Weekly Modules 090815 - Recitation 2015

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Week 1a - The Meet & Greet! - Week of August 24

This week in Recitation, you will meet your Peer Mentor and the Teaching Assistant assigned to your Recitation section! You will also take a short walking tour of Engineering.

Week 1a - The Meet & Greet! - Week of August 24

The Meet and Greet!

This week will be an opportunity for you to meet the students in your Peer Group. Your course schedule is set up so that most of the people in your peer group will have the same course schedule as you! This provides you with a built-in group of students in bioengineering for sharing notes, walking between classes, and setting up study groups.

Peer Mentors and Teaching Assistants

Do you remember the difference between the roles of these students?

Your Peer Mentor (commonly known as PM) is the leader for your recitation section. This student is a third, fourth or fifth year student in the BIOE program. This student will be helping you transition to college. You can talk with them about ANYTHING, and it is really important that you do so. They can help with just about anything.

Your Teaching Assistant (commonly known as TA) is a graduate student. These students will be helping you with and grading your BIOE 1000 Coursework! They hold office hours in the BIOE Student Lounge during all recitation times and will facilitate recitation during the Blood Pressure Measurement Lab, Check off #1, #2, #3, and #4.

Other people you should know about...

Your course Professor (Dr. Relue): Dr. Relue will teach you about bioengineering concepts! Be prepared to be challenged! Read the material BEFORE class! Dr. Relue is always willing to assist you in understanding course concepts. She also appreciates appointments.

The Asst. Director of BIOE Student Services (Risa Sindel), located in NI 5051-B, is able to assist you in finding resources, managing flowcharts, academic assistance, referral to campus resources and just about anything else you need. She will expect you to TRY to find out things on your own by using your BIOE Student handbook, the UT website and the BIOE website. However, she understands that navigating college can be challenging and will be happy to assist you at any time. Appointments can be set up by sending her your days and times of availability via email at [email protected].

REMEMBER: Bring your BIOE New Student Handbook for recitation next week!

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Week 1b - Campus Technology - Week of August 24

In this lesson outside of class, you will be introduced to the most frequently used campus technologies.

HOMEWORK: Complete the Campus Technology worksheet and take to Recitation during Week 2 to receive credit.

Week 1b - Campus Technology - Week of August 24

Introduction

Welcome to First Year Experience at the University of Toledo!

This course provides an introduction to academic success strategies within a community of University learners. Throughout the course, we'll identify the key strategies needed to support the transition from high school to the University and introduce campus resources, self-responsibility, academic policies and procedures, study strategies and other topics foundational to campus life.

First, we'll start with campus technology. There are a few different technologies that you will use frequently (if not daily) throughout your academic career, including Rockets Email, MyUT, and Blackboard. In this lesson, we'll cover the basics of what these technologies are and how to use them.

Learning Objectives

After completing this module, you will be able to:

Access and set-up Rockets E-Mail on your devices Forward your Engineering email to your Rocket's E-Mail account Locate important academic, financial, and social information on the MyUT portal Navigate your courses in Blackboard and complete common tasks including: submitting an

assignment, sending email, and checking your grades

Learning Activities

This course is set up a bit differently than courses you may have taken in the past. Each week, you will be asked to review materials and complete an activity *before* you come to Recitation. During the Recitation, we'll discuss the topic more in depth and apply the information you read by completing activities related to the material. It will be very important that you *come to class prepared* so that we can have meaningful discussions and participation.

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You'll notice that each page of content is separated into two sections, titled "REQUIRED" and "OPTIONAL." Required materials contain resources and information that will be assessed and assignments that will be graded. Optional materials are extra resources pertaining to the topic that you may find useful but do not contain information that will be assessed in the course.

Complete the following tasks before Recitation:

Review materials and complete activities under the Rockets Email, Engineering Email, MyUT, and Blackboard sections of this module.

Bring the following items with you to Recitation:

Notes and questions about course technologies and the completed Campus Technology worksheet.

In class, we will complete the following:

Discuss campus technologies and answer questions about any items on the Campus Technology worksheet you were unable to locate.

Rockets Email

Rockets Email is the email system for students at the University of Toledo, through Microsoft Office 365. *Note: All links open in a new tab.

REQUIRED:

Visit the Rockets Email Website to log-in, using your UTAD and password. Make sure you are able to log-in and view your emails, as this will be your primary form of communication with your instructors, your academic advisor (Risa Sindel), and any other UT personnel needing to communicate with you.

OPTIONAL:

Follow the Rockets Email Configuration Guide to set up your email on your device(s). Edit your Rockets Email Settings if you wish to forward your Rockets Email to another email

account. Read the Frequently Asked Questions (FAQ) about Rockets Email to answer any questions

you might have. Contact the IT Help Desk for Rockets Email technical support.

Engineering Email

It is important that you check your Engineering email and Rockets email at least once daily! The easiest way to do that is to forward your engineering email to your Rockets email.

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REQUIRED

Follow the instructions for forwarding your Engineering email in the Engineering College Computing FAQs. Under the Email section is the question How do I forward e-mail from the engineering server to another location? You will need your engineering login id and password.

MyUT

MyUT is the internal UT website for faculty, students, and staff. Here you will find personal information and academic, financial, and social resources. *Note: All links open in a new tab.

REQUIRED:

Visit the MyUT Website to log-in, using your UTAD and password. Watch the MyUT Online Tour (2:12) (closed captioning available) to learn how to navigate

the MyUT interface.

OPTIONAL:

Read the Frequently Asked Questions (FAQ) about MyUT to answer any questions you might have.

Visit the MyUT Help Center for more information and resources regarding MyUT. Contact the IT Help Desk for MyUT technical support.

Blackboard

Blackboard (the system you are using right now!) is the learning management system at UT. Each course you are enrolled in will have a Blackboard site where you may find course materials, activities, assessments, and your grades. *Note: All links open in a new tab.

REQUIRED:

Complete the Browser Requirement Check to ensure your browser settings are compatible with Blackboard.

Watch the video below to learn how to update your notification preferences. To view on YouTube: How to Set Your Notification Options (3:19).

Watch the video below to learn how to add a profile picture to your Blackboard account. To view on YouTube: How to Add an Avatar (2:37).

Upload an avatar/profile picture to your Blackboard account (instructions found in the video linked above).

Watch the video below to learn how to use the assignment tool. To view on YouTube: How to Submit an Assignment (3:33).

Watch the video below to learn how to use the discussion board tool. To view on YouTube: How to Use Blackboard Discussions (4:02).

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OPTIONAL:

Bookmark the Blackboard Log-in page for quick and easy access to Blackboard throughout the semester.

Review the Blackboard Learn Screensteps Guides for Students for more information and resources regarding Blackboard.

Contact the UT Online - Learning Ventures Help Desk for Blackboard technical support.

HOMEWORK - Campus Technology worksheet - bring to your Recitation - Week of August 31

Attached Files:

Week 1 - Campus Technology worksheet.pdf

When you finish the lesson on Campus Technology, you should be able to answer most of the questions on this worksheet. Some of the others may require more exploration within MyUT and Blackboard. If you are unable to figure out how to do any of the activities, make sure that you discuss with your peer group/PM so that you understand before leaving Recitation.

Summary

In this module you learned a bit about the four campus technologies that are most commonly used by Engineering students at UT. You’ll continue to learn more about the in’s and out’s of these technologies throughout the semester as you use them more frequently. Remember, there are support services on campus to help you if you have any questions or come across any technical issues with these technologies. Don't be afraid to ask for help! *Note: All links open in a new tab.

Campus Technology Support:

Rockets Email & MyUT: IT Help Desk Blackboard: UT Online - Learning Ventures Help Desk

References

The following resources were used to develop this module:

1. Blackboard, Inc. (2013, April 24). How to use blackboard discussions. Retrieved from https://youtu.be/UxjOU5sXmns

2. Blackboard, Inc. (2013, November 18). How to submit an assignment in blackboard learn. Retrieved from https://youtu.be/7ZuZW9-KAjY

3. Blackboard, Inc. (2013, December 20). How to set your notification options. Retrieved from https://youtu.be/2ZIdCqhc-8E

4. Blackboard, Inc. (2014, January 23). How to add an avatar. Retrieved from https://youtu.be/MjAE7eQNmK8

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5. University of Toledo. (2015, May 11). Rocket mail smartphone configuration guide. Retrieved from http://www.utoledo.edu/nursing/pdfs/Rocket%20Mail%20Smartphone%20Configuration%20Guide.pdf

6. University of Toledo. (2015, June 26). Blackboard 9.1 browser & plug-in assessment tool. Retrieved from https://www.utoledo.edu/dl/helpdesk/BB9%20Browser%20Check/innovation/blackboard/browsercheck.html

7. University of Toledo. (n.d.). IT help desk. Retrieved from http://www.utoledo.edu/it/CS/HelpDesk.html

8. University of Toledo. (n.d.). Learning ventures - UT online help desk. Retrieved from http://www.utoledo.edu/dl/helpdesk/index.html

9. University of Toledo. (n.d.). MyUT frequently asked questions. Retrieved from https://intranet.utoledo.edu/helpcenter/faq.html

10. University of Toledo. (n.d.). MyUT help center. Retrieved from https://intranet.utoledo.edu/helpcenter/index.html

11. University of Toledo. (n.d.). MyUT tutorial video: Online tour. Retrieved from https://intranet.utoledo.edu/helpcenter/video/onlineTour/index.html

12. University of Toledo. (n.d.). Starfish - Early alert system. Retrieved from https://www.utoledo.edu/offices/provost/starfish/index.html

13. University of Toledo. (n.d.). Starfish FAQ. Retrieved from https://www.utoledo.edu/offices/provost/starfish/faq.html

14. University of Toledo. (n.d.). Student e-mail FAQ. Retrieved from https://www.utoledo.edu/it/Student_Email_FAQ.html

15. University of Toledo. (n.d.). Student guides and documentation: Blackboard learn. Retrieved from http://utlv.screenstepslive.com/s/student/m/23191

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Week 2a - Introduction to Campus Resources - Week of August 31

In this lesson, you will be introduced to some of the most useful support services on campus. Please review this information before you come to Recitation this week.

HOMEWORK: Bring the Campus Technology worksheet (from the Week 1b lesson module) with you to Recitation this week.

Week 2a - Introduction to Campus Resources - Week of August 31

Introduction

In this module, we will introduce you to some very useful support services. Some are UT resources, others are online.

Learning Objectives

After completing this module, you will be able to:

Locate the Learning Enhancement Center and be familiar with their services Locate the Engineering Library and the CASE Center Know how to contact Night Watch Know where to access the UT Bus system and bus loops Locate Rocket Solution Central and know what services are provided Find a student or faculty member's contact information in the UT Campus Directory Find useful online study tool help via Khan Academy

Learning Activities

Complete the following tasks before Recitation:

Review material in the Campus Resources section of this module.

Bring the following items with you to Recitation:

Notes and questions about campus resources.

In Recitation, we will complete the following:

Discussion of campus resources

Campus Resources

First, your PM, TA, professor, and advisor are AWESOME resources! If you are ever uncertain, ASK!

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REQUIRED:

Visit the Learning Enhancement Center website. They offer free tutoring services, study strategy sessions, and other academic support.

Visit the Night Watch website learn how to contact a campus escort. Visit the UT Bus System website to learn about the campus bus loops. Find out what services are offered by Rocket Solution Central. Look up someone in your class in the online UT Campus Directory.

OPTIONAL:

Visit the Khan Academy website to find study tool help. Utilize patrickJMT on youtube for mathematics videos. Find a comprehensive list of other campus resources and information in the A-Z listing

found at the top of all UT webpages. Visit the Engineering Library website to find the location of the library and the CASE Center. Visit the Writing Center website to find out about services offered for students.

Summary

In this module you learned a bit about some of the most frequently used campus resources for academic support and for maneuvering around campus.

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Week 2b - Student Involvement on Campus - Week of August 31

In this lesson, we'll explore the many opportunities for student involvement on campus. Please review this information before you come to Recitation this week.

HOMEWORK: By Week 16 Recitation, you must turn in completed Evidence Forms for attendance/participation in 5 campus events/activities. See details in this folder. Get started early!

Week 2b - Student Involvement on Campus - Week of August 31

Introduction

Getting involved on campus is a great way to socialize, build a community with others, and develop your personal and professional skills. There are many UT organizations to join that could fit your interests. Types of organizations include: service organizations, club sports, cultural or social organizations, student government, Greek life, academic organizations, religious organizations, specialized living communities, and more. Experiential learning is another way to get involved and develop knowledge, skills, and values from experiences outside of the classroom.

In this lesson, you'll learn more about the different organizations and opportunities that are available to you at UT.

Learning Objectives

After completing this module, you will be able to:

Identify the benefits of getting involved on campus Locate campus organizations and/or activities Determine which campus organization(s) you wish to learn more about

Learning Activities

Complete the following tasks before Recitation:

Review materials and complete activities under the Campus Organizations & Activities, Experiential Learning, and Benefits of Getting Involved sections of this module.

Bring the following items with you to Recitation:

List of at least two campus organizations that you wish to learn more about and at least one experiential learning opportunity that is of interest to you.

In Recitation, we will complete the following:

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Student involvement activities and discussion.

Campus Organizations & Activities

UT’s Office Of Student Involvement seeks to build community and is committed to providing students with opportunities for involvement that will enhance and complement their UT experience. There are currently over 250 active student organizations, which offer fun, engaging, and diverse opportunities for involvement outside of the classroom. In addition to student organizations, there are many events and activities held by the Office of Student Involvement throughout the year, such as Homecoming, Songfest, Relay for Life, and Rockethon. Specialized Living Communities and Commuter Student Services offer students with specific interests or needs opportunities to build communities with other like-minded individuals. *Note: All links open in a new tab.

REQUIRED:

Browse the Current Student Organizations List and write down at least two organizations that are of interest to you. You can also view the Student Organizations by Type if you prefer to search the list by organization type.

Review the Office of Student Involvement Traditional Events listing and descriptions to find out more about the campus events that are traditionally held each year at UT.

Review the list of Engineering Student Organizations that are for social and professional development

OPTIONAL:

Visit the Commuter Student Services website to learn about the support and services offered to help commuters become more actively involved on campus.

Visit the Specialized Living Communities page on the Office of Residence Life website to find out more about the on-campus housing communities that are available to UT students.

Follow the UT Office of Student Involvement and Leadership on Facebook to learn about upcoming campus events.

Experiential Learning

"Experiential learning" is often defined as "learning by doing" and is typically found outside of the classroom. The most common forms of experiential learning are internships or co-ops. Others include service learning, undergraduate research, education abroad, field experiences, work-study programs, or student teaching. Experiential learning opportunities are well-planned, supervised and assessed. Experiential learning programs can build upon a student’s college experience by promoting interdisciplinary learning, civic engagement, career development, cultural awareness, leadership and other professional and intellectual skills. *Note: All links open in a new tab.

REQUIRED:

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Read What is Experiential Learning? from the UT Center for Experiential Learning and Career Services to learn more about the different experiential learning opportunities at the University of Toledo and write down at least one experiential learning opportunity that is of interest to you.

OPTIONAL:

Complete an Inquiry Form or contact the UT Center for Experiential Learning and Career Services if you wish to learn more about a specific experiential learning opportunity.

Follow the UT Center for Experiential Learning and Career Services on Facebook to learn about upcoming events and opportunities for experiential learning and student employment.

Benefits of Getting Involved

Getting involved with campus organizations, activities, or communities can benefit students in many ways, both personally and professionally. The information below presents student perspectives on campus involvement. *Note: All links open in a new tab.

REQUIRED:

Read Involvement Leads to Certain Success, an article published by the The Independent Collegian, UT's student-run newspaper.

OPTIONAL:

Read Getting Involved to Get the Internship, an article written by a college student that highlights the ways getting involved can help when applying for internships.

HOMEWORK - Submit 5 student activity evidence forms - Week 16

Attached Files:

Evidence Form 2015.pdf

For this assignment, you must attend 5 activities on campus during the semester. The requirements are:

1. No more than one sporting event can be counted. 2. You must attend at least on student organization meeting. 3. One activity may be in the greater Toledo area, not associated with UT. 4. Evidence of attendance (signed voucher, photo of yourself at the event, other

documentation of attendance) must be included on the evidence form. 5. Fill out one evidence form for each activity, including a thoughtful comment on the activity.

Each activity/evidence form is worth 10 pts (50 pts, total) toward your Recitation grade.

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The due date for turning in all of your evidence forms and documentation is the beginning of your Recitation section during Week 16 - Week of December 7.

Summary

In this module you learned about the many opportunities for UT campus involvement, including campus organizations, activities, experiential learning, and learning communities. We also stressed the benefits of getting involved, such as helping to increase your success in college and finding your niche. Be sure to review the list of student organizations carefully and reach out to any groups that are of interest to you!

References

The following resources were used to develop this module:

1. Baird. J. (2012, September 5). Involvement leads to certain success. The Independent Collegian. Retrieved from http://independentcollegian.com/2012/09/05/archives/involvement-leads-to-certain-success/

2. Fluetsch, F. (2014, December 20). Getting involved to get the internship. Uloop. Retrieved from http://hscutoledo.uloop.com/news/view.php/145868/Getting-Involved-To-Get-The-Internship

3. University of Toledo. (n.d.). Center for experiential learning and career services. Retrieved from https://www.utoledo.edu/success/celcs/contactstaff.html

4. University of Toledo. (n.d.). Commuter student services. Retrieved from http://www.utoledo.edu/studentaffairs/osi/commuter/index.html

5. University of Toledo. (n.d.). Current student organizations. Retrieved from http://www.utoledo.edu/studentaffairs/osi/orglisting.html

6. University of Toledo. (n.d.). Specialized living communities. Retrieved from http://www.utoledo.edu/studentaffairs/reslife/livinglearning.html

7. University of Toledo. (n.d.). Traditional events. Retrieved from http://www.utoledo.edu/studentaffairs/osi/activities/index.html

8. University of Toledo. (n.d.). What is experiential learning? Retrieved from https://www.utoledo.edu/success/celcs/experiential.html

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Week 3a - Learning Styles - Week of September 7

In this lesson, we'll cover different types of learning styles and assess your own learning preferences.

HOMEWORK: Bring the results of the Learning Styles questionnaire (VARK survery - link is inside module) with you to Recitation this week.

Week 3a - Learning Styles - Week of September 7

Introduction

As you probably already understand from your high school experience, not everyone learns in the same way. Some learners prefer a hands-on approach, while others might learn best by looking at images, charts, or diagrams. Some may prefer listening to material. Other learners may like reading text-based content. There are several different models of learning styles, but we are going to focus on the VARK system. VARK stands for Visual, Aural (or Auditory), Read/Write, and Kinesthetic. In this lesson, you'll learn more about these types of learning styles, identify which learning style or combination of styles you prefer, and discover learning strategies that work best for each type of learner.

Image Source: http://vark-learn.com

Learning Objectives

After completing this module, you will be able to:

List and describe common learning styles Assess your personal learning preferences and determine your preferred learning style(s) Discover learning strategies that work best for your preferred learning style(s)

Learning Activities

Complete the following tasks before Recitation:

Review materials and complete activities under the Visual, Aural/Auditory, Read/Write, Kinesthetic, and Learning Styles Assessment sections of this module.

Bring the following items with you to Recitation:

Results from the VARK Questionnaire - what learning style(s) do you identify with?

In Recitation, we will complete the following:

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Learning styles activities and discussion.

Visual

REQUIRED: Review the information below.

Visual learners learn through seeing. Generally, these types of learners prefer to sit at the front of the classroom, as they need to see the instructor's body language and facial expressions to help them fully understand a lesson or lecture. Visual learners tend to take detailed notes during a lecture to help them process the information.

Visual learners visualize information; they think in pictures. Visual learners may learn best from:

Diagrams or graphs Illustrated textbooks Videos Flipcharts or interactive whiteboards Handouts

Some learning strategies that may work best for visual learners include:

Highlighting, color-coding, or underlining key words or important text Using flashcards for key terms and small amounts of information Limiting the amount of words or information to allow for mental imagery Converting notes into symbols, diagrams, graphs, images Creating visual reminders Translating visuals back into words as practice

Aural/Auditory

REQUIRED: Review the information below.

Aural or auditory learners learn through listening. They pay attention to the tone, pitch, and speed of audio and interpret the underlying meanings of the speech. Auditory learners tend to absorb material from reading their textbook and notes out loud or listening to an audio recording of the information.

Auditory learners may learn best from:

Discussions and talking things through Listening to others

Some learning strategies that may work best for auditory learners include:

Working in study groups or with a partner to discuss information Reviewing assignments and text before class

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Reading information out loud and reciting important information often Recording notes or lectures and listening to them often Using audio books

Read/Write

REQUIRED: Review the information below.

Learners with a read/write preference do just that; they learn by reading and writing. Read/write learners prefer information to be presented as text, whether it is the text input (reading) or output (writing).

Some learning strategies that may work best for read/write learners include:

Rewriting notes Reading notes every day Rewriting concepts in their own words Translating diagrams, graphs, or charts into statements Organizing information into lists or hierarchies

Kinesthetic

REQUIRED: Review the information below.

Kinesthetic learners learn by doing; they prefer a hands-on approach. Kinesthetic learners can be easily distracted by their natural need for activity. They also can find it difficult to sit still for extended periods of time, such as during a lecture.

Some learning strategies that may work best for kinesthetic learners include:

Moving around (walking, standing) while reading or studying Recording notes and listening to them while exercising Taking frequent study breaks Listening to music while studying Actively engaging in class by taking notes, drawing charts or diagrams Sitting in the front of the classroom Re-typing notes from class Creating hands-on learning when possible

HOMEWORK: Learning Styles Assessment

Now that you have read about each learning style, let's take a quick assessment to find out which learning style fits you. *Note: All links open in a new tab.

REQUIRED:

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HOMEWORK: Complete the VARK Questionnaire to find out which learning style(s) best suit you. Bring the results of the VARK questionnaire with you to Recitation.

Based on your results, review the learning strategies that may work best for your preferred learning style. *Note: Many learners are "multi-modal," meaning they are dominant in more than one learning style. In this case, you might incorporate strategies from more than one learning style.

OPTIONAL:

To learn even more about VARK learning styles and strategies, browse the VARK website.

Summary

In this module you learned about the four most common learning styles and determined the style(s) that you identify with the most. Knowing your learning style can help you better understand your approach to taking notes, studying, and working on assignments.

References

The following resources were used to develop this module:

1. Southwestern Community College. (n.d.). VARK learning styles: visual, auditory, read/write, kinesthetic. Retrieved from https://www.southwesterncc.edu/sites/default/files/Tutor_Program/Learning%20Styles%20-%20VARK.pdf

2. Fleming, N. (2015). VARK, a guide to learning styles. Retrieved from http://vark-learn.com

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Week 3b - Intelligence Types - Week of September 7

In this lesson, we'll cover different intelligence types and discover your strongest areas of intelligence.

HOMEWORK: Bring the results of the Multiple Intelligences Self-Assessment (link is inside module) with you to Recitation this week.

Week 3b - Intelligence Types - Week of September 7

Introduction

In his landmark book Frames of Mind: The Theory Of Multiple Intelligences, published in 1983, Harvard University education professor Howard Gardner unveiled a theory of multiple intelligences that famously rejected the traditional and long-held view that aptitude consists solely of the ability to reason and understand complex ideas.

Instead, he identified seven separate human capacities: musical, verbal, physical, interpersonal, visual, logical, and intrapersonal. And not all of them, including the category he added years later -- naturalistic -- could be easily evaluated by the standard measuring stick of the time: the IQ test.

Learning Objectives

After completing this module, you will be able to:

List and describe the eight identified intelligence types Assess your multiple intelligence types Understand the difference between Learning Styles and Intelligence Types

Learning Activities

Complete the following tasks before Recitation:

Review the materials on the eight different intelligence types and complete the online assessment of your multiple intelligences.

Bring the following items with you to Recitation:

Results from your Multiple Intelligences Self-Assessment

In Recitation, we will complete the following:

Intelligence types discussion

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The difference between Multiple Intelligences and Learning Styles

REQUIRED: Review the information below.

One common misconception about multiple intelligences is that it means the same as “learning styles.” Instead, multiple intelligences represents different intellectual abilities (how people process information), while learning styles represent different approaches to tasks. According to Howard Gardner, learning styles are the ways in which an individual approaches a range of tasks. They have been categorized in a number of different ways -- visual/auditory/kinesthetic, impulsive/reflective, right brain/left brain, etc. Gardner argues that the idea of learning styles does not contain clear criteria for how one would define a learning style, where the style comes, and how it can be recognized/assessed. He phrases the idea of learning styles as, “a hypothesis of how an individual approaches a range of materials.”

Everyone has all eight types of the intelligences listed below at varying levels of aptitude (perhaps even more types exist that are still undiscovered), and all learning experiences do not have to relate to a person's strongest area of intelligence. For example, if someone is skilled at learning new languages, it does not necessarily mean that they prefer to learn through lectures. Someone with high visual-spatial intelligence, such as a skilled painter, may still benefit from using rhymes to remember information. Learning is fluid and complex, and it’s important to avoid labeling oneself as one type of learner. As Gardner states, “When one has a thorough understanding of a topic, one can typically think of it in several ways.”

1. Naturalist Intelligence (“Nature Smart”)

REQUIRED: Review the information below.

Naturalist intelligence designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like.

2. Musical Intelligence (“Musical Smart”)

REQUIRED: Review the information below.

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes. Young

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adults with this kind of intelligence are usually singing or drumming to themselves. They are usually quite aware of sounds others may miss.

3. Logical-Mathematical Intelligence (Number/Reasoning Smart)

REQUIRED: Review the information below.

Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations. It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns. Logical intelligence is usually well developed in mathematicians, scientists, and detectives. Young adults with lots of logical intelligence are interested in patterns, categories, and relationships. They are drawn to arithmetic problems, strategy games and experiments.

4. Interpersonal Intelligence (People Smart”)

REQUIRED: Review the information below.

Interpersonal intelligence is the ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence. Young adults with this kind of intelligence are leaders among their peers, are good at communicating, and seem to understand others’ feelings and motives.

5. Bodily-Kinesthetic Intelligence (“Body Smart”)

REQUIRED: Review the information below.

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union. Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic intelligence.

6. Linguistic Intelligence (“Word Smart”)

REQUIRED: Review the information below.

Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings. Linguistic intelligence allows us to understand the order and meaning of words and to apply meta-linguistic skills to reflect on our use of language.

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Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers. Young adults with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.

7. Intra-personal Intelligence (“Self Smart”)

REQUIRED: Review the information below.

Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directioning one’s life. Intra-personal intelligence involves not only an appreciation of the self, but also of the human condition. It is evident in psychologist, spiritual leaders, and philosophers. These young adults may be shy. They are very aware of their own feelings and are self-motivated.

8. Spatial Intelligence (“Picture Smart”)

REQUIRED: Review the information below.

Spatial intelligence is the ability to think in three dimensions. Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence. Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming.

HOMEWORK: Multiple Intelligences Self-Assessment

Now that you have read about each intelligence type, let's take a quick self-assessment assessment to find out how your intelligences are blended. *Note: All links open in a new tab.

REQUIRED:

HOMEWORK: Complete the Multiple Intelligences self-assessment to find out your multiple intelligences. Bring the results of the Multiple Intelligences self-assessment with you to Recitation.

OPTIONAL:

To learn more about multiple intelligences, browse the ASCD (Association for Supervision and Curriculum Development) website.

Summary

In this module you learned about the eight intelligences and have learned how these intelligences are blended within you.

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References

The following resources were used to develop this module:

1. Edutopia, “Redefining Smart,” downloaded from http://www.edutopia.org/multiple-intelligences-introduction, 8/26/2015.

2. Edutopia, “Multiple Intelligences: What Does the Research Say?” downloaded from http://www.edutopia.org/multiple-intelligences-research, 8/26/2015.

3. “Multiple Intelligences in the Classroom,” Thomas Armstrong, 3rd edition, May 2009, ISBN 978-1-4166-0789-2.

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Week 4 - AlcoholEdu Training - Week of September 14

OUTSIDE OF RECITATION online module to be completed:

You will complete a fully online module that discusses issues related to alcohol use. All UT students must complete the AlcoholEdu training course. This module must be completed by M 9/28.

IN RECITATION:

We will be collecting blood pressure measurements on each other. These will be used as part of one of your BIOE 1000 homework assignments.

Your Peer Mentor will also be scheduling time for one-on-one conversations this week and next. Complete and bring the One-on-One Check-In sheet with you to your scheduled meeting.

Week 5a - Haven Training & Campus Safety - Week of September 21

OUTSIDE OF RECITATION online module to be completed:

You will complete a fully online module that discusses issues of campus safety and sexual assault. All UT students must complete the Haven training course. This module must be completed by M 9/28.

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Week 5b - Time Management & Productivity - Week of September 21

In this lesson, we'll learn about time management, productivity, and strategies for overcoming procrastination.

HOMEWORK: Complete the Procrastination Style worksheet and bring with you to Recitation.

HOMEWORK: Complete a Master To-Do List for this week and bring with you to Recitation.

HOMEWORK: Download the 24/7 Time Management Chart and bring with you to Recitation. The completed chart is due in Week 6.

REMINDER: The AlcoholEdu and Haven modules, Part 1, must be completed by M 9/28.

Week 5b - Time Management & Productivity - Week of September 21

Introduction

Time is a very important resource. Using time efficiently in college can lead to a more productive and successful academic career. Since it is not possible to add more hours to the day, it's important that we focus on planning and scheduling the time we have. In this lesson, you'll learn more about strategies and tips for managing time efficiently. You'll also find out your procrastination style (if you tend to procrastinate) and learn about realistic ways to overcome procrastination.

Learning Objectives

After completing this module, you will be able to:

Identify common techniques and systems for managing time and increasing productivity Examine common strategies for overcoming procrastination Discuss the ways time management and procrastination can impact your academic and

personal success

Learning Activities

Complete the following tasks before Recitation:

Review materials and complete activities under the Finding Balance, Time Management, and Procrastination sections of this module.

Bring the following items with you to Recitation:

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Completed Master To-Do List for this week. Completed Procrastination Style Worksheet.

In Recitation, we will complete the following:

Procrastination and time management discussion. Introduce the 24/7 time management assignment.

Finding Balance?

REQUIRED: Review the information below.

Everyone talks about finding balance. Balance between school and friends, family and work, free time and working out. Unfortunately, there are only 24 hours in a day, no matter who you are. As you move through this semester, you will find that school requires a significant time commitment if you want to be successful. So... how do you find balance? Is there really such a thing as balance?

Time management can look very different for students in Engineering than for students in other colleges. For example, you may have heard of the 8-8-8 rule:

As lovely as this looks, you will find that it is not very practical. If you are taking 16 cr hrs this semester, you likely have time commitments for attending class alone that exceed 20 hrs/week. Add to this the potential of 2-3 hrs/credit hour of outside work expected (readings, homework, studying). We can all do the math on this to realize that school takes more than 8 hr/day, 7 days per week.

Eight hours is the magic number that is most often recommended for sleep (see the National Sleep Foundation recommendations by age group). You may find that you need significantly more or less to function well. Ensuring that you get enough sleep is extremely important for your health, your focus, your productivity and your overall academic success.

Do you want to have balance?

Neil deGrasse Tyson, the famous American astrophysicist, had this to say recently about balance:

“There is the psychological discomfort knowing you should be doing something else. And we presume that balance is a good thing,” deGrasse Tyson said, adding that there was never a time when he was studying that he wouldn’t rather be on the [wrestling] mat, and vice versa. “When something is out of balance you can get quite innovative in your attempts to resolve that fact.”

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Read the full interview with Tyson.

Time Management

Managing your time as a college student can be a challenging task; you have to juggle classes, homework, studying, extra-curricular activities, working, friends, family, and time to relax! The key to successfully managing all of those components and reducing your stress level is planning and scheduling. The information below will help you to start planning and scheduling your time this semester. *Note: All links open in a new tab.

REQUIRED:

Read Managing Time for Success in College to learn more about scheduling methods that will help you to achieve your goals and manage your time.

HOMEWORK: Complete a Master To-Do List for this week. Bring the completed Master To-Do list with you to Recitation this week.

OPTIONAL:

Download and use an app to help you to effectively track time spent on certain activities such as TimeTag

For an example of one student's system for time management and planning, watch the video below from College Info Geek.

To view on YouTube: My 3-Tier Planning System for Getting Stuff Done (4:36).

HOMEWORK: 24/7 Time Management

You may think that you use your time efficiently during the week, or you may feel that you don't have any free time! In this assignment, you will track exactly how you spend your time over the course of 7 days.

You will start this assignment on the day of your Recitation so that you can have it completed for discussion during the following week, Week 6 (week of 9/28).

REQUIRED:

Download the 24/7 Time Management Chart (Excel). HOMEWORK: Bring the completed 24/7 Time Management Chart with you to Recitation

during Week 6.

Guidelines for completing the 24/7 Time Management Chart:

Track your daily activities and then enter them into the spreadsheet. Every cell in the chart must contain an activity - no empty cells!

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After the week is over, review your chart. Group items by commonality (i.e. playing soccer, running, and lifting weights could all be exercise).

Color-code your chart based on your groupings. You can do this with crayons, colored pencils, or in Excel (if you print on a color printer).

Reflect on your 24/7 time-management chart and how you actually spent your time during this week. Here are some things to consider:

Where did you spend most of your time? where did you spend the least? What is your biggest time waster? Are you sleeping enough? Are you finding time for exercise? Are you using resources on campus that can help your time-management? (i.e. Learning

Enhancement Center for tutoring/study help) What are you doing with your "free time?" Are you making your fun count? What changes will you make going forward?

HOMEWORK: Procrastination

Procrastination is very common; everyone procrastinates occasionally. Consistent procrastination can become a problem, though, especially as a student. What you may not know is that procrastination takes many forms. According to psychologist Dr. Linda Sapadin, there are six types of procrastinators. These six types include: Perfectionist, Dreamer, Worrier, Defier, Crisis-maker, and Overdoer. *Note: All links open in a new tab.

REQUIRED:

Complete the Discovering My Procrastination Style Self-Assessment to find out if you identify with a certain type of procrastinator.

Once you have completed the assessment, download the Procrastination Style Worksheet HOMEWORK: Complete the Procrastination Style Worksheet. Bring this worksheet with

you to Recitation.

OPTIONAL:

To find more quick tips to help you quit procrastinating, watch the video below from Wellcast: How to Stop Procrastinating (5:12).

HOMEWORK: 24/7 Time Management reflection paper and revised chart – due in Week 10

REQUIRED:

After you have completed your 24/7 Time Management chart and had an opportunity to discuss how you use your time with your PM and peer group, you will have many thoughts on how to better manage your time. For this assignment, you will be pro-active in setting up goals for how you manage your time each week.

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Revise your 24/7 Time Management Chart to reflect how you need to reflect your goals in allocating your time each with, with the goal to be successful academically this semester.

Write a short (2 pages, double spaced) reflection paper on what you have learned from this exercise and how your time management plan will help you to achieve your academic goals.

HOMEWORK: Turn in your reflection paper to your PM when you come to Recitation during Week 10 (Week of October 26). Attach your original 24/7 Time Management chart and your revised 24/7Time Management chart

OPTIONAL:

Track how well you are following your revised Time Management Chart. Make changes to the Chart, as needed, as the semester unfolds.

Summary

In this module we also discussed the importance of knowing how you actually spend your time (24/7 Time Management chart). We covered techniques and systems for managing and scheduling your time, including semester planning, and weekly and daily to-do lists. We identified six procrastination styles and discussed some tips to quit procrastinating. Start implementing a few of these strategies now to set yourself up for success!

References

The following resources were used to develop this module:

1. Christopher Newport University. (n.d.). 5 time management tips. Retrieved from http://cnu.edu/studentsuccess/pdf/time%20management.pdf

2. Frank, T. (2015, February 19). My 3-tier planning system for getting stuff done - College info geek. Retrieved from https://youtu.be/8nkCt3OF6-8

3. O'Connell, K. (2005). Obstacles in adult learning. Retrieved from http://userpages.umbc.edu/~koconne1/605TheAdultLearner/obstacles.htm

4. Sapadin, L. (1996). It's about time! The 6 styles of procrastination. New York: Penguin Books. 5. University of Wisconsin Green Bay. (n.d.). Managing time for success in college. Retrieved

from https://www.uwgb.edu/tutoring/resources/managing.asp 6. Wellcast. (2012, November 9). How to stop procrastinating. Retrieved

from https://youtu.be/Qvcx7Y4caQE

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Week 6 - Stress Management - Week of September 28

In this lesson, we'll focus on ways to manage stress and discuss counseling support resources.

HOMEWORK: Bring the completed 24/7 Time Management chart with you to Recitation.

HOMEWORK: Bring the completed Stress Management worksheet with you to Recitation.

Week 6 - Stress Management - Week of September 28

Introduction

Being a college student can be very stressful! Coursework, internships, social activities, relationships, deadlines, and other demands can lead to you being overwhelmed and stressed. Some stress can be a good thing; you can learn from stressful situations. Stress can also help motivate you and help you to perform under pressure. However, excessive stress can take a toll on your health and well-being.

In this module we'll identify common sources of stress, symptoms of stress, and discover healthy ways to deal with stress. You'll also learn about stress management support available from the UT Psychology Clinic or the UT Counseling Center.

Learning Objectives

After completing this module, you will be able to:

Identify common sources of stress Identify common symptoms of stress Describe healthy stress management techniques Locate campus resources for health and counseling support

Learning Activities

Complete the following tasks before Recitation:

Review materials and complete activities under the How Stressed Are You?, Sources of Stress, Symptoms of Stress, Healthy Ways to Deal with Stress, and Counseling Services sections of this module.

Bring the following items with you to Recitation:

Completed 24/7 Time Management Chart (downloaded last week). Completed Stress Management Worksheet.

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In Recitation, we will complete the following:

Time and stress management discussion.

HOMEWORK: How Stressed Are You?

Do you feel overwhelmed with stress, or do you think you're handling the stress of being a college student pretty well? *Note: All links open in a new tab.

REQUIRED:

Take the Stress Test to determine your stress level. Once you have taken the assessment, fill out the Stress Management worksheet as you

review the remaining sections of this module. HOMEWORK: Bring the completed Stress Management worksheet with you to Recitation.

Sources of Stress

REQUIRED: Review the information below.

Stress can be caused by many factors. Identifying the source of your stress is the first step in finding a healthy way to cope with it. Four primary sources of stress include:

Environmental Stressors

The source of environmental stress is your environment and the things around you. Examples of environmental stressors include noise, traffic, crowds of people, or the weather.

Physiological Stressors

The source of physiological stress is your body and things that are affecting it. Examples of physiological stress are illness or injury, hormonal fluctuations, and inadequate sleep or nutrition.

Mental Stressors

The source of mental stress is your thoughts. Examples of mental stressors include negative self-talk, catastrophizing, and perfectionism.

Social Stressors

The source of social stress is other people or events. Examples of social stressors include work or school demands, social events, loss of a loved one, or financial problems.

Symptoms of Stress

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REQUIRED: Review the information below.

When your stress levels are elevated, physical, emotional, behavioral or cognitive symptoms may appear. Sometimes these symptoms will only affect you personally, while other symptoms may have an impact on your relationships with other people. Below are examples of physical, emotional, behavioral, and cognitive symptoms. You may experience a combination of these symptoms when your stress levels are elevated.

Physical Symptoms

muscle tension illness high blood pressure difficulty sleeping fatigue headache or backache

Emotional Symptoms

depression anger anxiety feeling overwhelmed mood swings

Behavioral Symptoms

eating more or less than usual sleeping too much or too little isolating yourself from other people procrastinating or neglecting responsibilities nervous habits such as nail biting or pacing back and forth

Cognitive Symptoms

forgetfulness unwanted and/or repetitive thoughts difficulty concentrating

Healthy Ways to Deal with Stress

REQUIRED: Review the information below.

There are many ways to relieve stress, and not all of them are good for your health (ie: drinking, smoking, etc.). We'll focus on healthy ways you can manage your stress and your reactions to stressful situations. It is important to look at stressful situations knowing that you have the ability to make decisions and take action to reduce or relieve the stress that

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can accompany them. Here are just a few techniques that you can try to help manage your stress.

Healthy Eating

Good nutrition and health eating habits are an important component of managing stress, as

well as setting the tone for greater health down the road as we age. Making healthy diet

choices will increase your physical, mental, and emotional stamina. Fueling yourself with

nutrient dense foods can boost your immune system and increase your overall sense of

wellbeing.

Time Management

Learning how to manage your time efficiently and effectively will benefit you throughout

your lifetime, giving you more breathing room for leisure and self-care activities.

Adopt a positive attitude

Your attitude and what you think about a situation can affect how much the stress of that situation will impact you. Although it can be difficult, adopting a positive attitude can greatly reduce your stress. One way to do this is to practice positive self-talk. Self-talk is the internal dialogue we have with ourselves, which can often be negative, critical, or irrational. Changing that negative dialogue to a positive one and treating yourself gently can help you to view stressful situations in a different way.

Participate in a physical activity or hobby – Plan for fun!

One way to relieve stress almost immediately is to exercise or participate in some form of physical activity. Just 20-30 minutes of physical activity daily can give you an energy boost, increase your ability to focus, increase feelings of well-being, along with many other positive effects on your physical health. This can be any form of physical activity that you enjoy, such as walking, running, dancing, skating, gardening, hiking, biking, etc.

Taking time to participate in a hobby you enjoy is another quick stress reliever. Reading, listening to music, painting, crafts, and volunteer activities are just a few examples.

Practice relaxation techniques

There are many techniques that can help you to relax your mind and body, relieve stress, and improve your concentration. Some of these techniques include progressive muscle relaxation, meditation, deep breathing, and visualization. You can try relaxation techniques on your own, or ask a therapist or counselor to guide you through them.

Get more sleep

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Stress and problems sleeping often go hand in hand. Feeling tired can increase stress because you are more likely to think irrationally. Getting consistent and adequate sleep is critical to our physical and mental well-being, which affects how we deal with stressful situations.

Accept what you can't change

You will inevitably come across problems or stressors in your life that are beyond your control. Learning to accept a situation you cannot change, rather than fighting against it, is better than spending time and energy stressing over it.

Adjust expectations

Do you have unrealistic expectations? Don't expect perfection from the situation, from yourself, or from others who may be involved. Seeking perfection may cause more stress if things don't go according to plan. Expect that there may be problems along the way, but they can be solved.

Maintain healthy relationships

Talk it out with your family, friends, or others who support you, and do the same for them when they are stressed out and need support.

Practice spirituality

Spirituality isn't limited to religious practices or beliefs. Meditation, reflection, mindfulness, or just taking time for yourself are ways to practice spirituality and relieve stress.

OPTIONAL: *Note: All links open in a new tab.

Read Zen and the Art of Happiness to learn how to adapt to life's inevitable changes, how to deal with stress in a healthy way, and how to nurture a mindful happiness in your daily life.

Read Managing Stress: A Guide for College Students for additional examples of ways to deal with stress and for more information about the techniques described above.

Review Healthy Ways to Handle Stress for examples of short-term and long-term methods for handling stressful situations.

Campus Counseling Services

REQUIRED: Review the information below. *Note: all links open in a new tab.

Counseling Center - The Counseling Center offers a variety of services, including group counseling. Group counseling allows students to receive treatment from professionals while also receiving support from peers dealing with similar issues. One of the counseling groups offered by the UT Counseling Center focuses on stress management. Other

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counseling groups include grief and loss support, eating disorders, anger management, and LGBT support.

To contact the Counseling Center:

Main Campus Rocket Hall Room 1810 419-530-2426

Psychology Clinic - The UT Psychology Clinic (UTPC) offers evidence-based treatments delivered by Clinical Psychology doctoral students under the close supervision of expert faculty, who are licensed clinical psychologists. Clients are assured the highest degree of confidentiality and professionalism.

The UTPC provides short-term and longer term scientifically-based treatments for issues such as grief, adjustment difficulties, stress, anxiety, trauma, depression, relationship problems, and stress secondary to medical diagnoses/illness. The UTPC utilizes a sliding fee scale. Psychotherapy clients will typically complete brief questionnaires at the beginning and throughout treatment, which helps inform and guide treatment.

To contact the Psychology Clinic:

Main Campus University Hall Room 1380 419-530-2721

Summary

In this module you learned about the four primary sources of stress, which include environmental, physiological, mental, and social stressors. You also learned about common physical, emotional, behavioral, and cognitive symptoms of stress that you may experience. In addition, we covered a few of the many healthy ways you can manage your stress to ensure that it doesn’t become excessive. If you’d like further help and support with stress management, contact the Counseling Center.

References

The following resources were used to develop this module:

1. Carroll College. (n.d.). Healthy ways to handle stress. Retrieved from http://www.carroll.edu/students/wellness/counseling/anxiety.cc

2. HelpGuide.org: A trusted non-profit guide to mental health and well-being. (n.d.). Stress symptoms, signs, and causes. Retrieved from http://www.helpguide.org/articles/stress/stress-symptoms-causes-and-effects.htm

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3. University of Florida. (n.d.). Stress and college students. Retrieved from http://www.counseling.ufl.edu/cwc/stress-and-college-students.aspx

4. University of Georgia. (n.d.). Managing stress: A wellness lifestyle approach. Retrieved from https://www.uhs.uga.edu/stress/wellnesslifestyle.html

5. University of Toledo. (n.d.). Counseling center. Retrieved from https://www.utoledo.edu/studentaffairs/counseling/

6. University of Toledo (n.d.) Psychology Clinic. Retrieved from http://psychology.utoledo.edu/showpage.asp?name=clinic

7. National Public Radio (12/06/2010). Just Breathe: Body Has A Built-In Stress Reliever. Retrieved from http://www.npr.org/2010/12/06/131734718/just-breathe-body-has-a-built-in-stress-reliever

8. Zen and the Art of Happiness, Chris Prentiss, Power Press, Malibu, CA, 2008.

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Week 7 - No recitation (Fall break) - Week of October 5

You have no recitation or recitation assignment due this week. Happy Fall Break!

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Week 8a - Career Already? - Week of October 12

In this lesson, we will explore career opportunities for bioengineering. We will discuss the Jung typology of personality and consider how personality relates to career choices.

HOMEWORK: Bring the results of your Jung Typology test to Recitation. Also bring a

printout of aligned careers for your personality type.

HOMEWORK: Bring 2 completed Occupational Analysis worksheets with you to Recitation

for career opportunity discussion.

Week 8a - Career Already? - Week of October 12

Introduction

The purpose of this module is to help you explore career opportunities within the broad field of bioengineering. You will also gain an understanding of how personality impacts you and how it may correlate to your career preferences. Personality assessment can also help you to understand how you interact with others.

Learning Objectives

After completing this module, you will be able to:

Identify different career opportunities in bioengineering and identify key skills needed for the fields

Identify your personality type and where people of your personality type often land for careers

Learning Activities

Complete the following tasks before coming to Recitation:

HOMEWORK: Print out and complete Occupational Analysis worksheets for two (2) different Bioengineering career choices that interest you.

HOMEWORK: Complete the Jung Typology test available on line and print a copy of your results.

Print and review the list of career choices that are often chosen by your personality type.

Bring the following items with you to Recitation:

The two completed Occupational Analysis worksheets The printed copy of your Jung Typology test results and the list of common career choices

of your personality type.

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In Recitation, we will discuss the following:

Career opportunities for bioengineers Individual Jung Typology test results and characteristics of the different personality types How particular personality types are often associated with specific career choices

Bioengineering as a discipline

REQUIRED: Review the information below.

Bioengineering is a very broad field, with opportunities in many different professions. We generally break down our curriculum into three areas: biomechanics, medical imaging and devices, and cellular and tissue engineering. Biomechanics is the study of how the body functions from a mechanical point of view, i.e. how forces and loads are distributed across bones, connective tissues, and joints. It also includes the analysis of human motion. Medical imaging and medical devices are generally designed to measure biological signals from the body or to collect information about the function of the body in a non-invasive manner. Finally, cellular engineering harnesses the ability of cells to produce proteins for the production of biologically active molecules (i.e. protein drugs) while tissue engineering is the regeneration human tissues outside of the body (i.e. artificial skin) for use in transplantation.

Bioengineers work in the medical device industry, designing orthopedic implants, implantable devices (think left ventricular assist devices or pacemakers), and surgical instruments. Bioengineers also design equipment that is used to collect data from the human body such as pulse oximeters, ultrasound machines, and ECGs. Bioengineers also work in rehabilitation, designing prosthetic limbs or physical assist devices for improving quality of life. Bioengineers are often employed in quality assurance positions, assessing if manufactured devices actually comply with the engineering design specifications.

In addition to serving as a great springboard into a career, a bioengineering degree can also be a very useful first step prior to advanced training in medical school due to the emphasis on technology and problem solving skills. Opportunities for research and development in industry, government, and university settings are often opened with additional education through graduate school, either at the master’s or doctoral level in bioengineering and other related fields.

HOMEWORK: Occupational analysis

Now that you have read about some of the general roles of bioengineers in career fields, do some exploration on your own. Think about what area of bioengineering you find interesting and delve into that one in more depth.

REQUIRED:

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HOMEWORK: Print out and complete Occupational Analysis worksheets for two (2) different Bioengineering career choices that interest you.

Personality Type explained

REQUIRED: Review the information below.

According to Carl G. Jung's theory of psychological types [Jung, 1971], people can be characterized by their preference of general attitude:

Extraverted (E) vs. Introverted (I);

their preference of one of the two functions of perception:

Sensing (S) vs. Intuition (N);

and their preference of one of the two functions of judging:

Thinking (T) vs. Feeling (F)

The three areas of preferences introduced by Jung are dichotomies (i.e. bipolar dimensions where each pole represents a different preference). Isabel Briggs Myers, a researcher and practitioner of Jung’s theory, proposed to see the judging-perceiving relationship as a fourth dichotomy influencing personality type [Briggs Myers, 1980]:

Judging (J) vs. Perceiving (P)

The Four Criterion

REQUIRED: Review the information below.

The first criterion, Extraversion – Introversion, signifies the source and direction of a person’s energy expression. An extravert’s source and direction of energy expression is mainly in the external world, while an introvert has a source of energy mainly in their own internal world. The Extraversion-Introversion preference sets the direction of the dominant function: the direction points to the source of energy that feeds it – i.e. to the outer world for extraverts and to the inner world for introverts.

The second criterion, Sensing – Intuition, represents the method by which someone perceives information. Sensing means that a person mainly believes information he or she receives directly from the external world. Intuition means that a person believes mainly information he or she receives from the internal or imaginative world.

The third criterion, Thinking – Feeling, represents how a person processes information. Thinking means that a person makes a decision mainly through logic. Feeling means that, as a rule, he or she makes a decision based on emotion, i.e. based on what they feel they

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should do. Thinking preference means an individual makes decisions based on logical reasoning, and is less affected by feelings and emotions. Feeling preference means that an individual's base for decisions is mainly feelings and emotions.

The fourth criterion, Judging – Perceiving, reflects how a person implements the information he or she has processed. Judging means that a person organizes all of his life events and, as a rule, sticks to his plans. Perceiving means that he or she is inclined to improvise and explore alternative options.

All possible permutations of preferences in the 4 dichotomies above yield 16 different combinations, or personality types, representing which of the two poles in each of the four dichotomies dominates in a person, thus defining 16 different personality types. Each personality type can be assigned a 4 letter acronym of corresponding combination of preferences.

HOMEWORK: Jung Typology test

Now that you have read about each of the personality criteria, let's take a quick assessment to find out what personality type you align with currently. *Note: All links open in a new tab.

REQUIRED:

HOMEWORK: Complete the Jung Typology test to find out your personality type preferences. Bring the results of the Jung Typology test with you to Recitation.

Print out the list of career choices often selected by people with your personality type. Bring with you to Recitation.

OPTIONAL:

To learn even more about personality types and how they align to learning styles and strategies, browse the Humanmetrics website.

Summary

In this module you identified and explored two career areas for bioengineers. You also learned about the four criteria for personality types and identified to which of the 16 personality types you are currently aligned. You also learned how personality types can align to particular career choices.

References

The following resources were used to develop this module:

1. Humanmetrics.com. Personality Type Explained. Retrieved from http://www.humanmetrics.com/personality/type 08/31/2015.

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OPTIONAL MATERIAL Week 8 - Registration and Degree Audits (DAR) - Week of October 12

In this lesson, we'll go over the registration process and running a degree audit.

Risa Sindel will be in the BIOE 1000 class on M 10/12 to go over Spring 2016 registration.

OPTIONAL MATERIAL Week 8 - Registration and Degree Audits (DAR) -

Week of October 12

Introduction

As a student, it is your responsibility to register for classes each semester. This lesson focuses on the registration process and will help to answer many of the common questions students have, including:

When do I register for classes? How do I register for classes? Can I add a class after the semester starts? How do I do this? What's the difference between dropping a class and withdrawing from a class? What is waitlisting? Who can help me register?

It is very important you keep track of your progress toward your degree. All AP credit, transfer credit, courses completed and courses in progress will show on your degree audit (DAR). Your DAR can tell you:

What courses have been completed for your degree requirements as well as which remain If a course you are planning to take will satisfy one of your program requirements If you have been given credit toward your program requirements for AP courses and

courses taken at other universities.

Learning Objectives

After completing this module, you will be able to:

Identify when to register for classes Demonstrate how to register for classes, drop classes, and view your class schedule using

MyUT Define waitlisting and withdrawing Locate campus resources for help with the registration process Run your DAR

Learning Activities

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Complete the following tasks before class:

Review materials and complete activities under the When to Register, How to Register, Waitlisting, Adding a Course or Registering Late, Dropping or Withdrawing from a Course, and Registration Help sections of this module.

Review the materials on the degree audit and run your DAR.

Bring the following items with you to class:

Notes and questions about the registration process.

In class, we will complete the following:

Registration demo and discussion.

When to Register

REQUIRED: Review the information below. *Note: All links open in a new tab.

Registration for the upcoming semester typically begins about halfway through the current term. When you can register depends on how many credit hours you have earned. For example, upperclassmen that have earned 100 or more hours can register earlier than freshmen who are currently in their first semester of classes. You can find a list of registration dates for the upcoming semester by visiting the Registration Dates page.

Can't register yet?

You may need to meet with your advisor (Risa Sindel) for an advising session first. Many colleges require advisor approval for freshmen, lower division students, and students with special circumstances. In this case, an advising hold may be placed on your student record. This must be cleared before you can register.

How to Register

Online registration makes registering for classes fairly simple. You can register yourself online through MyUT, on or after your assigned registration date. If you'd like help with registering for classes, you can also register in person by visiting Rocket Solution Central in room 1200 of Rocket Hall. *Note: All links open in a new tab.

REQUIRED:

Visit the MyUT Website to log-in, using your UTAD and password. Watch the Registration Tutorial (3:37) (closed captioning available) to learn how to register

online. Take notes and write down any questions you may have about the registration process.

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Waitlisting

REQUIRED: Review the information below.

Waitlisting is an option during the registration process if you would like to register for a course that is currently full or closed. If you encounter a full class when registering, you may add your name to a waiting list to register for the course if a seat opens up.

How does waitlisting work?

The student will add their name to the waitlist for the course. When a seat becomes available, an email will be sent to the next student on the waitlist

queue. The student will have 24 hours from the time the email is delivered to add the class via

MyUT. Waitlisting is available until 10:00PM on the evening prior to the first day of the semester. Not every course has a waiting list. You will be able to see if waitlisting is an option when

you view the course details in MyUT.

OPTIONAL: *Note: All links open in a new tab.

View Waitlisting For Undergraduate, Graduate, and Law Students for detailed, step-by-step information on how to waitlist a course.

Adding a Course or Registering Late

REQUIRED: Review the information below. *Note: All links open in a new tab.

The process to add or register for a course after the semester starts depends upon the timeframe in which you add the class. There are different procedures for each of the three timeframes below:

1.) If you add the course within the first five (5) calendar days* of the new semester:

You may do so without permission from the instructor as long as a seat is available. This can be done online via MyUT or in person by visiting Rocket Solution Central.

2.) If you add the course on or between the 6th and 15th calendar days* of the new semester:

You must complete a Course Request and Seminar Request Form and obtain signatures from:

the instructor of the course the Dean or designee from your college

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3.) If you add the course after the 15th calendar day* of the new semester:

You must complete a Request for Non-Funded Late Registration Form and obtain:

a signature from the instructor of the course a signature from the Dean or designee from your college approval from the appropriate Provost

Registering Late:

Late registration fees are charged for initial registrations on or after the first day of the semester. This means if you have not registered for any classes prior to the start of the semester and then register for a course on or after the first day of classes, you will be charged a late registration fee.

*These days are based on a traditional 16-week semester. Consult the UT Academic Calendar for specific add and late registration dates.

Dropping or Withdrawing from a Course

REQUIRED: Review the information below. *Note: All links open in a new tab.

Although they sound like the same thing, there is a difference between "dropping" a course and "withdrawing" from a course. Similar to adding a class, dropping or withdrawing depends on the timeframe in which you complete the action.

Dropping a Course

You can drop a course within the first fifteen (15) calendar days* of the new semester. This can be done online via MyUT or in person by visiting Rocket Solution Central.

Withdrawing from a Course

After the first fifteen (15) calendar days* of the new semester, you will have to withdraw from the course. To withdraw from a course, you must complete a Withdrawal Form and submit it to Rocket Solution Central.

You are limited to a certain number of withdrawals. This is determined by your college.

What Happens When You Withdraw?

Withdrawing from a course will result in a grade of "W", which will appear on your official transcripts. Once a withdrawal is processed, it cannot be cancelled or taken back. Based on the date of withdrawal, fees may or may not be adjusted. Since withdrawn courses reduce your enrolled hours, withdrawing from courses may have an adverse effect on financial aid benefits, scholarships, loan deferments, athletic eligibility, health insurance, veterans

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benefits, degree requirements, or other areas. *It is recommended that you meet with your advisor before you decide to withdraw*.

*These days are based on a traditional 16-week semester. Consult the UT Academic Calendar for specific drop and withdraw dates.

Registration Help

REQUIRED: Review the information below. *Note: All links open in a new tab.

Still confused about the registration process? Don't worry, there are offices on campus to help you!

Rocket Solution Central

Rocket Solution Central (RSC) is designed to assist students with several online processes, including registration. If you'd like someone to guide you through the registration process, you can stop by RSC in Rocket Hall Room 1200 for help. For more information about RSC services and hours of operation, visit the Rocket Solution Central website.

Office of the Registrar

The Office of the Registrar provides many services, including maintaining academic records and providing online registration each semester. For more information about the registration process, visit the Office of the Registrar website.

What is a Degree Audit?

REQUIRED: Review the information below.

A degree audit report is an extremely useful tool that students can reference throughout their academic career. The information below answers some of the common questions that students have about degree audits.

What is a degree audit report?

A degree audit report (DAR) is an electronic report that provides information about degree requirements for specific majors.

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What does a degree audit tell me?

Your degree audit matches the degree requirements of your intended major with courses you have already taken. It also displays all of the courses needed to complete your program.

Why is a degree audit important to me?

Your degree audit tracks your progress towards degree completion. It is helpful to run a DAR on a regular basis to assist you with scheduling classes and tracking your progress.

What if I'm an undecided major?

If undecided, you can run a "What-If" analysis to show how your current courses or courses you have already taken can apply to a major of interest.

How to Run a Degree Audit

You have the ability to run a degree audit yourself, at any time, via MyUT. Review the resources below to learn more about running a degree audit report. *Note: All links open in a new tab.

REQUIRED:

Visit the MyUT Website to log-in, using your UTAD and password. Watch the Run a Degree Audit Tutorial (5:24) (closed captioning available) to learn how to

run a degree audit report. Take notes and follow along to run your own degree audit report. Note: If you are an

undecided major, conduct a What-If Analysis for a major of interest to you.

Summary

In this module you learned all about the registration process, including when and how to register, waitlisting a course, adding or dropping a course, withdrawing from a course, and where to go for registration help. Again, if you have any questions about registration, contact advisor, the Office of the Registrar, or visit Rocket Solution Central. You can easily track your progress toward degree and AP/transfer credit by running your degree audit (DAR).

References

The following resources were used to develop this module:

1. University of Toledo. (2011, May 1). Adding and/or dropping a course. Retrieved from http://www.utoledo.edu/policies/academic/undergraduate/pdfs/3364-71-08%20%20Adding%20or%20dropping%20a%20course.pdf

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2. University of Toledo. (n.d.). Office of the registrar. Retrieved from https://www.utoledo.edu/offices/registrar/index.html

3. University of Toledo. (n.d.). Registration. Retrieved from http://www.utoledo.edu/offices/registrar/registration.html

4. University of Toledo. (n.d.). Rocket solution central. Retrieved from http://www.utoledo.edu/rsc/

5. University of Toledo. (n.d.). Tutorial video: Registration. Retrieved from http://intranet.utoledo.edu/

6. University of Toledo. (n.d.). Waitlisting for undergraduate, graduate, and law students. Retrieved from https://www.utoledo.edu/offices/registrar/waitlisting.html

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Week 9 - CHECKOFF #1, PM roundtable discussion - Week of October 19

You have no recitation assignment due this week.

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Week 10a - Conflict resolution - Week of October 26

This week in Recitation, we will be discussing how we handle conflict.

HOMEWORK: Complete the Conflict Resolution Skills worksheet.

HOMEWORK: 24/7 Time Management reflection paper (with original and revised 24/7 charts attached - see assignment in Week 5b) is due at Recitation.

Week 10a - Conflict resolution - Week of October 26

Introduction

Conflict comes from differences – in needs, values, perspectives, and motivations. Sometimes our differences are something to be celebrated as they allow us to complement one another. Sometimes these differences result in opposition. Conflict is not a problem in itself – it is what we do with it that counts.

The purpose of this module is to help with strategies for managing conflict, because whether we like it or not, conflicts demand our energy. In fact, unresolved conflict can call on tremendous amounts of our attention. We all know how exhausting unresolved conflict can be. It is not always easy to fix the problem – resolving conflict requires skills.

Learning Objectives

After completing this module, you will be able to:

Identify ways to reframe conflict so that more beneficial outcomes can be achieved for everyone involved.

Identify the needs of different people in conflict and better appreciate the perspective of others

Think more creatively about solutions to conflict Develop empathy by active listening

Learning Activities

Complete the following tasks before coming to Recitation:

HOMEWORK: Print out and complete Conflict Resolution Skills worksheet for a conflict that did not resolve well.

Review the information in this module on conflict resolution skills.

Bring the following items with you to Recitation:

The completed Conflict Resolution Skills worksheet

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In Recitation, we will discuss the following:

How can we change our language to either inflame or inform a situation How we can reframe conflict by turning problems into opportunities for positive change Importance of responding and not reacting to conflict

HOMEWORK: Dissection of a conflict

REQUIRED:

Have you ever had a conflict and wished you had handled it differently? Are there people in your life with whom you seem to repeatedly end up in conflict?

HOMEWORK: Think of a conflict that you have had that did not resolve well. Complete the Conflict Resolution Skills worksheet for this conflict, reflecting honestly on the different questions asked.

OPTIONAL:

Can you develop a better approach for handling future conflict with this person?

Conflict resolution skills (CRS)

REQUIRED: Review the information below.

Conflict resolution skills enable us to bypass personal differences and open up to possibilities. CRS draw us closer to people as we work to find fair and balanced solutions to problems for all involved. These skills turn adversaries into cooperative partners who each benefit.

Conflict resolution skills teach the psychology of effective communication and are the tools for building friendship and intimacy. The learning potential of conflict often goes unrecognized when we react with a “fight or flight” response. A whole new level of trust develops as people resolve conflict and learn that “we can work it out.” Both professional and personal relationships become more fulfilling and supporting under these conditions.

Below are some skills that you can use as needed to help resolve conflict, build channels of communication, and improve your relationships and connections to others.

1. Win/win approach – I want to win and I want you to win, too

REQUIRED: Review the information below.

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The win/win approach is about changing the conflict from adversarial attack and defense, to co-operation. It is a powerful shift of attitude that alters the whole course of communication.

Until we give it attention, we are usually unaware of the way we argue. We often find ourselves with a knee-jerk reaction in difficult situations - based on long established habits combined with the passing mood of the moment. When challenged, we experience separateness, disconnectedness from those around us - a sense that there isn't enough for both of us and if one person is right, then the other person must be wrong.

The win/win approach is based on needs assessment. Addressing each person's underlying needs means you build solutions that acknowledge and value those needs, rather than denying them. The win/win approach is conflict resolution for mutual gain and requires openness to adapting one’s position in light of shared information and attitudes. The strategy involves attacking the problem and not the people.

To address the needs of others, ask questions like:

Why does that seem to be the best solution to you? What’s your real need here? What interests need to be served in this situation? What values are important to you here? What’s the outcome or result that you want?

2. Creative response – Is this a problem or a challenge?

REQUIRED: Review the information below.

The Creative response to conflict is about turning problems into possibilities. It is about consciously choosing to see what can be done, rather than staying with how terrible it all is. It is affirming that you will choose to extract the best from the situation.

Our attitudes color our thoughts. Usually we are quite unaware of how they shape the way we see the world. Two dramatically contrasting attitudes in life are “perfection” versus “discovery.” When wearing one of these two attitude “hats,” we may hear our mindstream chattering about:

Perfection hat (Winners and losers) Discovery hat (Winners and learners) Is this right or wrong? Do I measure up? Life is such a struggle. Don't take any chances! Beliefs about what is proper are unbendable

What are the possibilities? How else can we look at this? Life is about exploration and inquiry Let’s take the risk – what is the upside? What an interesting idea!

Life is not about winning and losing - it's about learning. When you fall down, you pick yourself up and note where the pot-hole was so you can walk around it the next time. A

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person who has gone “too far” knows just how far they can go. No “winners - and – losers”, just “winners - and – learners.” That's the essence. Ah, conflict! What an opportunity!

3. Empathy – Develop active listening skills to clarify understanding

REQUIRED: Review the information below.

Empathy is about rapport and openness between people. When it is absent, people are less likely to consider your needs and feelings. The best way to build empathy is to help the other person feel that they are understood. That means being an active listener. There are three specific listening activities relevant to different situations:

Information – getting a clear picture AIM OF SPEAKER: to get across what is wanted so there is no confusion. TASK OF LISTENER: to get the details, to check out and confirm what the speaker is saying, and to get clear on anything relevant they might be forgetting to say. When you move into active listening mode to get information you are trying to find out about needs, instructions and perhaps background information. Ask questions to find out about needs, instructions, context, timing, costs, etc. Check back to be sure you have heard and understood the relevant details. Summarize to make sure that you both agree on the facts. As the listener you are trying to get your speaker to say something like, “Yes, that's what I want,” so you are both clear. Don't jump straight into solutions. Collect information. Find out how it is on the other side first.

Affirmation - affirming, acknowledging, exploring the problem AIM OF SPEAKER: to talk about the problem. TASK OF LISTENER: to help the speaker really hear what the speaker is saying and for the speaker to hear that you acknowledge their feelings. Here you are recognizing that the other person would be helped by you taking time to hear their problem. Listen attentively to the speaker. Reflect back to the speaker their feelings, and perhaps the content of the problem with a single statement of acknowledgement periodically. If time permits, explore. Assist the speaker in finding greater clarity and understanding for themselves. You might take several interchanges reflecting back the speaker's feelings over a longer period of time, so that you both understand the difficulty in more depth. To get a “Yes, that's what I feel” so they explore what they are saying, and they know they've been understood.

Inflammation – responding to a complaint or attack on you AIM OF SPEAKER: to tell you that you are the problem.

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TASK OF LISTENER: to let the speaker know you've taken in what they are saying and to defuse the strong emotion. When someone is attacking you verbally, moving into active listening mode is usually the most useful response you can make. It’s very common to blame the other person when there is conflict and it’s difficult to be objective when the emotional level is high. Deal first with their emotions - people shout because they don't think they are being heard. Active listening is an effective tool to reduce the emotionality of a situation. Every time you correctly label an emotion the other person is feeling, the intensity of it dissipates. The speaker starts to feel heard and understood. Once the emotional level of the conflict has been reduced, reasoning abilities for both of you can function more effectively. The listener is working towards the speaker saying something like: “Yes, that's what I said” so that the speaker knows the listener has taken in their point.

4. Appropriate assertiveness – When to use “I” statements

REQUIRED: Review the information below.

The essence of Appropriate Assertiveness is being able to state your case without arousing the defenses of the other person. The secret of success lies in saying how it is for you rather than what they should or shouldn't do. “The way I see it...”, attached to your assertive statement, helps. An “I” statement says how it is on my side, how I see it.

Your “I” statement is not about being polite. It’s not to do with “soft” or “nice”, nor should it be rude. It's about being clear. It's a conversation opener, not the resolution. It’s the opener to improving rather than deteriorating relationships. If you expect it to be the answer and to fix what's not working straight away - you may have an unrealistic expectation. If you expect the other person to respond as you want them to immediately, you may have an unrealistic expectation. What you can realistically expect is that an appropriate “I” statement made with good intent:

is highly unlikely to do any harm is a step in the right direction is sure to change the current situation in some way can/will open up to possibilities you may not yet see.

5. Co-operative power – responding to resistance from others

REQUIRED: Review the information below.

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When faced with a statement that has potential to create conflict, ask open questions to reframe resistance. Explore the difficulties and then re-direct discussion to focus on positive possibilities.

Explore/clarify details – If they say X, you respond Y: It’s too many/much/little/few… Compared to what? I want the best. What would be best for you? Find options - If they say X, you respond Y: We’ve tried that already. What was the outcome? This is how we have always done it. Yes, that’s an option. What else could we try? Redirect to the positive – If they say X, you say Y: He/she’s a disaster. What is he/she doing that is acceptable? I won’t… What would make you willing?

Go back to legitimate needs and concerns – If they say X, you say Y: His place is a disaster! He places a different emphasis on tidiness to you? He/she doesn’t do their fair share. Where do you think his/her priorities lie?

Other skills for handling conflict

REQUIRED: Review the information below.

There are many other useful skills to add to your conflict resolution toolbox. These include:

Managing emotions – Notice when your emotions get out of hand; learn to understand your emotions so that your emotions don’t manage you.

Willingness to resolve – The more someone inflames you, angers or upsets you, the more you know you have something to learn about yourself from that person. Assess your contribution to the conflict - do you have personal issues that cloud the picture?

Mapping the Conflict – Define briefly the issue, the problem area, or conflict in neutral terms to better understand the lay of the land. Write down each person or group’s needs and fears. Be prepared to change the statement of the issue, as your understanding of it evolves through discussion or to draw up other maps of related issues that arise.

Development of options – Take advantage of clarifying tools to dissect the problem, generating tools for identifying solutions (brainstorming and consensus building), negotiating tools establishing alternatives and trade-offs, and selection tools for determining if the solution is win/win, feasible and fair.

Negotiation – The basics include being hard on the problem and soft on the person; focusing on needs, not positions; emphasizing common ground; being inventive about options; and making clear agreements.

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Mediation – Sometimes you need a neutral third party to step in and help conflicting parties move toward solutions. Essential attitudes for mediators include being objective; supportive, and non-judging. Mediators steer the process, not the content and work toward a win/win for both sides.

Broadening perspectives - Just as we are unique and special, so are other people. We all have distinctive viewpoints that may be equally valid from where we stand. Each person's viewpoint makes a contribution to the whole and requires consideration and respect in order to form a complete solution. Consider how the problem or the relationships will look over a substantial period of time. The longer timeframe can help us be more realistic about the size of the problem we presently face.

Summary

In this module, we have learned that conflict arises from differences in needs, perspectives, values, and motivations. Managing conflict is a skill that can be developed that can improve both professional and personal relationships with people by building connections. Several tools for improving conflict resolution were discussed, including working from a win/win approach, developing empathy, managing emotions, and responding with creative and positive responses.

References

The following resources were used to develop this module:

9. Clarke University Counseling Center. Retrieved 08/31/2015 from http://www.clarke.edu/page.aspx?id=3568

10. Conflict Resolution Network. Retrieved 09/04/2015 from http://www.crnhq.org

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Week 10b - AlcoholEdu and Haven: Part 2 - Week of October 26

You should have received your link to Part 2 of AlcoholEdu and Haven from Everfi. Complete Part 2 of each by F 11/13.

Week 11 - CHECKOFF #2, PM roundtable discussion - Week of November 2

You have no recitation assignment due this week.

Your PM will be contacting you this week to set up a follow-up One-on-One meeting.

Week 13 - CHECKOFF #3, PM roundtable discussion - Week of November 17

You have no recitation assignment due this week.

Week 14 - No recitation (Thanksgiving break) - Week of November 23

You have no recitation or recitation assignment due this week. Happy Thanksgiving!

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Week 15 - No recitation - Week of November 30

You have no recitation or recitation assignment due this week. TAs will be available in the BIOE lounge to answer questions on the Major Project.

We are planning a BIOE 1000/PM group activity for this week.

Week 16 - CHECKOFF #4, PM roundtable discussion - Week of December 7

You have no recitation assignment due this week.