1
10
5
-
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Discussions
Subject
The topic of the resource
Items related to the use of discussions as a pedagogical tool.
Description
An account of the resource
This collections features various items related to the use of discussions in live and online classrooms as a pedagogical tool.
Many of these items were taken from the VHC In-Service Workshop on "Discussions for Critical Thinking" on 21 January 2016.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Contributor
An entity responsible for making contributions to the resource
Kathy Schwandt; Joshua Webster;
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Video
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Discussions for Critical Thinking" - Spring 2016 Faculty In-Service
Subject
The topic of the resource
Spring 2016 Faculty In-Service on using discussions to promote critical thinking skills, particularly for online classes.
Description
An account of the resource
<p>On 21 January 2016, the VHC hosted a faculty in-service on strategies to use discussions to promote critical thinking, particularly in online classes. The workshop was presented by GBC faculty members Scott A. Gavorsky, Kathy Schwandt, and Joshua Webster.</p>
<div id="KalturaPlayer" style="width: 400px; height: 330px;"> </div>
<p>
<script type="text/javascript" src="http://cdnapi.kaltura.com/p/2096981/sp/209698100/embedIframeJs/uiconf_id/33993351/partner_id/2096981"></script>
<script type="text/javascript">// <![CDATA[
kWidget.embed({
'targetId': 'KalturaPlayer',
'wid': '_2096981',
'uiconf_id' : '33993351',
'entry_id' : '0_vmg7ccic',
'flashvars':{ // flashvars allows you to set runtime uiVar configuration overrides.
'autoPlay': false
},
'params':{ // params allows you to set flash embed params such as wmode, allowFullScreen etc
'wmode': 'transparent'
},
readyCallback: function( playerId ){
console.log( 'Player:' + playerId + ' is ready ');
}
});
// ]]></script>
</p>
<p><a title="Discussions for Critical Thinking Video" href="http://www.kaltura.com/tiny/9ebi6" target="_blank;">Click here for direct access to video (if embed above is not functioning).</a></p>
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Source
A related resource from which the described resource is derived
<a title="Humanities Toolkit exhibit on Discussions" href="/omeka/exhibits/show/humanities-toolkit/discussions" target="_blank" rel="noopener">Humanities Toolkit - Discussions</a>
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
21 January 2016
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky, Kathy Schwandt, Joshua Webster [VHC presenters]; Brenda Wilkie [GBC IAV facilitator]
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2015-2016
Format
The file format, physical medium, or dimensions of the resource
streaming video [mp4]
Language
A language of the resource
English
Critical Thinking
Design
Design 2015-2017
Discussions
Faculty
In-Service
rubric
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/37d992e534ae16d4d9770ac4f49a73bc.pdf
699706cc4313abae86565739cb7a2cc5
PDF Text
Text
Combinatory Play
Albert Einstein referred to his thinking process as "combinatory play." Like
the highly intelligent child with a pail of Legos, Einstein constantly combined
and recombined ideas, images, and other various thoughts into millions of
different combinations. This combinatory play was the essential feature in
his creative thinking process. Consider Einstein's equation, E=mc2. Einstein
did not invent the concepts of energy, mass, or speed of light. Rather, he
combined these concepts in a novel way which restructured the way he
looked at the universe.
Think for a moment about hydrogen and oxygen. Blend them together and
you create water, a product with properties quite different from either of the
component gases that make it up. Who could have predicted the emergence
of water from two simple gases? Alone, they have known and obvious
properties. Put them together, and seemingly magical transformations occur.
But, it is not magic; synthesis is the very essence of creativity.
Combinatory play is an extraordinarily easy way to generate ideas. Suppose
you want to invent something new. Select 20 objects at random. You can
select any objects, objects at home, objects at work, or objects you might
find walking down the street. Or you can imagine you are in a
technologically-oriented science museum, walking on a beach, browsing in a
store, or just walking down a street, and then you can make a list of 20
objects that you would likely see.
Make two lists of 10 objects each on the left and right sides of the paper.
Pick one from the left and combine it with one on the right. Play with the
combinations until you find a promising new combination, then refine and
elaborate it into a new invention. Following is an example from a recent
workshop. Two participants went to the front of the room. One listed the
first ten objects that came to her mind for Column A, while the other did the
same for Column B.
Column A
Column B
�The group then randomly combined objects from Column A with objects
from Column B to see how many new products they could invent. The
illustrated combinations yielded the following ideas:
•
Combining bagel with slicer yields a bagel slicer with plastic sides
designed to hold the bagel and prevent rotation when slicing.
•
Bathtub and hammock combines into a baby tub with a simple
hammock in the tub with a headrest to hold the baby's head securely,
leaving the parent's hands free to do the washing.
•
Suntan lotion and insect repellent combines to form a new product —
one lotion that protects against both the sun and insects.
•
Coffee maker and sculpture combines to form a coffee maker with a
top that resembles a sculpture of the top of the volcano Mount
Vesuvius. When the coffee is done, the top glows red.
•
Doormat and vacuum cleaner combines to form a doormat with a built
in suction. When you step on the doormat, the doormat sucks the dirt
and debris from the bottom of your shoes.
•
Cell phone and soda can inspired the idea of utilizing cell phones as
devices that, with sensors, would enable users to dispense soda and
other products from vending machines with the expense charged back
to the vendor via the carrier.
You can also try the inverse heuristic to generate ideas, which states that if
an object performs one function, a new product might be realized by
combining it with an object that performs the opposite function. The claw
hammer is a good example. So is a pencil with an eraser.
Can you create new objects from the list of random objects by combining the
object with something that performs the opposite function? How about a
small cap for tightly sealing a soda can that could be attached to the lever of
the pop-top device?
Adapted from: http://creativethinking.net/DT10_CombinatoryPlay.htm
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Projects
Subject
The topic of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Description
An account of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
PDF file
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Combinatory Play
Subject
The topic of the resource
A class project for developing creativity through a synthesis of ideas.
Description
An account of the resource
Kathy Schwandt's basic description: "Combinatory play is an extraordinarily easy way to generate ideas. Suppose you want to invent something new. Select 20 objects at random. You can select any objects, objects at home, objects at work, or objects you might find walking down the street. Or you can imagine you are in a technologically-oriented science museum, walking on a beach, browsing in a store, or just walking down a street, and then you can make a list of 20 objects that you would likely see.
"Make two lists of 10 objects each on the left and right sides of the paper. Pick one from the left and combine it with one on the right. Play with the combinations until you find a promising new combination, then refine and elaborate it into a new invention."
Creator
An entity primarily responsible for making the resource
Kathy Schwandt
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Format
The file format, physical medium, or dimensions of the resource
PDF file
Language
A language of the resource
English
creativity
Critical Thinking
Faculty
Play
project
synthesis
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/d7cc3df88e9c04b5690dd99ee0a28111.pdf
0bee0c7af3b0cfca072222e276009f25
PDF Text
Text
Having been a student or educator for the past 57 years
(44 at the College level) I have given the whole process of
teaching and learning a great deal of thought. At the very
intersection of teaching and learning we find the student
studying. To that end you have heard many people advise
you to study, to study hard, but never explain how it is really
done. Because of my interest in student success and
therefore the process of studying, over the years I have
asked teachers, professors, tutors and very good students
alike to explain how they study. Remarkably, there has been
a very high degree of consistency among all respondents; it
involves four basic elements and here they are:
Element 1: This is the most basic of elements and involves
attendance, paying attention, and most importantly, actively
taking good notes. Attendance is vitally important; in a
three credit lecture course, you receive 45 hours of direct
instruction from an expert who cares about the subject and
you. Very few people are smart enough to miss class and do
well. As you attend each class, take careful notes,
especially noting things that are written on the board,
displayed in a power point slide, or verbally emphasized by
your instructor. Now set those notes aside. One additional
point relative to note taking in class: your class might be
entertaining, but it is not entertainment, meaning observing
a lecture like you might a television show or movie will not
work. Again, active note-taking is of critical importance.
Element 2: Read the book and any supplemental materials
carefully, outlining (i.e., taking hand written notes) as you
go. Do not expect to read 20 pages and remember
anything. Read and outline as you go.
Element 3: Complete all assigned work (e.g., readings,
doing problems, writing papers and reports) to the best of
your ability and turn in this work on time.
Element 4: Take your class notes and your outlined notes
from the readings and rewrite them into a single
consolidated set of notes. At this point, you have a
streamlined set of materials in your own handwriting that
will form the basis for your studying and learning.
The system described above involves many of the senses,
hearing and seeing in class, the physical act of taking notes,
reading, doing problems, and writing involves repetition,
time on task and various ways in which the brain receives
and integrates information. By now, some of you may be
saying, “of course anybody who goes to class every day,
pays attention, takes good notes, completes the readings
and other assignments on time, and then studies a
comprehensive set of notes will do well and learn a great
deal.” That’s right, and that is what be required of you for
academic success at the college level.
Studying, It's a Matter of Time
Periodically Great Basin College asks its students to
complete a student satisfaction survey. In the most recent
survey a significant sampling of students completed the
survey college and answered a series of questions about
their behavior and college experience. Nearly 80% of the
GBC students report they working for wages in addition to
going to school, with 26% of the students working full time
and 53% part time. Given that students are taking different
courses and have different study habits it is difficult to come
up with a hard and fast rule about needed study time.
However, it is generally accepted that students must study
2-3 hours outside of class for every hour in. Using this rule
of thumb the typical full time student would need to study
and work on assignments in excess of 30 hours per week, a
difficult proposition while working full time. Many students
need to work in order to afford the expense of going to
college. However, when there is not an appropriate balance
between working and studying, failure and/or dropping out
is often the end result. In keeping with this theme, GBC has
an admirable graduation rate of 26%, the very highest
among the 4 community colleges in Nevada. However, when
26% graduate on time, what happened to the other 74%?
Studying, it’s a matter of time.
For more information or assistance call Great Basin
College's Admission, Advising and Career Center at
775.753.2168
Great Basin College (GBC) does not discriminate on the basis of race,
religion, color, age, sex, sexual orientation, military status, disability,
national origin, gender identity or expression, or genetic information. For
inquires, 775.738.8493.
Articles written by:
Dr. Mark A. Curtis, President
Great Basin College, 2013
GBC
College
Knowledge
7
How to Study
and the Difference
Between
High School
and College
www.gbcnv.edu
�This brochure describes how high school differs from college
and the importance of studying. This brochure is the seventh
in a series of eight that will provide readers information
about many important aspects of college.
Community Colleges a Brief History
The public junior college movement was born in the Chicago
area due to the leadership of William Rainey Harper and J.
Stanley Brown. Harper, the first president of the University
of Chicago, distinguished between the general education of
the first two years of college life and the specialized focus
of the last two years. This distinction generated the term
“junior college.”
Harper believed that junior college–level work could also be
done at “cooperating” high schools in a fifth and sixth year.
By 1899, Brown, superintendent of the Joliet Schools, had
developed a six-year school at Joliet Township High School.
Thus evolved Joliet Junior College in 1901, the nation's
oldest continuous public community college. With Harper’s
successors at Chicago uninterested in the junior colleges,
their guidance passed to the University of Illinois (excerpts
from an article by Dave Bartlett, Encyclopedia of Chicago,
2005 Chicago Historical Society).
The State of Nevada administers its own system of higher
education through the Nevada System of Higher Education,
NSHE. Within this system there are three types of
institutions. One being a series of four colleges referred to
as community colleges. The name, “community college”
derives from the fact that “two-year” colleges primarily
accept, and attract, students from their respective local
community. Because of their rural service area some
colleges, such as Great Basin College, have been authorized
to offer selected four year degrees. The “two-year”
community educational institutions also provide a variety of
post-secondary educational opportunities including noncredit courses and credit bearing programs leading to
certificates and associate's degrees. In Nevada a second
type of institution is that of the University (i.e., the
University of Nevada Las Vegas and the University of
Nevada, Reno) which award bachelor's, master's, doctoral
and professional degrees, as well as having intercollegiate
athletics and a research component. The third institutional
type of institution in Nevada is the Desert Research
Institute which is wholly devoted to research and intellectual
discovery.
Nevada is a state with a relatively short history of two-year
public institutions. Elko Community College was organized
in 1967 and began a movement that has grown today to 4
public community colleges with over 30 locations statewide.
Later, Elko Community College became Northeast Nevada
Community college and today is known as Great Basin
College.
Comparing Community Colleges and Four-Year
institutions
The hallmark of the community college movement was and
remains access to higher education. Community colleges
were originally an extension of public K-12 districts and to
this day accept all students with the ability to benefit from
higher education. Because of these two facts, some
underestimate the level of academic rigor found in the
community college and the demands that will be placed on
its students. Additionally, because community colleges are
open access and focused on student success, a series of
non-college credit bearing transitional courses (sometimes
call developmental or remedial) are offered to fully prepare
students for college level work. Finally, the selective
admissions criteria of many four year colleges and
universities leads some to believe that coursework at these
institutions will be more difficult than those found at the
community college. When taken as a whole, the points
referenced above create an unfortunate and erroneous
perception about the ease of community college
coursework. In short, college coursework at the community
college is equal in learning outcomes and academic
difficulty to that offered by four year colleges.
Community college courses must be equal to that offered
by various four year institutions so as to allow for the
acceptance of course equivalencies between two and four
year colleges. This fact is borne out by the acceptance of
community college coursework by the four-year schools and
the high level of success community college transfer
students enjoy when they attend the university.
High School Versus College
1. College is much faster-paced than high school.
What was typically covered in a 5 days/week, 36
week high school year will be covered in a 3 or 4
days/week in a 16 week semester. College
coursework is delivered approximately three times
faster than high school coursework.
2. The faster pace of college coursework means:
a. More independent work and outside reading
(see section on Studying, It's a Matter of Time
below)
b. Fewer graded assignments, making each
assignment more important
c. Less monitoring of student progress by
instructors
d. No time for busy work: all work assigned must
be completed and turned in on time
3.
4.
Attendance is strongly encouraged but often not
required. If you do not show up to class, no one will
look for you. However, if you miss too many classes
you will fail.
Classes will be populated on average with more
knowledgeable and motivated people than found in
the typical high school class and as time goes on,
the competition will stiffen. In classes there will
often be non-traditional students with 5-30 years of
post high school life experience; much can be
learned from these older students.
Transitional Courses
As mentioned previously, community colleges are open
access and focused on student success. This means that a
series of non-college credit bearing transitional courses
(sometimes call developmental or remedial courses) are
offered to students who come to college underprepared for
college level work. These courses are of great benefit to
those lacking the necessary skills to be immediately
successful in college level English, reading and mathematics.
However, this benefit is not without cost. Coming to college
underprepared will necessitate the taking of non-collegecredit bearing transitional courses. These courses will cost
time and money and will typically delay time to graduation
by at least one full semester.
How to Study and Succeed In College
Learning, doing well and getting good grades always
involves the development of a system or process of study
that works for you. In such a system you must find a way of
applying your mind so as to acquire knowledge and
understanding. When asked about studying, students often
say things like “I need complete quiet to study” or “I like
music or the television on when I study,” others speak to the
time of day they study best or the fact they need the
caffeine in coffee or soda pop to stay alert when studying.
Yet, these preferences often miss the essence of what it
means to study. In short, you need a comprehensive system
of studying that works, regardless of the subject, its level of
difficulty, or the style of the instructor.
Speaking of instructors, faculty members at Great Basin
College have devoted much of their lives to the particular
discipline or subject they are teaching. Collectively, they
want little more than to communicate important subject
matter knowledge and information to their students. They
love their subject and they want you to love it too. But if you
do not or cannot love the subject, they want you to at least
learn enough to pass the course and successfully integrate
the knowledge and information received into your life and
chosen field.
�
https://humanities.gbcnv.edu/omeka/files/original/1579a3c980b157f2bdef266e2b010c6d.pdf
090a3fdbb02c2acb20920018f55e7676
PDF Text
Text
y quieren que les encante a ellos también. Pero si no
puedes hacer o amar al tema, los profesores quieren que al
menos aprendan lo suficiente para pasar la clase y integrar
con éxito el conocimiento y la información recibida en su
vida y campo elegido.
Después de haber sido un estudiante o educador los
últimos 57 años (44 en el nivel universitario) yo le he dado a
todo el proceso de la enseñanza y el aprendizaje una gran
cantidad de pensamiento. En el cruce de la enseñanza y el
aprendizaje se encuentra el estudiante estudiando duro.
Para el final han oído muchas personas que les aconsejan a
estudiar mucho, pero nunca explican como se hace
realmente. Debido a mi interés en el éxito del estudiante y
por lo tanto el proceso del estudio, con los años les he
preguntado a los maestros, profesores, tutores y a muy
buenos estudiantes por igual que me expliquen la forma en
que estudian. Sorprendentemente, ha habido mucha
coherencia entre todos los participantes; se trata de cuatro
elementos básicos y aquí:
Elemento 1: Este es el más básico de los elementos y
implica la atenencia, la atención, y lo más importante, la
participación a tomar buenos apuntes. La asistencia es
vital, en una clase de 3 créditos, recibirá 45 horas de
instrucción directamente de un experto que se preocupa por
la materia y de usted. Muy pocas personas son lo
suficientemente inteligentes como para faltar a clase y
sacar buenas calificaciones. Al asistir a cada clase, tome
apuntes detallados, especialmente observe las cosas que
están escritas en la pizarra, presentadas en una diapositiva
de Power Point, o verbalmente recalcado por su instructor.
Ahora coloque los apuntes a un lado. Un punto adicional
respecto a tomar apuntes en clase: la clase puede ser
entretenida, pero no es para entretenimiento, es decir, la
observación en una clase no es como la de un programa de
televisión o una película. Una vez más, tenga en mente que
tomar apuntes es de importancia crítica.
Elemento 2: Lea los libros y los materiales
complementarios cuidadosamente, describiendo (es decir,
tomar apuntes escritos a mano) mientras progresa la clase.
No hay que esperar a leer 20 páginas y tratar de recordar
todo. Lea y escriba apuntes mientras progresa.
Elemento 3: Complete todo el trabajo asignado (por
ejemplo, las lecturas, complete los problemas, la redacción
de documentos y los informes) a la medida de su capacidad
y entregue este trabajo a tiempo.
Elemento 4: Tome sus apuntes de clase y los apuntes
escritos de las lecturas y vuelva a escribirlos en un solo
conjunto consolidado de apuntes. Entonces, usted tiene un
sistema racionalizado de los materiales en su propia
escritura que será la base para el estudio y el aprendizaje.
El sistema descrito anteriormente implica que muchos de los
sentidos, el oír y ver la clase, el acto físico de tomar
apuntes, leer, completar problemas y la escritura consisten
en la repetición, el tiempo en la tarea y diversas formas en
que el cerebro recibe y integra la información. Por ahora,
algunos de ustedes se están diciendo, "Por supuesto, todos
los que van a clase todos los días, prestan atención, toman
buenos apuntes, completan la lectura y otras tareas al
tiempo, y luego estudian con un conjunto de apuntes van a
tener éxito y aprender mucho." Así es, y eso es lo que se
requiere de usted para el éxito académico al nivel
universitario.
Estudiar, es Cuestión de Tiempo
Periódicamente, Great Basin Collage les pide a sus
estudiantes que completen una encuesta de satisfacción. En
la encuesta más reciente, una muestra significativa de los
estudiantes que completaron la encuesta y respondieron a
una serie de preguntas sobre su comportamiento y la
experiencia universitaria dio sorprendentes resultados. Casi
el 80% de los estudiantes de GBC informan que trabajan
por un salario, además de atender a la universidad, con el
26% de los estudiantes que trabajan a tiempo completo y el
53% a tiempo parcial. Dado a que los estudiantes están
tomando cursos diferentes y tienen diferentes hábitos de
estudio, es difícil llegar a una regla dura y rápida sobre el
tiempo de estudio necesario. Sin embargo, en general se
acepta que los estudiantes deben estudiar 2-3 horas fuera
de clase por cada hora que asisten a clase. Con esta regla
de oro, el estudiante quien asiste a la universidad al tiempo
completo tendría que estudiar y trabajar en las tareas más
de 30 horas por semana, una propuesta difícil mientras
trabajan al tiempo completo. Muchos estudiantes tienen que
trabajar para pagar el costo de ir a la universidad. Sin
embargo, cuando no hay un adecuado equilibrio entre el
trabajo y el estudio, el fracaso y el abandono es a menudo el
resultado final. Siguiendo con este tema, GBC tiene una
tasa de graduación admirable del 26%, la más alta entre las
4 universidades comunitarias en Nevada. Sin embargo, si el
26% que se gradúan a tiempo, ¿Qué pasó con el otro 74%?
El estudio, es una cuestión de tiempo.
Para obtener más información o asistencia, llame a la oficina
de Admisiones, Asesoramiento, y Centro de Carreras de
Great Basin College al 775.753.2168.
Gran Colegio de la Palangana (GBC) no discrimina por carrera, por la
religión, por el color, por la edad, por el sexo, por orientación sexual, por
estatus militar, por la incapacidad, por origen nacional, por identidad de
género ni expresión, ni por información genética. Para pregunta,
775.738.8493.
Articles written by:
Dr. Mark A. Curtis, President
Great Basin College, 2013
Translation:
Jose Torres
7
Conocimiento
de la
universidad
GBC
La diferencia
entre la escuela
secundaria y la
universidad y las
mejores maneras
de estudiar
www.gbcnv.edu
�Una Breve Historia de las Universidades
Comunitarias
El movimiento de universidades públicas nació en el área de
Chicago debido a la dirección de William Rainey Harper y J.
Stanley Brown. Harper, el primer presidente de la
Universidad de Chicago, distinguió entre la educación
general de los primeros dos años de la universidad y el
centro de especializó de los últimos dos años. Esta
distinción ha generado el término "universidad comunitaria."
Harper creía que el trabajo del nivel universitario
comunitario también se podría hacer en escuelas
secundarias "cooperantes" en el quinto y sexto año del
estudio. En 1899, Brown, el superintendente de las
Secundaria Joliet, había desarrollado una escuela de seis
años en la Escuela Secundaria de Joliet Township. Así se
evolucionó a la Universidad Comunitaria de Joliet en 1901,
la universidad pública de la comunidad continua a ser la más
antigua de la nación. Con los sucesores de Harper en
Chicago, que estaban poco desinteresados en las
universidades comunitarias, su dirección fue pasada a la
Universidad de Illinois (extractos de un artículo escrito por
Dave Bartlett, Enciclopedia de Chicago de 2005, Chicago
Historical Society).
El estado de Nevada administra su propio sistema de
educación superior a través del Sistema de Nevada de
Educación Superior, NSHE (en inglés). Dentro de este
sistema, hay tres tipos de instituciones: Una de ellas son
unas series de cuatro universidades conocidas como las
universidades comunitarias. El nombre, "universidades
comunitarias" se deriva del hecho de que las universidades
de "dos años" aceptan y atraen a los estudiantes de su
comunidad local respectiva. Debido a que el área de
servicio rural de algunas universidades, como el Great Basin
College, ha sido autorizado para ofrecer títulos de cuatro
años. Las instituciones educativas de la comunidad de "dos
años" también ofrecen una variedad de oportunidades de
educación post-secundaria, incluyendo los cursos sin crédito
y programas de apoyo de crédito que llevan a los
certificados y títulos de asociado. En Nevada, un segundo
tipo de institución es la universidad estatal (por ejemplo, la
Universidad de Nevada, Las Vegas y la Universidad de
Nevada, Reno), que ofrecen títulos de licenciatura,
maestría, doctorado y profesional, así como tener los
deportes intercolegiales y un componente de investigación.
El tercer tipo de institución de las instituciones en Nevada
es el Instituto de Investigación del Desierto (DRI), que está
totalmente dedicado a la investigación y el descubrimiento
intelectual.
Nevada es un estado con una historia relativamente corta
de las instituciones públicas de dos años. Elko Community
College se organizó en 1967 y comenzó un movimiento que
ha crecido hoy a cuatro universidades públicas comunitarias,
con más de 30 ubicaciones en todo el estado. Más tarde,
Elko Community College se convirtió en Northeast Nevada
Community College y ahora es conocido como Great Basin
College.
Comparando las Universidades Comunitarias con
las Universidades de Cuatro Años
El sello distintivo del movimiento de las universidades
comunitarias era y sigue siendo el acceso a la educación
superior. Las universidades comunitarias fueron
originalmente una extensión de las escuelas secundarias de
los distritos públicos y para hoy en día, aceptan todos los
estudiantes con la capacidad de beneficiarse de la
educación superior. Debido a estos dos factores, algunos
subestiman el nivel del rigor académico que se encuentra
en la universidad comunitaria y de las demandas que se
colocan en sus estudiantes. Además, dado a que las
universidades comunitarias son de acceso libre y se centran
en el éxito del estudiante, ellas también ofrecen una serie
de créditos que no cuentan para la universidad pero sirven
como cursos de transición (a veces llamados cursos de
desarrollo o recuperación) para terminar de preparar a los
estudiantes para el trabajo de nivel universitario. Por
último, los criterios de admisión selectivos de muchas
universidades de cuatro años llevan a algunos a creer que
los cursos en estas instituciones son más difíciles que los
que se encuentran en las universidades comunitarias.
Cuando se toman en conjunto, los puntos mencionados
anteriormente crean una percepción desafortunada y
errónea acerca de la facilidad de los cursos de las
universidades comunitarias. En resumen, los cursos de las
universidades comunitarias son iguales y de difíciles y
tienen los mismos resultados que esos ofrecidos por las
universidades de cuatro años.
Los cursos de las universidades comunitarias deben ser
iguales a aquellos ofrecidos por las instituciones de cuatro
años para permitir la aceptación de equivalencias de cursos
entre las universidades de dos y cuatro años. Este hecho se
ve confirmado por la aceptación de los cursos de las
universidades comunitarias por las universidades de cuatro
años y el alto nivel de éxito por la transferencia de
estudiantes de las universidades comunitarias a las
universidades de cuatro años.
La Escuela Secundaria vs. La Universidad
1. La universidad es mucho más rápido en el paso de
estudios comparado con la escuela secundaria. Lo
que normalmente se cubre en unos 5 días por
semana, 36 semanas en la escuela secundaria,
será cubierto en unos 3 ó 4 días por semana en un
semestre de 16 semanas. Los cursos de la
universidad se entregan aproximadamente tres
veces más rápidos que los cursos de la escuela
secundaria.
2. El ritmo más rápido de los cursos universitarios
significa:
a. Más trabajo y lectura fuera de la clase
b. Menos tarea que será calificada haciendo cada
asignación más importante
c. Menos monitoreo del progreso del estudiante
por los profesores
3.
4.
d. Menos tiempo para el trabajo pesado: todo el
trabajo asignado debe ser completado y
entregado a tiempo
La asistencia será altamente recomendada, pero a
menudo no es necesaria. Si usted no se presenta a
la clase, no será buscado. Sin embargo, si falta a
muchas clases, será reprobado.
Las clases en promedio serán completadas con
estudiantes que son más motivados y tienen más
conocimiento que los que se encuentran en las
clases de la escuela secundaria y con el paso de
tiempo, la competencia se endurecerá. En las
clases habrá a menudo estudiantes que no son
tradicionales con 5 a 30 años de experiencia en la
vida después de la escuela secundaria, se puede
aprender mucho de estos alumnos mayores.
Cursos Tradicionales
Como se mencionó anteriormente, las universidades
comunitarias son de acceso libre y se centran en el éxito del
estudiante. Esto significa que una serie de cursos que no
cuentan de crédito para las universidades y sirven como
cursos de transición (a veces llamados cursos de desarrollo
o de recuperación) están ofrecidos a los estudiantes que
atienden a la universidad sin la preparación adecuada para
el trabajo de nivel universitario. Estos cursos son de gran
beneficio para aquellos que carecen de las habilidades
necesarias para ser un éxito inmediato en el nivel
universitario en el inglés, la lectura y las matemáticas. Sin
embargo, este beneficio no es sin costo. Llegar a la
universidad sin la preparación adecuada requerirá que el
estudiante tome cursos que no contaran como crédito en la
universidad. Estos cursos tendrán un costo de tiempo y
dinero y se suelen retrasar el momento de la graduación por
lo menos un semestre completo.
Cómo Estudiar y Tener Éxito en la Universidad
Aprender y sacar buenas notas siempre implica el desarrollo
de un sistema o proceso de estudio que funcione para el
estudiante. En tal sistema, se debe encontrar una manera
de aplicar su mente al fin de adquirir los conocimientos y la
comprensión. Cuando se les pregunta a los estudiantes
acerca de los estudios, ellos suelen decir cosas como "tengo
que tener todo tranquilo para estudiar" o "me gusta la
música o la televisión prendida cuando yo estudio", otros
hablan de la hora del día que estudian mejor o el hecho de
que necesitan la cafeína o un refresco para tener energía
cuando estudian. Sin embargo, estas preferencias suelen
perder la esencia de lo que significa estudiar. En resumen,
se necesita un sistema integral de estudio en que las
maneras, con independencia del sujeto, su nivel de
dificultad, o el estilo del instructor.
Hablando de los instructores, los profesores en el Great
Basin Collage se han dedicado una gran parte de su vida a
la disciplina o materia que imparten. Colectivamente, ellos
quieren comunicar algo más que la importancia de la materia
y la información a sus estudiantes. Ellos aman a su materia
�
https://humanities.gbcnv.edu/omeka/files/original/f5eaa2d88a39de85bde44358b0752c1c.pdf
4575cc19034327fe0146b15cc6fb738c
PDF Text
Text
7
�7
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
GBC College Knowledge
Subject
The topic of the resource
Guides to first-generation college students written by GBC President Dr. Mark Curtis.
Description
An account of the resource
The collection of articles originally appeared in the <em>Elko Free Press</em> in the Spring of 2013, and have since been printed in brochure form by Great Basin College.
Creator
An entity primarily responsible for making the resource
Dr. Mark A. Curtis
Source
A related resource from which the described resource is derived
"GBC College Knowledge" series in the <em>Elko Free Press</em>
Date
A point or period of time associated with an event in the lifecycle of the resource
Spring 2013
Contributor
An entity responsible for making contributions to the resource
Dr. Mark A. Curtis (author); Laura Gallegos (brochure design); Jose Torres (Spanish translations); Scott A. Gavorsky (VHC)
Rights
Information about rights held in and over the resource
Great Basin College © 2015. All rights reserved.
Format
The file format, physical medium, or dimensions of the resource
PDF files (tri-fold brochure layout)
Language
A language of the resource
English, Spanish
Publisher
An entity responsible for making the resource available
Great Basin College
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
PDF file
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How to Study and the Difference Between High School and College
Subject
The topic of the resource
GBC College Knowledge - Article 7
Description
An account of the resource
Discussion aimed at first-generation college attendees about the study skills necessary for college success and the differences in expectations from secondary education.
<p><a title="College Knowledge - Article 7 "How to Study"" href="/omeka/files/original/f5eaa2d88a39de85bde44358b0752c1c.pdf" target="_blank" rel="noopener">View Article 7 as two-page flyer [pdf file]</a></p>
Creator
An entity primarily responsible for making the resource
Dr. Mark A. Curtis
Source
A related resource from which the described resource is derived
"GBC College Knowledge" series in the Elko Free Press
Publisher
An entity responsible for making the resource available
GBC Media Services
Date
A point or period of time associated with an event in the lifecycle of the resource
Spring 2013
Contributor
An entity responsible for making contributions to the resource
Laura Gallegos (brochure design); Jose Torres (Spanish translation); Scott A. Gavorsky (VHC)
Rights
Information about rights held in and over the resource
GBC
Format
The file format, physical medium, or dimensions of the resource
PDF file (tri-fold brochure layout)
Language
A language of the resource
English, Spanish
Critical Thinking
Faculty
student aids
Symphony
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/49452178b9ee3c8e476b4f520664b90f.pdf
26452ef4d22fa3e78b077e9de0eb6fe1
PDF Text
Text
‘What it takes to succeed in Geology 101’
By: Geology 101 Students Fall 2007
‘A positive attitude and a willingness to learn is all it takes….keep your ears and eyes at attention
when she teaches.’
‘Study at least 2 hours a week.’
‘1. Take good notes. 2. Don’t wait until the night before a test to study, start at least 3 days out.
3. Try not to miss a class. 4. Don’t skip school on lab days (usually relates to text and provides
a visual on what is taught in class. 5. Understand Bowen’s Reaction Series.’
‘Read the chapters, pay attention to lecture, take good, thorough notes from lectures, participate
in reviews, print out study guides and keys, Study, Study, Study, talk to Carrie if you need to.’
‘It takes a driven spirit and a good sense of humor.’
‘I can say only one word – STUDY!!! If you don’t study you will struggle in this class. Her tests
are not very easy. Don’t study the book, study the notes and really pay attention, because she
gives the tests on notes and lecture, not the book!!’
‘Take extremely good notes during lectures. Study notes and then refer to book if more
explanation is needed. Ask questions if lost. Go to class every session, you will miss out a lot on
the notes and what was said in class.’
‘Don’t procrastinate! Read the chapters and understand the pictures. Learn all the geology terms
and how to use them.’
‘To not get overwhelmed – make sure you keep up. Read the chapters and have an interest to
want to be in here.’
‘To succeed in geology, it is vital that you pay attention in class! Taking notes during the lecture
is very helpful, because most of the information covered in class is directly on the exam. Also,
study the diagrams!’
‘Have fun. Work hard. If you don’t understand, ask the teacher to help you. Go to the study
groups. Take your time.’
‘Pay attention to the lectures!!!’
‘Take advantage of every single learning or studying opportunity available. Learn how geology
relates to your life and world --if it is interesting to you, you will learn more readily.’
‘If you wish to take this class, understand that the teacher forgets you have a life, STUDY LIKE
HECK! EVERY DAY!’
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Student Peer Advice
Subject
The topic of the resource
Collection of student peer advice to other students.
Description
An account of the resource
This collection contains items of advice from students to other students on successfully navigating the collegiate experience. It has been collected from a variety of sources.
Creator
An entity primarily responsible for making the resource
GBC Students / GBC Faculty / Various Student Organizations
Date
A point or period of time associated with an event in the lifecycle of the resource
2007 - present
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
Information about rights held in and over the resource
Detailed in the specific item notes.
Relation
A related resource
Toolkit - Study Skills
Format
The file format, physical medium, or dimensions of the resource
Varies
Language
A language of the resource
English
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
PDF file
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
What It Takes to Succeed in Geology 101
Subject
The topic of the resource
Student peer advice for success in Geology 101
Description
An account of the resource
Collection of student comments from Carrie Bruno's GEO 101 class in Fall 2007, written for future students to take the course.
Creator
An entity primarily responsible for making the resource
GEO 101 Students / Carrie Bruno
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
Fall 2007
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
Information about rights held in and over the resource
GBC
Format
The file format, physical medium, or dimensions of the resource
PDF file
Language
A language of the resource
English
Critical Thinking
peer advice
Student
student aids
Symphony
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/7065ff9d7a1fda24d5a3a09d3e0ff9d2.pdf
d25501a6615b00f4d4fc2e364552ef70
PDF Text
Text
Advice to YOU from Students from COT 151 Last Semester
At the end of COT 151 last semester, I asked students to provide
advice to YOU, the students in this class this semester. Here’s
what they recommend for you to be successful in COT 151.
•
My advice to future COT-151 Students would be, to be prepared. It is very helpful
to complete the in-chapter exercises. This class requires your time and focus,
just like any other. I have used Word at work and at home, and thought this class
would be a breeze. You will be surprised by the amount of things this program
can do. Good luck and have fun with it.
•
Dear Future COT 151 Students,
RUN... RUN AWAY... AS FAST AS YOU CAN! Just kidding! My advice is to be
prepared for a lot of work. This is a condensed course and you have many
assignments each week. I would also suggest that you pay careful attention to
the discussion due dates, the first post is due three days before the two posts to
other students, so if you are doing them by the due date that's shown it will be
late. I really enjoyed the class and what I learned. I have used Word for several
years and thought that this class would be easier than it was, but you'll be
grateful for the knowledge and how you can apply it to what you're doing. Good
luck and enjoy!
•
My advice would be to study hard and make sure you do all of the exercises in
the book. This is a compressed course and it can become very frustrating at
times, however, it is a fun course and can be very helpful in the workplace or at
home. Pay attention to the discussion areas as they are due BEFORE the actual
assignments. I have really liked this class and am looking forward to continuing
the book. Oh, don't forget your professor, she is there to help and will whenever
she can. Good luck to all!
•
My advice is to pay close attention to the rubrics for each individual assignment,
as well as the due dates and times. I've regrettably missed several assignments
due to missing the deadline by only a few minutes. Allot yourselves enough time
to complete your assignments well before they are due, just in case you run into
a problem and need extra time to figure your way through it.
•
My advice to future students, first of all, would be to pay close attention to
assignment due dates, I mean close attention ha. I read the assignment due date
and it went in one eye and out the other and missed turning in my first
assignments. Second would be to allow yourselves plenty of time to complete
your assignments. This to me was a hard one working 8:00-3:00, getting home
taking care of a 21 month old, doing chores, then my homework. I felt like I never
�had time. But hey it can be done, so my advice would be to give yourself plenty
of time to complete assignments that way you can ask for help for those
assignments that give you a hard time.
•
I work from 5:30 am to 5:30 pm and have a 3 year old. It was tough but I found
my groove. I pretty much made sure all my homework for the next week was
done on the weekends during nap times, that way I did not have to worry too
much about it during the workweek. I would make a list of any questions that I
had as I went then I would email the instructor on Sunday night then that gave
me until Wednesday to make the corrections needed.
•
My Advice for new COT-151 students is to motivate yourself to finish
assignments, with simple things like post-its at the end of each chapter, like “well
done!” and “you finished, congratulations!” Time management was a big one for
me. It is extremely important to have a strong will, and use an agenda to
schedule yourself to finish important things, like homework, etc. It is a
compressed class, but the good news is that time goes by very quickly and you'll
have learned a lot of interesting functions in Word.
•
My advice for the future COT-151 students would be don't give up. Read your
materials, do the practice exercises and don't be afraid to ask for help. You have
to be prepared and manage your time wisely. Good Luck!
•
My advice for COT 151 students is to be on top of the assignments and reading.
This class has a lot of information in a limited amount of time. They should make
sure they read the chapter thoroughly and don't wait until the last minute to start
their assignments. They should start their assignments with enough time that
they can ask questions if needed. Making sure they understand what they are
reading is key in doing the assignments properly. The exercises in the chapter
are very helpful in making sure you understand the material. Be prepared to work
hard and enjoy what you learn!
•
The advice I would give the students who take this class next is to ask questions
and practice the setting tabs portion of the book extensively. I really enjoyed this
class and the teacher was very helpful with all aspects of the course. Stay
focused and use the video record option for discussions as it will give you
practice with public speaking as well. Good luck students! One more thing, make
sure you have the latest version of the Word software!
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Student Peer Advice
Subject
The topic of the resource
Collection of student peer advice to other students.
Description
An account of the resource
This collection contains items of advice from students to other students on successfully navigating the collegiate experience. It has been collected from a variety of sources.
Creator
An entity primarily responsible for making the resource
GBC Students / GBC Faculty / Various Student Organizations
Date
A point or period of time associated with an event in the lifecycle of the resource
2007 - present
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
Information about rights held in and over the resource
Detailed in the specific item notes.
Relation
A related resource
Toolkit - Study Skills
Format
The file format, physical medium, or dimensions of the resource
Varies
Language
A language of the resource
English
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
PDF file
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Advice to COT 151 Students
Subject
The topic of the resource
Advice from COT 151 students to future students in the class.
Description
An account of the resource
Kathy Schwandt's Description: "At the end of COT 151 last semester, I asked students to provide advice to YOU, the students in this class this semester. Here’s what they recommend for you to be successful in COT 151."
Creator
An entity primarily responsible for making the resource
COT 151 Students / Kathy Schwandt
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
Spring 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Rights
Information about rights held in and over the resource
GBC
Format
The file format, physical medium, or dimensions of the resource
PDF file
Language
A language of the resource
English
Critical Thinking
peer advice
Student
student aids
Symphony
Toolkit