University of Phoenix General Studies 300 Skills for Professional Development Jackie A. Giuliano, Ph.D. Instructor

"Until one is committed, there is hesitancy, the chance to draw back, always ineffectiveness. Concerning all acts of initiative (and creation), there is one elementary truth, the ignorance of which kills countless ideas and splendid plans: that the moment one definitely commits oneself, then providence moves too. All sorts of things occur to help one that would never otherwise have occurred. A whole stream of events issues from the decision, raising in one's favor all manner of unforeseen incidents and meetings and material assistance, which no [one] could have dreamed would have come [their] way. Whatever you do, or dream you can, begin it. Boldness has genius, power and magic in it. Begin it now." Goethe Begin it now." Goethe

University of Phoenix General Studies 300 Workshop #1

Balancing Act

Introductions Introductions Discussion of Syllabus Discussion of Syllabus Reasons for returning for school Reasons for returning for school Diploma Welcome to a new way of life

Characteristics of Lifelong Learning Lasts the entire life span of each individual. Lasts the entire life span of each individual. Allows an individual to acquire, renew, upgrade, or complete knowledge, skills, and attitudes for functioning effectively in a constantly changing society. Allows an individual to acquire, renew, upgrade, or complete knowledge, skills, and attitudes for functioning effectively in a constantly changing society. Allows adults to pursue learning throughout their lives, and is a way in which people supplement (and, at times, find a substitute for) learning received in formal settings. Allows adults to pursue learning throughout their lives, and is a way in which people supplement (and, at times, find a substitute for) learning received in formal settings. Equips individuals with skills and competencies for completing their education beyond learning in a formal setting. Equips individuals with skills and competencies for completing their education beyond learning in a formal setting. Acknowledges the contribution of all available educational influences, including formal and informal. Acknowledges the contribution of all available educational influences, including formal and informal.

Characteristics of Adult Learning How does the learning of adults differ from the learning of children? How does the learning of adults differ from the learning of children? Adults need to know why they are learning. Adults need to know why they are learning. Adults need to be seen as competent. Adults need to be seen as competent. Adults want their knowledge and skills acknowledged in the classroom Adults want their knowledge and skills acknowledged in the classroom Adults need to be self-directed and experientially involved in their learning. Adults need to be self-directed and experientially involved in their learning. Adults want learning to be life-centered and applicable. Adults want learning to be life-centered and applicable.

Obstacles Faced by Adult Learners Returning to School Balancing demands of work, family, school Balancing demands of work, family, school Feelings of inadequacy Feelings of inadequacy Incorporating study time Incorporating study time Time management Time management Stress Management Stress Management

ISSUES RELATED TO RETURNING TO SCHOOL What stimulated your interest in returning to school? What stimulated your interest in returning to school? What hopes do you have about returning to school? What do you think it will do for you? What hopes do you have about returning to school? What do you think it will do for you? What major obstacles (e.g., personal, professional/workplace, and academic) will you need to overcome to be successful in school? What major obstacles (e.g., personal, professional/workplace, and academic) will you need to overcome to be successful in school?

Myths of Learning Learning is Boring Learning is Boring Learning is only done in School Learning is only done in School We must be passive and receptive to “absorb” knowledge We must be passive and receptive to “absorb” knowledge To learn, you must put yourself under a teacher To learn, you must put yourself under a teacher Learning must be systematic, logical, and planned Learning must be systematic, logical, and planned Learning needs to be “Thorough” or it’s not worth doing Learning needs to be “Thorough” or it’s not worth doing

Fears of Learning At the start, during, and after At the start, during, and after I don’t understand what I am learning I don’t understand what I am learning I am not a __________ kind of person I am not a __________ kind of person I don’t know how to learn this I don’t know how to learn this I won’t remember what I’m learning I won’t remember what I’m learning I feel ashamed that I don’t know something I feel ashamed that I don’t know something There’s too much to learn There’s too much to learn

Elements of an Effective Learning Environment Supportive Supportive Workplace Workplace Home Home In Class In Class

Elements of a Proper Home Study Environment Your own space Your own space desk desk proper lighting proper lighting organized organized Proper lighting Proper lighting Free of Distractions Free of Distractions Files Files Keep a calendar for assignment scheduling Keep a calendar for assignment scheduling

Effective Learning Techniques Taking Notes Taking Notes mind mapping mind mapping recall pattern recall pattern Active Listening Active Listening Reading Reading become active in your reading and learning become active in your reading and learning preview the work preview the work develop questions develop questions take notes take notes all successful students, businesspeople, and leaders take lots of notes all successful students, businesspeople, and leaders take lots of notes Review Review

Recall Pattern

Mind Map

Learning Teams Organizing teams Organizing teams Team documentation Team documentation Team dynamics Team dynamics

Learning Teams Simulate Workplace Realities Gain knowledge and experience from each other. Gain knowledge and experience from each other. A real-world working environment is simulated. A real-world working environment is simulated. Individual strengths and weaknesses are blended. Individual strengths and weaknesses are blended. A sharing of teaching and learning responsibilities. A sharing of teaching and learning responsibilities. Self-confidence and self-esteem issues come up. Self-confidence and self-esteem issues come up. Leadership and participatory skills are developed. Leadership and participatory skills are developed. Interpersonal communication skills are strengthened. Interpersonal communication skills are strengthened. Achievement of a higher level of quality and performance in project assignments is possible. Achievement of a higher level of quality and performance in project assignments is possible. Decision-making skills are developed. Decision-making skills are developed.

Learning Team Issues and Challenges What is the value of diversity in a learning team? What is the value of diversity in a learning team? How does the learning team impact the way you learn? How does the learning team impact the way you learn? How will your learning team experience be applicable in the workplace? How will your learning team experience be applicable in the workplace? What are some of the challenges that will surface? What are some of the challenges that will surface?

Course Paper THIS ASSIGNMENT REPLACES ALL INDIVIDUAL PAPERS ASSIGNED IN THE COURSE MODULE. Prepare a 2500 – 3000 word paper on the topic of adult learning for the course. The work should be based on the textbooks, class discussions, personal experience, and research. You will develop the paper in stages based on the writing process we discuss in class in order to model a process that you can use for all your academic and professional work. The paper will have four sections: Reasons for Returning to School and Personal Goals Personal Strengths, Weaknesses, and Learning Style Adult Learning Theory How all of the above contributes to helping you make a difference in the world

Paper/Presentation Evaluation Criteria PAPER Thoroughness of Research Thoroughness of Research Organization Organization Appropriate mix of theory and practice Appropriate mix of theory and practice Complexity and Depth appropriate to audience Complexity and Depth appropriate to audience Well reasoned Well reasoned Good use of l anguage Good use of l anguage PRESENTATION Use of handouts and visual aids Use of handouts and visual aids Organization and preparation by presenters Organization and preparation by presenters Adherence to time constraints Adherence to time constraints Complexity and Depth appropriate to audience Complexity and Depth appropriate to audience Allocation of responsibility to group members Allocation of responsibility to group members

The Writing Process Think about what you are going to write Think about what you are going to write understand the problem thoroughly understand the problem thoroughly brainstorm (mind map or recall pattern) brainstorm (mind map or recall pattern) initial research initial research more brainstorming more brainstorming more research more research 30% to 40% spent in this stage 30% to 40% spent in this stage Outlining Outlining putting your brainstorming into form putting your brainstorming into form Writing Writing Reading and Revising Reading and Revising Edit Edit Publish Publish

Characteristics of Good Writing Good Introduction with clearly stated purpose Focused Clearly defined point of view Clearly stated assumptions Link between theory and practical experience Well reasoned Relevant / Organized Consider the Reader/Audience Well researched and referenced Use of Standard Writing Conventions

Due Next Time in Workshop 2 Read Chapters 5 and 6 in Peak Learning Complete the learning styles exercises and Learning Style Profile in Chapter 5 of “Peak Learning." Read “Getting Started” in Tools for Teams Read “Goal Setting and Time Management” in Keys to Success Read University of Phoenix materials: “Essay Writing,” “Boolean Basics,” “The Writing Process” Team Charter Little, Brown Search Team Activity The following parts of the Course Paper are due: a) Outline, b) Preliminary bibliography c) Section 1 Draft