This was a three-week course from September 3 to September 23, 2013.
The course was an introduction to the University of Phoenix’s (UOPX) School of Advanced Studies (SAS). It was another course designed to measure learners’ readiness for doctoral coursework.
- Build competence in online learning through adherence to course policies, development of self-motivation strategies and time-management skills, and active engagement in collaborative interaction.
- Evaluate information from multiple sources to create original, substantive analysis.
- Integrate faculty feedback to promote continuous improvement of doctoral skills.
- Apply the scholarship-practice-leadership (SPL) model to a specific discipline or field.
- Understand the adverse effects of plagiarism on scholarly communication.
- Demonstrate doctoral program readiness through professionalism, timeliness, thoroughness, and accountability for one’s performance.
There was little challenge in this course, which is not to say that I did not find it helpful. I learned the difference between a substantive post and a non-substantive post and I tried my hand at an annotated bibliography. Also, I had my first experience of working in a Learning Team (which I did not find to be as terrible as my students indicate it can be).
I had my first writing assignment in this class. The idea was to write an essay in week one explaining how information literacy influences scholarship, practice, and leadership in a specific profession or discipline. Requirements included the use of four scholarly sources, APA formatting and style, and writing in scholarly tone. The assignment was worth ten points. In week two there was a revision matrix where learners were asked to present facilitator feedback comments from the graded essay and create an action plan with detailed and specific comments for implementing each facilitator comment. In week three there was an opportunity to rewrite the paper, this time for 25 points.
My Academic Advisor had warned me that this writing exercise is known for shocking students. He warned me to not be disappointed if I received a 4 or 5 out of 10. Indeed, after the grading of the original essays, there was also a new discussion thread from the facilitator about “Paper Shock.” My original essay earned a score of 9 out of 10, indicating perhaps, that I possess the ability to write scholarly papers.
I successfully completed the course with a score of 99 out of 100 or 99% which is an A. That one point in week one was the only point that kept me from a perfect score. I enjoyed this facilitator very much and may even consider her to be on my doctoral committee at some point down the road.