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SLS 1501: STRATEGIES FOR STUDENT SUCCESS (SECTION #)Remote Instruction: Class Meeting Days, Time (Real Time class meetings via Zoom)EmailOffice HoursSLS 1501 Faculty: **Instructor Note: You must have minimum of 2 hours per week of office hour via Zoom.The link will always be open for you to drop in and I will admit students individually for assistance. I am also available by appointment via email.SLS 1501 Peer Mentor: Course DescriptionSLS 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 OutcomesUpon 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 UCF Knight. Develop effective short-term and long-term goals and apply action steps needed to reach your goals. 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.UCF Retention GoalsAt UCF we want you to be retained from this semester to Fall 2021! You are on the direct pathway by enrolling in SLS 1501 this semester and applying the various student success strategies, meeting with your academic advisor, and enrolling in Fall 2021 classes during course registration. 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 . 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 ; if you have any technical issues accessing Zoom.Zoom Participation and ExpectationsWhile 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 technology 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 reduction of participation points for that day. Zoom Recorded Class MeetingsAs a result of remote instruction, our class meetings will be recorded and you will be able to review the content once I have made it available under the Zoom tab in Webcourses. Required Text(s) and Materials: Harrington, Christine (2018). Strategies for Student Success (2nd Custom Edition for UCF) with MindTap Access Code (3rd edition). ?As a result of remote instruction, the preferred way to purchase the textbook is directly from Cengage Learning. You will do this through the SLS 1501 Webcourse when you set up your MindTap Account. You can also visit the SLS 1501 Cengage Learning link to purchase: or purchase directly through the UCF bookstore. The most cost-effective is the $60 option which will give you access to the MindTap Assignments and the e-textbook version of the required text. ??Linking MindTap to your Webcourse: You must Link your MindTap access code through your Webcourse section in the Modules section under MindTap Student Information > START HERE TO SET UP MINDTAP > enter your code found with the purchase of your textbook. 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 Saturday, June 27, 2020 you then be required to enter your access code. Student Success TipsMake the most of your Summer B experience! Even though you will not physically be on campus, we are excited to welcome our new Knights through virtual events. Get involved by participating in events through the Office of Student Involvement (OSI): and Recreation Wellness and Center (RWC): 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 webcourses. 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: 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: about financial aid, visit: for scholarships, visit: ResponsibilitiesAttendance 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 InformationUCF CreedIntegrity: 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 the highest standards of performance in every endeavor I undertake. Diversity and Inclusion StatementThe 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? of Academic Integrity and EthicsAs reflected in the UCF Creed, integrity and scholarship are core values that should guide our conduct and decisions as members of the UCF community. It is expected of you to adhere to the academic creed of this University and maintain the highest standards of academic integrity. As plagiarism and cheating contradict these values, they are very serious academic offenses. Penalties can include a failing grade on an assignment, or in the course, or may extend to suspension or expulsion from the University. Students are expected to familiarize themselves with and follow the University’s Rules of Conduct. ()Disability Access StatementIt is my goal that this class be an accessible and welcoming experience for all students, including those with disabilities that may impact learning in this class. If anyone believes the design of this course poses barriers to effectively participating and/or demonstrating learning in this course, please meet with me (with or without a Student Accessibility Services (SAS) accommodation letter) to discuss reasonable options or adjustments. During our discussion, I may suggest the possibility/necessity of your contacting SAS (Ferrell Commons 185; 407-823-2371; sas@ucf.edu) to talk about academic accommodations. You are welcome to talk to me at any point in the semester about course design concerns, but it is always best if we can talk at least one week prior to the need for any modifications.UCF WebcoursesAssignments, supplemental materials, announcements, rubrics, course grades, and all the information you need to be successful in SLS 1501 reside in UCF webcourses. Logging in, you will need your NID and NID password. ***Students who log into webcourses 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 ProjectsAttendance and Class Participation (120 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 24 class meetings and you can earn up to 5 points for each meeting (up to 2 points for attendance and up to 3 points for participation) for a total of 120 points. Your attendance and participation score in webcourses 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!Instructor Note: Your webcourse will already be set up for entering A&P for each class day.Academic Activity in UCF Webcourses: Video Introduction! (5 points)Welcome to SLS 1501! In this 60 second video submission, you will say you 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 webcourses may result in a delay in the disbursement of your financial aid. DUE: Any time by 5:00PM, Friday, June 26, 2020. (Faculty adjust date based on their preference); however, do not close this assignment. It must remain open the entire duration of the semester. SLS 1501 Peer Mentor/Mentee Meeting (25 points) Each section of SLS 1501 has an assigned Peer Mentor who will serve as a valuable resource and support to ensure your success. In providing an outstanding mentor-mentee relationship, you will meet with your Peer Mentor at least once outside of class via Zoom. Your SLS 1501 Peer Mentor will also help you navigate the set up and log-in of your Handshake account where you can search for on-campus jobs. This is a great opportunity to ask questions about anything from an expert that is here to support you! Peer Mentor/Mentee Meetings must be completed no later than Friday, July 17, 2020. 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 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? Student Success Series (30 points total) A proven student success strategy is being involved on campus (even virtually)! Students who are actively engaged on campus have higher GPA’s than students who do not. You must attend two campus events from the Office of Student Involvement (OSI) calendar: , All events are being hosted online. Attend an optional 3rd event for 5 points extra credit. Simply take a screenshot of the event attended/watching to show participation and upload to webcourses and provide a brief narrative of what you did. Career-Exploration Project (100 points total) When do you think most college students begin to think about their career? 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 the SLS 1501 Peer Mentor or any other 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 for a Freshman 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. DateDay of the WeekTime24-JunWednesday11am25-JunThursday1:30pm30-JunTuesday12:00pm2-JulThursday2:00pm6-JulMonday1:00pm8-JulWednesday3:00pm14-JulTuesday4:00pm15-JulWednesday1:30pm16-JulThursday11:00am20-JulMonday3:00pm22-JulWednesday11:00am24-JulFriday12:00pmTo register, you must activate your Handshake account, which can be accessed at . 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.eduInstructor Notes: We will get the attendance list from Emily. Students must submit the completed attendance verification form by uploading in webcourses.Part VI: 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 webcourses. 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. Your SLS 1501 Peer Mentor will model what an Elevator Pitch is for you. 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 webcourses. 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 on teams. This project will help you build these skills throughout the semester. Full instructions and rubrics are posted in the webcourse. Make sure you connect with the University Writing Center for virtual support: I: Writing in APA Style (10 points) and Avoiding Plagiarism (10 points) Library ModulesIn 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. . 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 2010 – 2020 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. Use your resources (SLS 1501 Faculty and Peer Mentor). Librarians can also help you find articles virtually 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 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 purposeThemes 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 minimum 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! (50 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 (50 points total)Interesting Facts Debate (20 points) Your SLS 1501 Peer Mentor will facilitate a debate around an interesting fact. This will break the ice and teach you the rules of participating in a class debate. Social Issues Debate! (30 points)Your SLS 1501 Peer Mentor will lead an exciting debate around a newsworthy issue! The debate will challenge you to apply Blooms Taxonomy of Critical Thinking which is an important skill needed to be a successful UCF Knight! Your Peer Mentor will provide more information later this semester. 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. Your SLS 1501 Peer Mentor will facilitate an interactive review session prior to each exam.Assignment Point ValuesAssignmentPoint ValueAssignmentPoint ValueAttendance and Participation120Academic Activity in Webcourses5Peer Mentor-Mentee Meeting 25College Journey Narrative 40Interesting Facts Debate20 MindTap Assignments125Social Issues Debate30 Career Exploration Project100Student Success Series30 Student Success Research Project250 Examinations200 GPA Calculation Worksheet 10Goal Setting Worksheet15Course Total### points Instructor Note: The standardized course total is 970 points. Do not feel compelled to add additional assignments unless they have a direct impact on student learning. Avoid adding busy work such as reflections, or assignments worth little points. Quizzes, shoebox autobiography, or anything exciting is fine. Course total may exceed 1000 points with approval from Dr. Johnson. Course Grading ScaleInstructor note: SLS 1501 is on the +/- system, no adjustments may be made. However, you are welcome to increase students final grade based on any criterion you establish. At the end of the semester you may be required to submit an excel document of your gradebook so final grades may be checked. 93% - 100%A73% - 76%C90% - 92%A-70% - 72%C-87% - 89%B+67% - 69%D+83% - 86%B63% - 66%D80% - 82%B-60% - 62%D-77% - 79%C+59% or lowerFUCF GPA CalculationStudent Success Tip: Remember, to check your grades in webcourses at least once per week for all your classes and speak with your professors about any questions. You are in control. Important Dates: Drop/Swap Deadline: Thursday, June 25, 2020 (11:59PM) Add Deadline:Friday, Friday, June 26, 2020 (11:59PM) Payment Deadline: Friday, July 3, 2020Withdrawal Deadline:Thursday, July 16, 2020 (11:59PM) Note from FacultyPlease be advised that the 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 number 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 ScheduleWEEK 1 (6/22 – 6/26)DateTopicAssignment(s)June 22Introduction: Getting Started Instructor note: The first week of class I encourage you to focus on allowing the students to get to know one another, yourself, and their Peer Mentor. Here are some suggestions: First day of class: Review the syllabus (make it fun, it is a lot but when discussing every project/assignment briefly discuss why this is important and its application. For example, the student success research project is important because they are attending a research institution and their professors will expect they understand the research process. Additionally, learning the research process will prepare them for participation in research projects and experiences. First two days: In these important/critical days, get students comfortable in Zoom (including yourself and Peer Mentor). While the majority of your students would have experienced virtual learning during the last half of their high school experience, that was much different than what we as college professors expect. Getting students to talk with their webcams on, introducing themselves, icebreakers, all are good. Your Peer Mentor should lead some type of ice breaker/getting to know exercise. Do not forget to also reference the FCTL suggestions for engagement for this critical week and the entire semester: feedback has been they struggle with webcourses at the start of the semester. Please familiarize yourself with the technology and be prepared to lead students through a webcourse tutorial (this can take place the 2nd or 3rd day of class). You can even have students bring their technology to class to follow along. You can also have students create their MindTap account information. There is a grace period; thus, students can register regardless of they have purchased the text. They will also get access to the e-textbook to begin reading for class. This can still be done remotely with you showing your screen. June 23Introduction: Getting Started Chapter 1: Discovering the Value of Education and Sharpening Key Thinking Skills Second day of class: Peer Mentor will also facilitate the Why Are You Here (at UCF) activity?Co-curricular in-class activity/Goal setting application June 24Chapter 1: Discovering the Value of Education and Sharpening Key Thinking Skills Using library databases and doing research. Allow students time to work on Student Success Research Project. Instructor Note: Based on student feedback, please set time for students to work within the databases in class and select their articles. This will allow questions to be asked in the moment. All New Faculty are required to have the UCF Library present. Veteran Faculty may elect to have the UCF Library preset. June 25Chapter 1: Discovering the Value of Education and Sharpening Key Thinking Skills Allow students time to work on Student Success Research Project (full class period suggested – in class)WEEK 2 (6/29 – 7/3)June 29Chapter 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)June 30Chapter 2: Setting Goals and Choosing a Career PathInstructor Note: Please spend additional time on effective goal setting. Your Peer Mentor could lead the discussion and follow up with the students about their goals. Most importantly, the ABCS Framework and its application to their success as this is on the midterm exam and used for the FYE IE Plan. My expectation is that will be an in-depth in-class discussion. I am also providing additional documents via the instructor webcourse. The Goal setting worksheet can be completed on this day. I give in-tine class to work on. July 1Chapter 3: Building Academic SkillsJuly 2Chapter 3: Building Academic SkillsWEEK 3 (7/6 – 7/10)July 6Chapter 3: Building Academic Skills July 7Chapter 4: Strengthening Soft Skills July 8Chapter 4: Strengthening Soft SkillsJuly 9Midterm Exam Review with SLS 1501 Peer Mentor (60 minutes)Study Session (50 minutes) SLS 1501 Peer Mentor will facilitate review session on this day. WEEK 4 (7/13 – 7/17)July 13MIDTERM EXAMAMINATION via Webcourses TIME Students will have the full one hour and 50 minutes to complete the Midterm Examination and must be administered during your assigned class time via webcourses. 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.July 14Chapter 5: Demonstrating Knowledge and Skills Interesting Fact Debate (30 to 45 minutes) via Zoom The debate is facilitated by the SLS 1501 Peer Mentor. They will receive all material and practice during SLS 1501 Peer Mentor Team Meetings. The Peer Mentor will confirm their debate topics with you in advance.July 15Chapter 5: Demonstrating Knowledge and Skills July 16Chapter 6: Mapping Your Path to Success: Plans and Action Steps WEEK 5 (7/20 – 7/24)July 20Chapter 6: Mapping Your Path to Success: Plans and Action Steps GPA Calculation Worksheet Instructor note: Please work with your students on calculating their GPA in class. I want to be more proactive regarding success not just in SLS just in all their classes. The GPA worksheet is an eye opener. In our remote class, students bring their current grades to class and they crosscheck and enter their current grades. July 21Chapter 6: Mapping Your Path to Success: Plans and Action Steps July 22Chapter 7: Staying on Track and Celebrating Success July 23Student Success Research Project in-class development day for Power Point presentation WEEK 6 (7/27 – 7/31)July 27Social Issues Debate! via ZoomFull class period. This is facilitated by the SLS 1501 Peer Mentor. They will receive all material and practice during SLS 1501 Peer Mentor Team Meetings. The Peer Mentor will confirm their debate topics with you in advance. July 28Student Success Group Presentations!July 29Final Exam Review Session **Add your name to the SLS 1501 Peer Mentor interest list. We will begin recruiting for 2020-2021 in January 2021 and you will be placed on the priority list**SLS 1501 Peer Mentor will facilitate review session on this day.July 30 FINAL EXAMAMINATION via Webcourses TIME Students will have the full one hour and 50 minutes to complete the Midterm Examination and must be administered during your assigned class time via webcourses. **All Final Exams must take place during your assigned class period on this date, per College of Community Innovation and Education policy. 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 2020 Grades available via myUCF at 9am, Friday, August 7, 2020 @ 9:00am ................
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