Pointers for students entering sections of CCT courses

(including non-CCT students, matriculated CCT students, and prospective CCT students)

This set of pointers about pointers will be expanded as we get ideas from seeing how each of you identify learning outcomes and knowledge, competencies, and values for all students who participate in your courses (in lieu of formal prerequisites)


You might mention in your syllabus what may help the students as far as past experience in, or knowledge of these kinds of pointers (suggestions only):

proficiency in technology, as far as supporting the learning process through organizing, tracking, and referring to information collected during the course

proficiency in technology, as far as setup and proficiency needed to participate attentively in online courses

having selected research and writing competencies, drawn perhaps form those listed on:
files/competencies.html

having a clear idea of areas of focus or interest, with respect to developing course projects and writings around a theme or issue that is directly relevant to the student's professional/educational/personal life

understanding of how to use certain basic library resources, or awareness of the functions of other academic resources that provide to support to students in a way that will help their progress in a course

general attitudes or dispositions that will tend to help the student to manage their encounters with experiences in the course that might be new to them

Last update 23 June '11