of Quadrant II. What to Do in Quadrants I and II. Journal Entry 12: One Student's Story: Jason Pozsgay. Creating a Leak-Proof Self-Management System. Time and Culture. Weekly Calendar. Monthly Calendar. Next Actions List. Tracking Form. Waiting-For List. Project Folder. The Rewards of Effective Self-Management. Journal Entry 13: One Student's Story: Allysa LePage. Developing Self-Discipline. Staying Focused. Being Persistent. Avoiding Procrastination. Journal Entry 14: One Student's Story: Holt Boggs. Self-Management at Work. Tech Tips: Self-Management. Believing in Yourself Develop Self-Confidence. Create a Success Identity. Celebrate Your Successes and Talents. Visualize Purposeful Actions. Journal Entry 15: One Student's Story: Ashley Freeman. 5. EMPLOYING INTERDEPENDENCE. Case Study in Critical Thinking Professor Rogers' Trial. Creating a Support System. A Sign of Maturity. Seek Help from Your Instructors. Get Help from College Resources. Create a Project Team. Start a Study Group. The Difference between Heaven and Hell. Journal Entry 16: One Student's Story: Mitch Mull. Strengthening Relationships with Active Listening. How to Listen Actively. Use Active Listening in Your College Classes. Journal Entry 17: One Student's Story: Teroa Paselio. Respecting Cultural Differences. Showing Respect. Journal Entry 18: Interdependence at Work. Tech Tips: Interdependence. Believing in Yourself Be Assertive. Leveling. Making Requests. Saying "No." Journal Entry 19: One Student's Story: Amy Acton. 6. GAINING SELF-AWARENESS. Case Study in Critical Thinking Strange Choices. Recognizing when You Are Off Course. The Mystery of Self-Sabotage. Unconscious Forces. Journal Entry 20. One Student's Story: Sarah Richmond. Identifying Your Scripts. Anatomy of a Script. How We Wrote Our Scripts. Self-Defeating Habit Patterns. Journal Entry 21. One Student's Story: James Floriolli. Rewriting Your Outdated Scripts. The Impact of Outdated Beliefs. Doing the Rewrite. Journal Entry 22. One Student's Story: Annette Valle. Self-Awareness AT WORK. Tech Tips: SELF-AWARENESS. Believing in Yourself Write Your Own Rules. Three Success Rules. Changing Your Habits. Journal Entry 23. One Student's Story Brandee Huigens. 7. ADOPTING LIFELONG LEARNING. Case Study in Critical Thinking A Fish Story. Developing a Learning Orientation to Life. Growth Mindsets and Fixed Mindsets. How to Develop a Growth Mindset. Journal Entry 24. One Student's Story: Jessie Maggard. Discovering Your Preferred Ways of Learning. Self-Assessment: How I Prefer to Learn. Journal Entry 25. One Student's Story: Melissa Thompson. Employing Critical Thinking. Constructing Logical Arguments. Asking Probing Questions. Applying Critical Thinking. Journal Entry 26. Lifelong Learning at Work. Tech Tips: Lifelong Learning. Believing in Yourself Develop Self-Respect. Live with Integrity (i.e., No Cheating or Plagiarizing). Keep Commitments. Journal Entry 27. 8 DEVELOPING EMOTIONAL INTELLIGENCE. Case Study in Critical Thinking After Math. Understanding Emotional Intelligence. Four Components of Emotional Intelligence. Knowing Your Own Emotions. Journal Entry 28: One Student's Story: Lindsey Beck. Reducing Stress. What Is Stress? What Happens when Stress Persists? Unhealthy Stress Reduction. Healthy Stress Reduction. Choose Your Attitude. Journal Entry 29: One Student's Story: Jaime Sanmiguel. Increasing Happiness. Limits on Happiness. Savoring Pleasures. Gratitude. Engagement. Contribution. Strawberry Moments. Journal Entry 30: Emotional Intelligence at Work. Tech Tips: Emotional Awareness. Believing in Yourself Develop Self-Acceptance. Self-Esteem and Core Beliefs. Know and Accept Yourself. Journal Entry 31: One Student's Story Wynda Allison Paulette. 9. STAYING ON COURSE TO YOUR SUCCESS. Planning Your Next Steps. Assess Your Soft Skills -- Again. Journal Entry 32: One Student's Story Stephan J. Montgomery. Conversation with the Author. Bibliography. Index.

Skip Downing is an international consultant in the field of faculty development and student success strategies. Dr. Downing has earned degrees from Princeton University, Johns Hopkins University, the University of Santa Monica, and Carnegie Mellon University. He holds advanced degrees in English and counseling psychology. He was professor of English at Baltimore City Community College (BCCC) for 32 years. In addition to his role as an academic instructor, Dr. Downing created and coordinated BCCC's Student Success and Learning Community Programs. These programs teach students how to apply proven success strategies to achieve their full potential in college and in life. The College Success Program resulted in a significant increase in both student academic success and retention. Dr. Downing has made numerous presentations at national conferences and conducted faculty development workshops at many two- and four-year colleges and universities in the United States, Canada, Bermuda, and the Virgin Islands. Dr. Downing's teaching, writing, and consulting are all guided by his belief that the greatest mission of any educational institution is to empower its students to live rich, fulfilling lives. Since 1996, he has facilitated the On Course Workshops, intensive four-day retreats for college educators focusing on proven strategies for helping students become active, responsible partners in their education and achieve greater success in college and in life.

Dr. Brennan has a PhD in Comparative Ethnic Studies from UC Berkeley, an EdD in Educational Leadership and Change (Fielding Graduate University), an MA in English (UC Berkeley) and an MS in Cognitive Psychology (USM). In the last two decades, he has focused his research on higher education leadership, best practices in non-cognitive learner competencies and the intersection between race, culture, equity, and access to education. Dr. Brennan is a faculty member (and former chair) of the English Department at Mission College in Santa Clara, California. He designed and coordinated an On Course Program at Mission College that significantly improved the retention and academic success rate of students in developmental English, Mathematics, Reading, and ESL. He was voted Faculty of the Year at Mission College in 1999-2000 and was awarded a NISOD Teaching Excellence Award. In April, 2005, he was awarded the Stanback-Stroud Diversity award from the California State Academic Senate, and in 2008 was awarded the California State Hayward Award for Excellence in Education. Since 2006, he has served as Chair of the On Course National Conference and is currently Editor of the On Course student success newsletter which has nearly 200,000 subscribers worldwide. He has facilitated workshops on improving student learning for over 6,000 faculty from colleges and universities across North America. Dr. Brennan’s teaching, writing, and consulting are guided by his belief that all students deserve an opportunity to find their passion for lifelong learning, and accomplish their academic, career, and life goals.

NEW - On Course Principles at Work. These completely revised and revamped articles equip students with the tools they need to take the On Course success strategies (soft skills) to build and further their professional lives, including choosing the right career, getting hired, and succeeding in the working world.

NEW - Healthy Choices. To be successful, it is critical to take care of our bodies and our minds. The new Healthy Choices articles offer insights and strategies in many areas, such as nutrition, exercise, and sleep, so students can make wise choices that support wellness and success at any time in life.

Self-Assessment. ON COURSE begins and ends with a self-assessment questionnaire of important non-cognitive skills (soft skills). Scores are provided for self-responsibility, self-motivation, self-management, interdependence, self-awareness, lifelong learning, emotional intelligence, and belief in oneself. Imagine working with students who develop strengths in all of these inner qualities! Imagine how these qualities will affect the choices the students make and the outcomes and experiences they create. By completing the initial questionnaire, students immediately see areas of weakness that need attention. By completing the concluding questionnaire, students see their semester's growth. Students have the option of completing the self-assessment either in the text or online in MindTap.

Guided Journal Entries. A guided journal entry immediately follows each article about a success strategy, giving students an opportunity to apply the strategy they have just learned to enhance their results in college and in life. Many instructors of the course say the guided journal writings are extremely powerful in helping students make new and more effective choices, thus improving their academic success and persistence.

Case Studies in Critical Thinking. Case studies help students apply the strategies they are learning to real-life situations. As such, they help prepare students to make wise choices in the kinds of challenging situations they will likely face in college. Because case studies don't have "right" answers, they promote critical and creative thinking.

A "College Smart-Start Guide" helps students make wise choices in the first week of college.

Cengage Testing, powered by Cognero® for Downing/Brennan's On Course: Strategies for Creating Success in College, Career, and Life 9780357022771 Cengage Testing, powered by Cognero® for Downing/Brennan's On Course: Strategies for Creating Success in College, Career, and Life, Instant Access 9780357022788 Instructor's Companion Website for Downing/Brennan's On Course: Strategies for Creating Success in College, Career, and Life 9780357022726

MindTap: On Course 12 Months 9781337680684

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Chapter 5 On Course Strategies for Creating Success in College and in Life

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EDUC 1100 Course Guide

• Week 7-Week 11
• Getting Started
• Week 1-Week 6
• Week 12-Week 16
• Study Skills

Assigned Reading

C hapter 4 : Pages 121-162  

Mastering Self-Management  

Read Pages: 121-139 

• Case Study in Critical Thinking: The Procrastinators 
• Acting on Purpose 
• Creating a Leakoff Self-Management System  

Presentation from Career Services

Chapter 4: Pages 140-162  

• Developing Grit 
• One Student’s story: Holt Boggs 
• Self-Management at Work 
• Developing Self-Confidence 
• Healthy Choices: Smoking 

( Library Presentation: Research )

Chapter 5: Pages 163-198  

Employing Interdependence   

Read Pages: 164-181 

• Case Study in Critical Thinking: Professor Rogers’s Trial 
• Creating a Support System 
• Strengthening Relationships with Active Listening 
• Respecting Cultural Differences 

Chapter 5: Pages 182-198  

• Interdependence at Work  
• Be Assertive   
• One Student’s Story: Amy Acton  
• Healthy Choices: Food  

Go over guidelines for 

•  Short research paper on field of study 
• Career PowerPoint Presentation 
• Career Quiz   https://www.princetonreview.com/quiz/career-quiz

Chapter 6: Pages 199-231  

Gaining Self-Awareness  

Read Pages: 200- 231  

• Case Study in Critical Thinking: Strange Choices 
• Recognizing When You Are Off Course 
• Identifying Your Scripts 
• Rewriting Your Outdated Scripts 
• Self-Awareness at Work 
• Write Your Own Rules 
• Healthy Choices: Drinks (Nonalcoholic) 

Presentation from Veteran Affairs  

Emotional Self Awareness

The first step to develop emotional intelligence is to recognize your own thinking patterns and to get in touch with your intuition.

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Provided by the US Bureau of Labor Statistics you can search this website for your career and it will provide you with educational requirements, job outlook, salary expectations, environmental expectations, and much more.

Occupational Information Network

Sponsored by the US Department of Labor, this searchable website gives you information similar to that provided in the Occupational Outlook Handbook, but also provides information in bullet-ed format and provides you with lists of the characteristics of people in your desired field.

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Discussion Forum of Professor Rogers’ Trial

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Please watch these three videos on Interdependence.

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Leadership from a Dancing Guy

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Case Study in Critical Thinking

Professor rogers’ trial.

Professor Rogers  thought her Speech 101 students would enjoy role-playing a real court trial as their last speech for the semester. She also hoped the experience would teach them to work well in teams, a skill much sought after by employers. So, she divided her students into groups of six—a team of three defense attorneys and a team of three prosecuting attorneys—and provided each group with court transcripts of a real murder case. Using evidence from the trial, each team would present closing arguments for the case, after which a jury of classmates would render a verdict. Each team was allowed a maximum of 24 minutes to present its case, and all three team members would receive the same grade.

After class,  Anthony  told his teammates,  Sylvia  and  Donald , “We’ll meet tomorrow at 4:00 in the library and plan a defense for this guy.” Sylvia felt angry about Anthony’s bossy tone, but she just nodded. Donald said, “Whatever,” put headphones on, and strolled away singing louder than he probably realized.

“Look,” Anthony said to Sylvia at 4:15 the next day, “we’re not waiting for Donald any more. Here’s what we’ll do. You go first and take about 10 minutes to prove that our defendant had no motive. I’ll take the rest of the time to show how it could have been the victim’s brother who shot him. I want an A out of this.”

Sylvia was furious. “You can’t just decide to leave Donald out. Plus, what about the defendant’s fingerprints on the murder weapon! We have to dispute that evidence or we’ll never win. I’ll do that. And I’ll go last so I can wrap up all the loose ends. I want to win this trial.”

The defense team met twice more before the trial. Donald came to only one of the meetings and spent the entire time texting his girlfriend. He said he wasn’t sure what he was going to say, but he’d have it figured out by the day of the trial. Anthony and Sylvia argued about which evidence was most important and who would speak last. At one point, another student threatened to call security when Sylvia lost her temper and started shouting at Anthony that no one had elected him the leader. Sylvia glared at the complaining student and then at Anthony, and without another word, stomped out of the library.

The day before the trial, Anthony went to Professor Rogers. “It’s not fair that my grade depends on my teammates. Donald couldn’t care less what happens, and Sylvia is always looking for a fight. I’ll present alone, but not with them.”

“If you were an actual lawyer,” Professor Rogers replied, “do you think you could go to the judge and complain that you aren’t getting along with your partners? You’ll have to figure out how to work as a team. The trial goes on as scheduled, and all three of you will get the same grade.”

On the day of the trial, the three student prosecutors presented one seamless and persuasive closing argument. Then Anthony leapt up, saying, “I’ll go first for my team.” He spoke for 21 minutes, talking as fast as he could to present the entire case, including an explanation of how the defendant’s fingerprints had gotten on the murder weapon. Sylvia, greatly flustered, followed with a 7-minute presentation in which she also explained how the defendant’s fingerprints had gotten on the murder weapon. At that point, Professor Rogers announced that the defense was already 4 minutes over their time limit. Donald promised to be brief. He assured the jury that the defendant was innocent and then read three unconnected passages from the transcript as “proof.” His presentation took 75 seconds. The jury of fellow students deliberated for 5 minutes and unanimously found the defendant guilty. Professor Rogers gave all members of the defense team a D for their speeches.

Listed below are the characters in this story. Think about who you would rate as most responsible for the group’s grade of “D.”  Be prepared to explain your choice in this week’s discussion forum.

Professor Rogers

• Discuss your choice for the person in “Professor Rogers’ Trial” who is most responsible for the group’s grade of D on their presentation (Professor Rogers, Anthony, Sylvia, or Donald) and explain your reasons.
• Imagine that you have been assigned to a group project in this course and that the student whom you feel was most responsible for the group’s grade of D (Anthony, Sylvia, or Donald) is in your group. What positive actions would you take to help your group be a success despite this person’s behavior?
• In your response, refer to lessons you learned from  BCOM Chapter 2 and/or the Interdependence videos.

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Discussion Forum of Professor Rogers’ Trial

Please watch these three videos on Interdependence.

Teams/Groups (Big Bang Theory)

https://youtu.be/ZOS0e16vmpU

Listening (Big Bang Theory)

https://youtu.be/no48zCCLHHg

Leadership from a Dancing Guy

https://youtu.be/hO8MwBZl-Vc

Case Study in Critical Thinking

Professor rogers’ trial.

Professor Rogers  thought her Speech 101 students would enjoy role-playing a real court trial as their last speech for the semester. She also hoped the experience would teach them to work well in teams, a skill much sought after by employers. So, she divided her students into groups of six—a team of three defense attorneys and a team of three prosecuting attorneys—and provided each group with court transcripts of a real murder case. Using evidence from the trial, each team would present closing arguments for the case, after which a jury of classmates would render a verdict. Each team was allowed a maximum of 24 minutes to present its case, and all three team members would receive the same grade.

After class,  Anthony  told his teammates,  Sylvia  and  Donald , “We’ll meet tomorrow at 4:00 in the library and plan a defense for this guy.” Sylvia felt angry about Anthony’s bossy tone, but she just nodded. Donald said, “Whatever,” put headphones on, and strolled away singing louder than he probably realized.

“Look,” Anthony said to Sylvia at 4:15 the next day, “we’re not waiting for Donald any more. Here’s what we’ll do. You go first and take about 10 minutes to prove that our defendant had no motive. I’ll take the rest of the time to show how it could have been the victim’s brother who shot him. I want an A out of this.”

Sylvia was furious. “You can’t just decide to leave Donald out. Plus, what about the defendant’s fingerprints on the murder weapon! We have to dispute that evidence or we’ll never win. I’ll do that. And I’ll go last so I can wrap up all the loose ends. I want to win this trial.”

The defense team met twice more before the trial. Donald came to only one of the meetings and spent the entire time texting his girlfriend. He said he wasn’t sure what he was going to say, but he’d have it figured out by the day of the trial. Anthony and Sylvia argued about which evidence was most important and who would speak last. At one point, another student threatened to call security when Sylvia lost her temper and started shouting at Anthony that no one had elected him the leader. Sylvia glared at the complaining student and then at Anthony, and without another word, stomped out of the library.

The day before the trial, Anthony went to Professor Rogers. “It’s not fair that my grade depends on my teammates. Donald couldn’t care less what happens, and Sylvia is always looking for a fight. I’ll present alone, but not with them.”

“If you were an actual lawyer,” Professor Rogers replied, “do you think you could go to the judge and complain that you aren’t getting along with your partners? You’ll have to figure out how to work as a team. The trial goes on as scheduled, and all three of you will get the same grade.”

On the day of the trial, the three student prosecutors presented one seamless and persuasive closing argument. Then Anthony leapt up, saying, “I’ll go first for my team.” He spoke for 21 minutes, talking as fast as he could to present the entire case, including an explanation of how the defendant’s fingerprints had gotten on the murder weapon. Sylvia, greatly flustered, followed with a 7-minute presentation in which she also explained how the defendant’s fingerprints had gotten on the murder weapon. At that point, Professor Rogers announced that the defense was already 4 minutes over their time limit. Donald promised to be brief. He assured the jury that the defendant was innocent and then read three unconnected passages from the transcript as “proof.” His presentation took 75 seconds. The jury of fellow students deliberated for 5 minutes and unanimously found the defendant guilty. Professor Rogers gave all members of the defense team a D for their speeches.

Listed below are the characters in this story. Think about who you would rate as most responsible for the group’s grade of “D.”  Be prepared to explain your choice in this week’s discussion forum.

Professor Rogers

• Discuss your choice for the person in “Professor Rogers’ Trial” who is most responsible for the group’s grade of D on their presentation (Professor Rogers, Anthony, Sylvia, or Donald) and explain your reasons.
• Imagine that you have been assigned to a group project in this course and that the student whom you feel was most responsible for the group’s grade of D (Anthony, Sylvia, or Donald) is in your group. What positive actions would you take to help your group be a success despite this person’s behavior?
• In your response, refer to lessons you learned from  BCOM Chapter 2 and/or the Interdependence videos.

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