Becoming a Master Student , Introduction, Pp. 15 30

Course Discussion Prompts 1 GEN/201 Version 6 University of Phoenix Material

First Messages

Week 1

Becoming a Master Student, Introduction, pp. 15–30

 Becoming a Master Student, p. 18, discusses how important it is to acknowledge your concerns. It discusses ways to address these concerns and be successful as a student. What are some of your concerns as you start class? What strategies from the text can you apply to be a successful student?

 Becoming a Master Student, p. 21, mentions the importance of enrolling your instructor in your success. What did you gain from this section? How will you engage your instructor in your success?

 On p. 23 of Becoming a Master Student, it asks a great question: “If you were employed as a student, would you be earning your wages?” (Ellis, 2013). What is your response to this question? What steps are you taking towards developing a professional work ethic?

Ellis, D. (2013). Becoming a master student (15th ed.). Boston, MA: Cengage Learning.

Becoming a Master Student, Ch. 1, pp. 33–54

 After completing the Discovery Wheel exercise in Ch. 1 of Becoming a Master Student, share one area of strength and one goal for improvement. What resources provided by University of Phoenix will you use to meet your goal?

 What did you learn about your learning styles after completing the activities in Ch. 1 of Becoming a M aster Student?

Becoming a Master Student, Ch. 2

 After reading the section “Planning Sets You Free,” in Ch. 2 of Becoming a Master Student share what you learned. How does planning relate to academic readiness?

 What technology do you currently use to help you manage your time wisely?

 After reading the section “25 Ways to Get the Most Out of Now,” in Ch. 2 of Becoming a Master Stud ent share what you gained. What strategy mentioned in the text do you need to practice more? Which strategies are you already using?

 After reading Ch. 10 of Becoming a Master Student, what strategies will you implement from the section on managing money during tough times?

 How can proper money management help you perform better in school?

Becoming a Master Student, Ch. 11, pp. 331 & 332

 Why is it so important to ask for help? What did you learn from reading Ch. 11 of Becoming a Master Student?

Watch “Welcome to Student Resources Guide.”  What University of Phoenix resources do you think will be most useful to you as a new student? Why? How do you anticipate using these resources in your academic and personal life?

Watch “Goal Setting and Time Management.”  Apply SMART goal setting to one of your academic goals, and share your thoughts with the class.

Week 2

 What are the differences between nonverbal and verbal listening? Share an example of how you apply these techniques in school, work, or your personal life.

 How can your emotions affect your decision-making abilities? Why should you be aware of the effect your emotions play in the way you communicate?

The Writing Process

 What are the stages of the writing process? Which stage do you struggle with most?

Overview of CWE

 What resources in the CWE will you use to help improve your writing? Explain.

Review the following Center for Writing Excellence tutorials and resources: Writing Style – Thesis, Buildin g Writing Confidence, Plagiarism.  What did you learn from these resources? Why is it so important to create a strong thesis?

Week 3

 What information is included when you cite a direct quote? How does this differ from the information you must include when citing paraphrased or summarized sources?

 What makes a source credible?

 What are some of the different types of plagiarism?

Complete the Library Research Tutorial on the University Library home page.  When conducting research in the library, where would you start? Explain.

Citations and References  What is the difference between an in-text citation and a full reference? How do you cite course materials? What did you like about the citation generator? How will you use this tool?

Week 4

Becoming a Master Student, Ch. 1, pp. 55–57

 What are the six levels of thinking? With which level do you think you need more practice? Explain.

 What does muscle reading mean? What are the three phases of muscle reading?

 Why is it important to build your vocabulary? Explain.

 Provide three examples of what to look for when previewing an assignment.

 What are some of the uses for critical thinking? Share a specific example or scenario where you used critical thinking at work, home, or school.

 What does the text mean when it says to check for logic?

 How does creativity fuel critical thinking?

 What are some of the common mistakes in logic?

 What can you do to gain skills in decision making?

Watch the MindTap video in Ch. 4, "Master Students in Action: Reading."  What does active reading mean?

Ethical Lens Inventory

 How do ethics relate to critical thinking?

 How can you apply what you learned in your ELI to improve your critical-thinking skills?

Week 5

 What are transferable skills? What are some of your transferable skills?

 What three factors should you consider when developing your career skills? Explain.

 What makes a great resume?

 What does it mean to persist on the path of mastery?

University Learning Goals

 How has this course helped you meet the University Learning Goals?

 How do these goals help prepare you for future success?

 Select one of the University Learning Goals. Discuss what strategies and information you learned in this course related to that goal. How will you apply this information for future success?

Complete the Career Interest Profiler activity on the Phoenix Career Services website.  What did you gain from this activity? How will you utilize this information to reach your career goal?