6 Context of Performance
This chapter provides students with an encompassing overview of college and higher education. College is a new environment with new terminology, people, procedures, policies, and requirements for performance. As students become more familiar with this new environment, they are able to perform better because they are more confident, less anxious, and more at ease. The chapter provides a general overview of the structure of college along with identifying some of the main support systems, services, and resources generally available (you may supplement this with the specifics at your institution). The chapter looks at the specifics of higher education degrees, types of courses, and college support systems and services.
èRelated/Helpful Faculty Guidebook modules
èKnowledge Table for Chapter 6
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Ch 6 Context of Performance |
Concepts |
Processes |
Tools |
Context |
Way of Being |
| HE degree programs | Interviewing | General ed requirements table | Rene’s story | Self-grower | |
| Learning environments | Advising | Major requirements table | Student handbook | Self-directed learner | |
| Educational plan | Glossary | Local resources for student success | |||
| Support services |
èOnline Resources for Chapter 6: http://www.pcrest2.com/fol/ch6.htm
èNotes on Chapter Content
Critical Reflection Where Am I Headed?
Few traditional college students (17 or 18 years old) have a firm grasp on their talents or tendencies. There is enormous pressure on some students to decide upon a college major or career path while in their first couple of years of high school. There is parental pressure, peer pressure, and economic pressure on students. There are many stories about adults who, upon retirement from a successful or at least solid career, finally take the risk of trying what they've always wanted to do and expressing regret that they did not try it 25 or even 50 years earlier. This is a complex and highly personal topic, to be sure. This exercise will give students the opportunity to sort through some of this complexity and consider not only their own tendencies (likes, dislikes, inclinations, propensities), but the nature of some of the pressure they are under, with respect to a vocation or career. Instructors who are willing to facilitate a lively discussion may consider asking students to share their answers to prompt #5. This will allow students to not only identify common pressures (finding out that others are under similar pressures will be a relief to some students), but to consider potential positives and negatives to others' ideas of what career would be "best" for them. Students are ultimately asked to determine potential fields of interest (which could translate into different majors and even different careers).
Life Vision Portfolio Interviews
Students are asked to identify a single field of interest for the purposes of this assignment. This may be the first time many students have appreciated that the professionals they see working around them are the end result of a process that the students themselves are beginning. The process of interviewing a professional is therefore intended to give students the opportunity to further clarify how their individual educational process (with identified interests and majors) leads to a career or vocation. Be sensitive to the fact that it will take additional time for students to schedule and arrange their interviews.
èActivities
| Activity 6.1: The Terminology of College | In-class: Full Activity | 1 class period |
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This activity helps students gain familiarity with the terminology of college and higher education. By building a glossary and using new terms, students become less intimidated by their new environment and are better able to make the transition to college. The plan for the activity requires students to generate possible quiz or exam questions which can be compiled into a class terminology exam. Consider distributing the quizzes so that students can actually take them. |
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| Activity 6.2 The Student Handbook | In-class: Activity except Project | Spans multiple class meetings |
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This activity requires students to critically process the contents of the student handbook for their institution. The performance criteria require students to assess the handbook and create a short “users guide” for the book. Notes on the Critical Thinking Questions It is a good idea to have a Student Handbook on-hand when this activity is discussed. You may wish to help students locate information (if the activity is completed during class), as the goal is not to stump them, but to help them become familiar with the handbook. Consider leading a brief discussion (or even an online discussion, if appropriate) so that students can share the information found in answering question #5. The Project portion of this activity is to be implemented at the instructor's discretion; Part 1 will allow students the opportunity to become even more familiar with the overall handbook while Part 2 is more writing intensive and focuses more narrowly upon specific aspects of the handbook. Either or both parts may be assigned.
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| Activity 6.3 Developing an Educational Plan | In-class: Orientation only | May spans multiple class meetings |
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In this activity, students map out the courses they must take in order to graduate. This is a critical activity, as far too few students receive an explicit degree plan that takes into account their personal circumstances and challenges (are they a full-time or part-time student? are there certain days they are unavailable for classes due to a work schedule?, etc.) If students are to believe they can graduate from college, they must have a plan for getting from 'here' to 'there'. The Educational Plan (General Education Requirements and Major Requirements) is that plan. We strongly recommend that instructors consider requiring students to complete "Exploration" #1. This kind of semester-by-semester plan is invaluable and breaks up what can be a daunting set of requirements into 'do-able' chunks. This will take the students some time to complete so should be accomplished outside of class. Students will use their completed Educational Plans as work products to assess in Activity 13.3. Notes on the Critical Thinking Questions Appreciate that students will struggle with some of the steps because they are working to synthesize a great deal of information to figure out how it affects them.
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