CATS Spring Syllabus
Meeting 1 - Introduction
Objective: To introduce the CATS program–its goals, objectives, and expectations–to the student group members; to begin building a community of learners who are comfortable working in the group setting.
Basics:
ð Introduce yourself (Name, Major, Hometown, Why are you a CTF,
etc.).
ð Students introduce themselves (Name, Major, Hometown, etc.).
ð Obtain emails and phone numbers from group members for future
contact.
ð Discuss responsibilities and expectations of community
ð respect each other
ð understand each other
ð attendance means participation within the group setting
ð contact CTF if issues arise during program
ð fill out and discuss end of program student evaluation sheet; it will
be placed
in their permanent folder
Questions:
1. How did you feel about receiving the letter? How will that affect your
attitude
this semester?
2. What do you think this program will do for you?
3. Think about goals you have in life. What influences them?
4. Why is goal setting an important tool?
5. Explain to me what you think determines a useful goal?
Activity: Ice Breakers
There are several options in the ice breaker section of the CTF handbook.
Choose
one to complete with your groups or choose a new one for each group you
meet with
so as to determine which is most successful (tell the other CTFs about
your experiences).
Make sure each student participates so as to better demonstrate the
program's
participatory attendance requirement.
This activity should be done prior to the first two questions. After
completing
the ice breaker utilize the first two questions to keep the discussion
going and
then segue into the goal setting introduction.
For Next Week:
ð Be prepared to write and discuss three semester goals.
ð Bring all class syllabi to group setting next week.
Resources:
ð Ice Breakers in CTF Resource Binder
Meeting 2 - Goal Setting and Time Management
Objective:
To create personal goals for the semester concerning academics and social
goals,
as well as create group goals for the CATS program for the eight weeks
they will
be working together; to learn how to create a balance between academics
and social
existence.
Questions:
1. What is a goal?
2. What is an appropriate goal? What is an attainable goal?
3. What are your personal, academic, and social goals for this semester?
Why these?
4. What have you learned from your past experiences?
5. What is your vision for this group?
6. What are some goals you have for yourself concerning this group?
7. What are some group goals you have?
8. How are you going to achieve these goals?
9. What is time management?
10. Is there a balance in your life between academics and social
life?
11. What type of time management tools do you use?
12. How do you plan on changing your time management practices?
Activity: Goal Writing and Syllabi Scheduling
Each member of the group is to write three goals (academic, social,
personal)
using the three part paper supplied by the CTF. CTF places one copy in an
envelope
identified with the group's number and time. Make sure students’
names are
on 3 part paper so that you can return them to the right owner during
Meeting
8.
After completing the goal setting portion of the meeting, begin time
management
with questions 9-12. Handout time calendars to those who need them. Use
the rest
of the hour to fill out all assignments on the calendar. Tell them to
complete
it and to bring it back next week.
For Next Week:
ð Finish time management activity and bring it next week.
Resources: Meeting 3 - High School VS
College
ð Goal Setting
ð 3 part paper
ð Envelope
ð Time Management
ð Calendar
ð Class syllabi
ð CTF completed calendar to show students what it should look like
Objective:
To differentiate between student roles in the college setting and the
high school
setting by comparing academic habits and social aspects of both
environments and
determining what changes can be made to succeed at the college level;
discuss
how to balance the social life with the academic life.
Questions:
1. What do you feel the biggest changes were in the transition from high
school
to college?
2. How much difference is there in your study habits from high school to
college?
3. What do you miss most about high school?
4. What do you like best about college?
5. What did you fear the most about coming to college?
6. How has your social life changed from high school to college?
7. What do you think you could change about your social life that would
benefit
your academics?
Activity: White Board Recognition
The students will be asked to take the dry erase pen and write on the
white board
the similarities and differences between high school and college. They
will then
be asked to think about that topic and share their feelings. One student
will
write something down, then the CTF will ask for input from members of the
group.
The second student will then write something on the board and it will be
discussed
like the previous topic. Continue this until all members of the group
have written
something on the white board.
Have the students list pro’s and con’s to studying and
pro’s and
con’s to partying. Have them think of what they have listed, then
come up
with a reasonable way of balancing both. For example, “Weekend
Warrior,”
“rewarding yourself on the weekends.”
For Next Week:
ð Tell them about next week topic (Exams) and ask each student if they
are preparing
for an upcoming exam or if they know what their exam schedule is for the
next
few weeks.
Resources:
ð Dry-erase pens
ð White board
ð High School VS College handout
Meeting 4 - Succeeding On College Exams
Objective:
To inform students on types of exams, where to get help
studying/preparing for
exams, and how to succeed on exams.
Questions:
1. What types of exams did you face last semester?
a. Be prepared to discuss different testing options (essay, M/C, short
answer,
etc.)
2. What are some distinct differences between tests in college and
tests in
high school?
a. Think about material, preparation time, knowledge base, critical and
creative
thinking
3. Looking back at last semester how did you prepare for the tests?
What methods
of studying did you use?
4. What are some important things to know about the actual exam?
5. What three things should you know before going into an exam?
Activity: Tips on Test Taking Worksheet
Use the accompanying worksheet to complete the period. Students and CTF
should
converse about the three sub-headings and add to/fill in appropriately.
Try
to have each student come up with a statement for each sub-heading so
that everyone
participates. When a new statement is addressed, ask various group
members to
give their personal take on that statement. After this worksheet is
completed,
CTF may want to give some personal anecdotes about her/his exam
adventures while
at WSU. How do you best prepare for an upcoming exam? What are the
steps you
must take to be successful when approaching an exam (or, if you
don’t have
exams, an assignment) such as meeting with the professor, organizing
your notes,
creating a study group, etc.
For Next Week:
ð Tell group members about next week’s topic (Stress/Studying).
Resources:
ð CATS Study Group rules
ð Student Advising and Learning Center Tutoring ($), Lighty 260,
335-6000
ð Residence Hall Tutoring (FREE)
ð Sciences/Math in Gannon/Goldsworthy Halls
ð Most other classes in Stephenson Complex
ð Science Learning Instructional Center, Science Hall 227, 335-7244
ð WSU Writing Lab, Avery 451, 335-3628
ð Professors, Teaching Assistants
ð CTF
Meeting 5 - Stress/Studying
“Worrying is like a rocking chair. There is a whole lot of motion, but no movement.”
Objective:
To discover the main causes of stress and to figure out healthy ways of
relieving
that stress; to discuss a variety of study methods and decide which
method works
best for each individual.
Questions:
1. What in your life or surrounding environment gives you stress and
anxiety?
2. How do you handle stress? What are stress relievers that you
use?
3. What does stressing out solve?
4. Is studying important to you? Why do you do it?
5. In your opinion, what study method(s) work best for you? Why?
6. Why do you use certain study methods and not others?
7. What makes some things more stressful than others?
Activity: Brainstorm/Discussion
The students will brainstorm ideas about the causes of stress, writing
these
ideas down either on the white board or on butcher paper. Once several
ideas
have been generated, the group will discuss questions 1 and 2. When the
discussion
is over, the group will be asked to brain storm the ways to handle or
relieve
stress. These ideas can also be written down on the white board or on
butcher
paper. If discussion is not generated during the brain storming, then
individual
group members will be asked why he/she uses those particular stress
busters
and question 3. Lastly, the facilitator will ask the group question 4
and then
a discussion will be generated about if stress is necessary or
reasonable. If
time allows, have the students take the Stress Vulnerability Test and
talk about
the results and the validity of the test.
Introduce the topic of studying. Ask the group question 5 and notice their responses. Show them that the reasoning behind this seemingly obvious question is to help them to recognize and understand why they came to college and what they need to be doing while they are here. This question will help each member reconnect with his/her internal motivation for coming to college in the first place or help him/her to see that his/her motivations were wrong and need to change in order to be successful at college. Then the facilitator should move the discussion into talking about different study methods used and why they are useful asking question 6 to accomplish this. Encourage the students to write down methods that sound interesting and workable for their own personal use. Some of the ideas can also be written on butcher paper. After a generous list has been created or if discussion is dying down ask question 7 and have the students briefly talk about why they choose certain methods over others. This discussion will more than likely happen naturally during the discussion of question 6, but in case it does not, it is important to have the group talk about their reasoning.
For Next Week:
End the meeting by telling the group about next week’s topic. Ask
students
to bring test, exam scores, papers, etc. for next week. Also, remind
them to
keep working towards their goals and remind them about all the
resources on
campus. Make yourself available for questions and concerns.
Resources:
ð Stress Vulnerability Scale: How Vulnerable Are You to Stress?
ð Butcher Paper or White Board
ð Markers or Dry Erase Pens
ð WSU Counseling Center, Lighty 280, 335-4511
ð Websites
ð Things To Do In Pullman
Meeting 6 - Evaluating Your Exams
Objective:
To stimulate conversation between students about their interests, how
to apply
that to their degree choice, and evaluating recent exams.
Questions:
Exams
1. Did the format of the test teach you anything about
studying/preparing for
it?
a. Tests for lecture the lecture or the book?
b. What is the professor looking for on essay exams?
c. Was your study time adequate?
2. How can you best prepare yourself for the next exam?
Majors and Minors
3. Where do you see yourself in 10 years?
4. What are your interests? How can you integrate these with your
academic choices?
5. What type of goals do you have for the future?
a. Job goals
b. Financial goals
c. Area that you would like to live in
Activity: Investigating Majors and Minors
Handout the list of Majors and Minors at WSU and the “How to
Choose a Major”
guide. Look in the catalogue for information on the different
departments and
discuss with students what Majors and Minors are interesting to them.
Help them
find the requirements for those departments and what classes they would
have
to take.
For Next Week:
Remind students to meet at Career Services in Lighty 180.
Resources:
ð Professors
ð Course Catalogues
ð CATS Study Group Rules
Meeting 7 - Career Services
Objective:
Introduce students to various aspects of Career Services; help them
locate possible
summer internships, career choices, and corresponding major choices.
Questions:
1. Ask all students to give a brief statement on their intended major
and why
they have decided to pursue this particular one.
2. How certain are you about the major you have chosen? 1 – 5
scale: 5=high
3. How do most students choose a major?
4. What is difficult in choosing a major?
5. What will increase your knowledge about your major and others
available at
WSU?
Activity:
Groups meet at Career Services (Lighty 180) for entire period. A Career
counselor
will be available to answer any questions or to show the students the
available
resources.
For Next Week:
Last week. Remind students to meet back at the ResEd center.
Resources:
ð Career Services, Lighty 180, 335-2546
Meeting 8 - Program Evaluation and Wrap-up
Objective:
To complete program evaluations and return to the goals set by students
during
Meeting 2.
Questions:
1. Look at the goals you wrote down during Meeting 2. Have you achieved
them?
At what level have you achieved them? Why or why did you not achieve
them?
2. Upon returning from Spring Break, there will be 6 weeks of class
until Finals
Week. How will you strive/work to attain the goal you have just written
down?
3. What knowledge do you have that will help you attain this goal?
a. Think academics, social, experiences, etc.
4. What possible roadblocks do you think you might encounter between
now and
your last final?
5. Reflecting back upon the last 8 weeks, were there any aspects of the
CATS
program that could help you attain your goal(s) for the semester? What
were
they?
Activity:
CTF will return 3 part paper that have goals written on them to the
students.
Ask question 1. After the discussion has quieted down, ask the students
to write
one more goal can be attained during the last 6 weeks of the Spring
semester.
Ask question 2. Continue the discussion with the remaining three
questions before
completing the evaluation form.
Say your good-byes. Handout the evaluation form. Ask them to critically
reflect
back upon the program and offer any suggestions, ideas, or information
that
will make next year’s CATS program even stronger. Tell them this
is not
a race and that the information on the evaluation sheet is taken
extremely seriously
in restructuring the CATS program so that it is more student-centered
each year.
CTF must leave room while the students are filling these out; leave an
envelope
for the students to put the completed evaluation forms in.
For Next Week:
There is no next week!!!
Resources:
ð Goals from Meeting 2
ð Evaluation forms
ð Envelopes
Last updated January 2002, Bruce Fleming: wfleming@mail.wsu.edu