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Having worked at two very selective institutions  (UC Berkeley &  
Princeton) with mostly high achieving students, I think you raise an  
interesting point with implications beyond the On Course materials and  
these kinds of classes. In my experience, when working with high  
achieving students in selective contexts to be useful I have chosen to  
be (1) more context specific,  (2) more process focused, and (3) more  
conceptual or theoretical. I've also used the opportunity to give the  
students more responsibility for applying strategies and investigating  
and gathering information rather than merely receiving it--e.g.  
assigning students the task of researching the
counseling and psychological services unit on campus, describing its  
offerings and doing some kind of meaningful assessment and reporting  
it to their peers. With respect to (1), (2) and (3) above that has  
meant that I've collected (and created) my own materials that focused  
expressly on the research university context and  discipline-specific  
learning expectations and demands. I also have assigned students  
materials written as professional development materials for faculty.  
So, when we addressed notetaking, I assigned chapters from Tools for  
Teaching (Davis) on lecturing. When we addressed exam preparation and  
taking strategies, they read Davis's chapter on exam design. In each  
case we then explicitly drew implications for students strategizing.  
Lastly, I've found that some study strategy textbooks do not actually  
describe the strategies and techniques at a level of detail that would  
allow novices to implement them effectively, so we've addressed that.  
For instance, when last I looked On Course included something like 30  
tips or techniques on reading alone. How can a student select from  
these and implement them appropriately? Determining under which  
circumstances to use which strategies is a challenge--and a topic-- 
unto itself.

Hope this gives you some ideas,
Nic
On Feb 23, 2011, at 5:08 PM, Evelyn Brown wrote:

> I have also taught a college success course with Skip Downing's  
> materials.  Some of those very bright students have know the  
> information but haven't really had to think about it very often.   
> Once they get to college and are in classes with other very bright  
> students, they do need to be reminded of the information.  For some  
> students this is a real shock.  I have also successfully used the  
> decision making exercises with current events.
>
>
>
> Evelyn Brown
> Academic Development Specialist
> Parkland College
> 2400 West Bradley
> Champaign, IL 61821
> 217.351.2587
> [log in to unmask]>>> On 2/23/2011 at 12:31 PM, in message <[log in to unmask] 
> >, "Herrion, Dobbie R." <[log in to unmask]> wrote:
>
> I teach the course as well and ran into the same problem.  I ended up
> incorporating a lot of today's topics and issues into the curriculum.
> Once we began talking about events in the local and world news, a  
> lot of
> skip's idea really took on a new meaning.
>
> Good Luck!
>
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals
> [mailto:[log in to unmask]] On Behalf Of Jennifer Briney
> Sent: Wednesday, February 23, 2011 12:10 PM
> To: [log in to unmask]
> Subject: Success Course for high achieving students
>
> Hello,
> I use Skip Downings' On Course text for our college success course.
> This semester our college is teaching an "First Semester" to high  
> school
> students that have met all of their HS credit but are remaining as
> students there for activities and such.  The First Semester includes  
> our
> success course.  What I have found is that these students are high
> achieving students that have certainly mastered the choices of
> successful students.  I feel like the curriculum is like preaching to
> the choir.  I began the course with some College 101 stuff which went
> over pretty well.  I planned on teaching the choices of successful
> students for the next few weeks but feel that these students already  
> get
> it...and then some!  Does anyone have some suggestions or ideas for  
> the
> direction I could go with this class?
> Thanks,
>
>
> Jenny Briney, M.A.
> Director of the Center for Learning Excellence Education Complex-RM  
> #206
> MacMurray College
> 447 East College Avenue
> Jacksonville, IL 62650
> 217-479-7178
> [log in to unmask]<mailto:[log in to unmask]>
>
> "Tutor students and they will return for more tutoring again and  
> again.
> Teach students learning and study strategies and they will become
> independent learners for life."-Frank Christ
>
> [cid:[log in to unmask]]<http://www.facebook.com/pages/Jacks
> onville-IL/MacMurray-Center-for-Learning-Excellence/123006681051459? 
> v=wa
> ll&ref=ts&__a=8>
>
>
>
>
>
>
>
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____________________________________
Dominic (Nic) J. Voge
[log in to unmask]
(609)258-6921
http://www.princeton.edu/mcgraw/us/

Associate Director
McGraw Center for Teaching and Learning
328C Frist Campus Center
Princeton University
Princeton, NJ 08544

Individual Appointment Times:
By appointment for Spring 2011

http://www.princeton.edu/mcgraw/us/strategy-consultations/











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