SDV 100 Closure
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164
SDV 100 Closure School Counselor(s): Amodeo, Olinares, Laiti, Patel Date(s): March 29th & April 4th, 2016 Grade Level(s): 11th grade students participating in SDV 100 Time Required for Lesson: 45 – 60 minutes ASCA Mindsets & Behaviors Addressed: Mindset: 2. Self‐confidence in ability to succeed 5. Belief in using abilities to their fullest to achieve high‐quality results and outcomes Behavior: Learning Strategies 3. Use time‐management, organizational and study skills Behavior: Self‐Management Skills 6. Demonstrate ability to overcome barriers to learning 7. Demonstrate effective coping skills when faced with a problem 8. Demonstrate the ability to balance school, home and community activities Behavior: Social Skills 1. Use effective oral and written communication skills and listening skills 8. Demonstrate advocacy skills and ability to assert self, when necessary Learning Objectives: Students will: ‐ Assess individual progress towards academic goal outlined in student success plan ‐ Review and demonstrate mastery of key SDV100 material from each class lesson ‐ Reflect on and share positive/negative feedback from their experience in SDV100 course Materials & Resources Required: ‐ PowerPoint, laptop, & projector ‐ Individual Copies of the Academic Success Plan Worksheet from Lesson #1 ‐ Pens/pencils ‐ Copies of SDV 100 Reflection Survey ‐ Optional: Candy/prizes for Jeopardy game Activity & Procedure: 1. Students will receive copies of their Academic Success Plan from Lesson #1. The school counselor lead a class discussion based on student progress and goal‐setting by asking: What steps were you successful at in working towards your goal? What knowledge or skills do you have now that you may not have had when you developed this goal? What action‐steps need to be taken to either reach or maintain progress towards your goal moving forward? Does your goal itself need to be adjusted or changed moving forward? Why do you think goal‐setting is important?
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164 2. School counselor will explain we will be playing jeopardy today to assess our mastery of the knowledge and skills we have learned this year in SDV100. Students should break into two teams prior to starting the game, which will be facilitated via PowerPoint presentation. 3. Students will share their open and honest feedback regarding their experience in SDV100 this year by completing the SDV100 Reflection Survey. 4. School counselor will facilitate a class discussion on closure: How will you remember and maintain the knowledge and skills you have learned in SDV100? What do you feel you still need help with or need to work on moving forward when it comes to student success skills? What supports do you have available to you that can you seek out, outside of SDV100? (If needed, school counselor can share examples: before/afterschool or Titan Time help with teachers, asking for help from school counselor, study groups, peer‐tutoring, parental supports, Clubhouse goal‐setting). Now that you have experienced SDV100 together in class, how might you be a support to one another outside of class? 5. Prior to departing, the school counselor will extend sincere appreciation for each student’s commitment to the class, engagement in class activities and discussion, and commitment to their individual success. Evaluation: Process Data: 27 11th grade students will participate in this lesson of SDV 100. Perception Data: Students will complete the SDV100 Reflection Survey, through which they will be asked to share both positive and negative feedback based on their personal experience in SDV100. Outcome Data: We will collect data on students’ academic achievement as evidenced through grades. Follow‐Up: Based on feedback shared during the final class discussion and on the SDV100 Reflection Survey, we will assess what areas students feel they still need support with. This information may be shared with student’s assigned school counselors and classroom teachers. For the Future: We need to ensure students complete the Academic Success Plan during Lesson 1 and that a copy is kept on file. In some instances, students were absent and did not make up the assignment and in others, copies were not made before returning to students.
SDV 100: closure
ACADEMIC SUCCESS PLAN REFLECTION • What steps were you successful at in working towards your goal? • What knowledge or skills do you now have that you may not have had when you developed this goal?
• What action-steps need to be taken to either reach or maintain progress towards your goal moving forward?
• Does your goal itself need to be adjusted or changed moving forward?
• Why do you think goal-setting is important?
Let’s play
http://www.wjnlib.org/wp-content/uploads/2015/04/Jeopardy-690.jpg
LEARNING STYLES
STRESS & NOTE-TAKING TIME & READING MANAGEMENT
STRATEGIES
SELFADVOCACY
COLLEGE & CAREER EXPLORATION
TEST TAKING STRATEGIES
100
100
100
100
100
100
200
200
200
200
200
200
300
300
300
300
300
300
400
400
400
400
400
400
500
500
500
500
500
500
LEARNING STYLES: 100
The three primary learning styles are tactile/kinesthetic, auditory, and ___________?
LEARNING STYLES: 200
Discussing information with a responsible study partner or study group would be beneficial to which type of learner?
LEARNING STYLES: 300
Incorporating all five _________ into your studying increases the likelihood that information will “sink in”.
LEARNING STYLES: 400 Oscar feels like he never has enough time to study. He is always on the go, playing soccer for both school and travel teams. Typically Oscar reads over his notes the night before a test, but finds he cannot recall most of the information the next day. Even when Oscar does find time to devote to studying, he can hardly sit still for longer than 20 minutes.
What type of learner best describes Oscar and what is one strategy he should implement based on his learning style?
LEARNING STYLES: 500
What is the name of this study technique and for what learning style is it most useful?
STRESS & TIME MANAGEMENT: 100
Name three examples of “time busters” that lead to procrastination.
STRESS & TIME MANAGEMENT: 200 URGENT IMPORTANT
???
UNIMPORTANT The “Yes” Man
NOT URGENT
The Prioritizer The Slacker
Who falls into Quadrant 1 and sees tasks as both urgent and important?
STRESS & TIME MANAGEMENT: 300
Name one physical stress buster.
STRESS & TIME MANAGEMENT: 400 Cindy has a stomach ache just thinking about her AP Statistics exam tomorrow morning, even though she has been using effective study strategies and knows the material well. Cindy closes her eyes and imagines it is summer vacation. She is sitting on the beach with her feet in the sand, listening to the calming sounds of the waves crashing in front of her....
What stress management technique is Cindy utilizing?
STRESS & TIME MANAGEMENT: 500 Jenni is planning out her weekly schedule and feels very overwhelmed. Between attending school, homework, family time, her part-time job, afterschool clubs, and catching up with friends (both in person and through social media), there does not seem to be a way to make everything fit into just 24 hours a day.
How should Jenni prioritize her schedule?
NOTE-TAKING & READING STRATEGIES: 100 Katie was excited about tonight. Happily, she put on her big, red shoes and bright, yellow outfit. Her mom helped Katie paint her face white with a big, red circle on each cheek. Just before Katie ran out the door to meet her friends, she attached her large, squeaky nose and placed a bright, pointy hat on top of her head. She grabbed an empty bag and went into the night.
What is one inference you might make after reading the passage above?
NOTE-TAKING & READING STRATEGIES: 200 TRUE OR FALSE: In order to take effective notes, one should be sure to write down every word his or her teacher says during the class lecture.
NOTE-TAKING & READING STRATEGIES: 300 What does “S” stand for in the reading strategy, SQ3R? S ______ Question Read Recite Review
NOTE-TAKING & READING STRATEGIES: 400
What is the name of this Cornell Notes section and what purpose does it serve?
NOTE-TAKING & READING STRATEGIES: 500 Maria’s teacher, Ms. Arnold, knows she is engaged in the class lecture because Maria maintains eye contact with her as she moves about the room. Which component of the S.L.A.N.T. model best describes this active listening technique?
SELF-ADVOCACY: 100 Michael is reluctant to speak directly with his teachers and when approached by them, speaks very softly. He struggles to maintain eye contact and frequently looks down when communicating with adults at school. Michael is afraid of what others might think if he asks a question in class.
Which communication style best describes Michael?
SELF-ADVOCACY: 200
What is “the action of representing oneself or one’s views or interests” ?
SELF-ADVOCACY: 300
What is the ideal communication style to use when advocating for oneself?
SELF-ADVOCACY: 400
Name one “do” and one “don’t” of email etiquette.
SELF-ADVOCACY: 500 Amy feels like Mr. Phillips goes too quickly through the material in math class. She wishes he practiced more problems in class. She feels like he’s always rushing and doesn’t allow time for students to ask questions or he seems to get mad when students ask questions.
How would you recommend that Amy approach Mr. Phillips about her concerns?
COLLEGE & CAREER EXPLORATION: 100
Name one reason why creating a resume in Naviance is beneficial for students as they prepare for the college admissions process.
COLLEGE & CAREER EXPLORATION: 200 When browsing through Naviance, Eddie thinks he might be interested in the “Law, Public Safety, Corrections, & Security” career cluster, but does not know much about it.
Name one factor Eddie should research and consider to determine if this cluster is a good fit for him.
COLLEGE & CAREER EXPLORATION: 300
What are the three types of schools students should include on their “Colleges I’m Thinking About” list?
COLLEGE & CAREER EXPLORATION: 400
Is American University a reach, target, or safety school for this student?
COLLEGE & CAREER EXPLORATION: 500
What are the three most important factors considered by colleges in the admissions process?
TEST-TAKING STRATEGIES: 100
What are two steps you can take prior to a test in order to be prepared?
TEST-TAKING STRATEGIES: 200 I know I’m going to fail my AP US History exam. No matter how much I study, I always freeze up on test day.
Reframe this student’s thinking into a positive mindset approach.
TEST-TAKING STRATEGIES: 300
On test day, students should:
1.Stop 2.Look 3.________________
TEST-TAKING STRATEGIES: 400
Name one example of a “qualifying word” to lookout for on multiple choice tests (Hint: Jail the detail!).
TEST-TAKING STRATEGIES: 500 Taylor hears his teacher say “pencils down in three minutes”, yet he still has an entire paragraph left to write on his essay exam. He is confident in his ability to fully and accurately answer the question, but realistically there is no time for him to write the entire paragraph.
What would you suggest Taylor do in this situation?
SDV 100 Reflection Survey
CLOSURE • How will you remember and maintain the knowledge and skills you have learned in SDV100?
• What do you feel you still need help with or need to work on moving forward?
• What supports do you have available to you that can you seek out, outside of SDV100?
• Now that you have experienced SDV100 together in class, how might you be a support to one another outside of class?
CONGRATULATIONS & thank you!
1
SDV 100 Course Reflection Survey
Directions: Please circle the number that best reflects how you feel about each statement.
1= Strongly Disagree 2= Disagree 3= Neutral 4= Agree 5= Strongly Agree
COURSE CONTENT
1. SDV 100 presented skills in a helpful sequence
1 2 3 4 5
2. SDV 100 provided an appropriate balance between instruction (learning student success skills) and practice (applying those skills)
1 2 3 4 5
3. SDV 100 was an appropriate level for a dual‐enrollment course
1 2 3 4 5
4. SDV 100 was organized in a way that helped me learn
1 2 3 4 5
5. SDV 100 assignments and class lessons usefully complemented each other
1 2 3 4 5
6. SDV 100 instructions (including syllabus, PowerPoints, handouts, etc.) were clear
1 2 3 4 5
7. SDV 100 work helped me understand student success skills more clearly
1 2 3 4 5
APPLICATION & SKILL DEVELOPMENT
8. SDV 100 developed by ability to interact with diverse groups of people
1 2 3 4 5
9. SDV 100 provided guidance on how to become an effective student
1 2 3 4 5
10. SDV 100 developed my ability to read and think critically
1 2 3 4 5
11. SDV 100 developed my communication skills
1 2 3 4 5
12. SDV 100 developed my abilities and skills as a student
1 2 3 4 5
THEORY/CONTENT KNOWLEDGE
13. SDV 100 provided the opportunity to practice the skills required in the course
1 2 3 4 5
14. SDV 100 gave me a deeper insight into student success skills
1 2 3 4 5
Adapted from: University of California Berkeley (n.d.). Course Evaluations Question Bank: Suggested Questions & Categories for Course Evaluations. Retrieved March 21, 2016 from https://teaching.berkeley.edu/course‐evaluations‐question bank#course.
2
15. In SDV 100, I learned a great deal
1 2 3 4 5
16. SDV 100 improved my problem‐solving skills
1 2 3 4 5
17. SDV 100 developed my ability to think critically about how to grow and improve as a student
1 2 3 4 5
COURSE OVERALL
18. How satisfied were you with SDV 100? 19. Considering both the limitations and possibilities of the subject matter and the course, how would you rate the overall effectiveness of SDV 100?
1 2 3 4 5
1 2 3 4 5
Additional Feedback/Suggestions for Future SDV 100 Classes:
Adapted from: University of California Berkeley (n.d.). Course Evaluations Question Bank: Suggested Questions & Categories for Course Evaluations. Retrieved March 21, 2016 from https://teaching.berkeley.edu/course‐evaluations‐question bank#course.
SDV 100 Closure School Counselor(s): Amodeo, Olinares, Laiti, Patel Date(s): March 29th & April 4th, 2016 Grade Level(s): 11th grade students participating in SDV 100 Time Required for Lesson: 45 – 60 minutes ASCA Mindsets & Behaviors Addressed: Mindset: 2. Self‐confidence in ability to succeed 5. Belief in using abilities to their fullest to achieve high‐quality results and outcomes Behavior: Learning Strategies 3. Use time‐management, organizational and study skills Behavior: Self‐Management Skills 6. Demonstrate ability to overcome barriers to learning 7. Demonstrate effective coping skills when faced with a problem 8. Demonstrate the ability to balance school, home and community activities Behavior: Social Skills 1. Use effective oral and written communication skills and listening skills 8. Demonstrate advocacy skills and ability to assert self, when necessary Learning Objectives: Students will: ‐ Assess individual progress towards academic goal outlined in student success plan ‐ Review and demonstrate mastery of key SDV100 material from each class lesson ‐ Reflect on and share positive/negative feedback from their experience in SDV100 course Materials & Resources Required: ‐ PowerPoint, laptop, & projector ‐ Individual Copies of the Academic Success Plan Worksheet from Lesson #1 ‐ Pens/pencils ‐ Copies of SDV 100 Reflection Survey ‐ Optional: Candy/prizes for Jeopardy game Activity & Procedure: 1. Students will receive copies of their Academic Success Plan from Lesson #1. The school counselor lead a class discussion based on student progress and goal‐setting by asking: What steps were you successful at in working towards your goal? What knowledge or skills do you have now that you may not have had when you developed this goal? What action‐steps need to be taken to either reach or maintain progress towards your goal moving forward? Does your goal itself need to be adjusted or changed moving forward? Why do you think goal‐setting is important?
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164 2. School counselor will explain we will be playing jeopardy today to assess our mastery of the knowledge and skills we have learned this year in SDV100. Students should break into two teams prior to starting the game, which will be facilitated via PowerPoint presentation. 3. Students will share their open and honest feedback regarding their experience in SDV100 this year by completing the SDV100 Reflection Survey. 4. School counselor will facilitate a class discussion on closure: How will you remember and maintain the knowledge and skills you have learned in SDV100? What do you feel you still need help with or need to work on moving forward when it comes to student success skills? What supports do you have available to you that can you seek out, outside of SDV100? (If needed, school counselor can share examples: before/afterschool or Titan Time help with teachers, asking for help from school counselor, study groups, peer‐tutoring, parental supports, Clubhouse goal‐setting). Now that you have experienced SDV100 together in class, how might you be a support to one another outside of class? 5. Prior to departing, the school counselor will extend sincere appreciation for each student’s commitment to the class, engagement in class activities and discussion, and commitment to their individual success. Evaluation: Process Data: 27 11th grade students will participate in this lesson of SDV 100. Perception Data: Students will complete the SDV100 Reflection Survey, through which they will be asked to share both positive and negative feedback based on their personal experience in SDV100. Outcome Data: We will collect data on students’ academic achievement as evidenced through grades. Follow‐Up: Based on feedback shared during the final class discussion and on the SDV100 Reflection Survey, we will assess what areas students feel they still need support with. This information may be shared with student’s assigned school counselors and classroom teachers. For the Future: We need to ensure students complete the Academic Success Plan during Lesson 1 and that a copy is kept on file. In some instances, students were absent and did not make up the assignment and in others, copies were not made before returning to students.
SDV 100: closure
ACADEMIC SUCCESS PLAN REFLECTION • What steps were you successful at in working towards your goal? • What knowledge or skills do you now have that you may not have had when you developed this goal?
• What action-steps need to be taken to either reach or maintain progress towards your goal moving forward?
• Does your goal itself need to be adjusted or changed moving forward?
• Why do you think goal-setting is important?
Let’s play
http://www.wjnlib.org/wp-content/uploads/2015/04/Jeopardy-690.jpg
LEARNING STYLES
STRESS & NOTE-TAKING TIME & READING MANAGEMENT
STRATEGIES
SELFADVOCACY
COLLEGE & CAREER EXPLORATION
TEST TAKING STRATEGIES
100
100
100
100
100
100
200
200
200
200
200
200
300
300
300
300
300
300
400
400
400
400
400
400
500
500
500
500
500
500
LEARNING STYLES: 100
The three primary learning styles are tactile/kinesthetic, auditory, and ___________?
LEARNING STYLES: 200
Discussing information with a responsible study partner or study group would be beneficial to which type of learner?
LEARNING STYLES: 300
Incorporating all five _________ into your studying increases the likelihood that information will “sink in”.
LEARNING STYLES: 400 Oscar feels like he never has enough time to study. He is always on the go, playing soccer for both school and travel teams. Typically Oscar reads over his notes the night before a test, but finds he cannot recall most of the information the next day. Even when Oscar does find time to devote to studying, he can hardly sit still for longer than 20 minutes.
What type of learner best describes Oscar and what is one strategy he should implement based on his learning style?
LEARNING STYLES: 500
What is the name of this study technique and for what learning style is it most useful?
STRESS & TIME MANAGEMENT: 100
Name three examples of “time busters” that lead to procrastination.
STRESS & TIME MANAGEMENT: 200 URGENT IMPORTANT
???
UNIMPORTANT The “Yes” Man
NOT URGENT
The Prioritizer The Slacker
Who falls into Quadrant 1 and sees tasks as both urgent and important?
STRESS & TIME MANAGEMENT: 300
Name one physical stress buster.
STRESS & TIME MANAGEMENT: 400 Cindy has a stomach ache just thinking about her AP Statistics exam tomorrow morning, even though she has been using effective study strategies and knows the material well. Cindy closes her eyes and imagines it is summer vacation. She is sitting on the beach with her feet in the sand, listening to the calming sounds of the waves crashing in front of her....
What stress management technique is Cindy utilizing?
STRESS & TIME MANAGEMENT: 500 Jenni is planning out her weekly schedule and feels very overwhelmed. Between attending school, homework, family time, her part-time job, afterschool clubs, and catching up with friends (both in person and through social media), there does not seem to be a way to make everything fit into just 24 hours a day.
How should Jenni prioritize her schedule?
NOTE-TAKING & READING STRATEGIES: 100 Katie was excited about tonight. Happily, she put on her big, red shoes and bright, yellow outfit. Her mom helped Katie paint her face white with a big, red circle on each cheek. Just before Katie ran out the door to meet her friends, she attached her large, squeaky nose and placed a bright, pointy hat on top of her head. She grabbed an empty bag and went into the night.
What is one inference you might make after reading the passage above?
NOTE-TAKING & READING STRATEGIES: 200 TRUE OR FALSE: In order to take effective notes, one should be sure to write down every word his or her teacher says during the class lecture.
NOTE-TAKING & READING STRATEGIES: 300 What does “S” stand for in the reading strategy, SQ3R? S ______ Question Read Recite Review
NOTE-TAKING & READING STRATEGIES: 400
What is the name of this Cornell Notes section and what purpose does it serve?
NOTE-TAKING & READING STRATEGIES: 500 Maria’s teacher, Ms. Arnold, knows she is engaged in the class lecture because Maria maintains eye contact with her as she moves about the room. Which component of the S.L.A.N.T. model best describes this active listening technique?
SELF-ADVOCACY: 100 Michael is reluctant to speak directly with his teachers and when approached by them, speaks very softly. He struggles to maintain eye contact and frequently looks down when communicating with adults at school. Michael is afraid of what others might think if he asks a question in class.
Which communication style best describes Michael?
SELF-ADVOCACY: 200
What is “the action of representing oneself or one’s views or interests” ?
SELF-ADVOCACY: 300
What is the ideal communication style to use when advocating for oneself?
SELF-ADVOCACY: 400
Name one “do” and one “don’t” of email etiquette.
SELF-ADVOCACY: 500 Amy feels like Mr. Phillips goes too quickly through the material in math class. She wishes he practiced more problems in class. She feels like he’s always rushing and doesn’t allow time for students to ask questions or he seems to get mad when students ask questions.
How would you recommend that Amy approach Mr. Phillips about her concerns?
COLLEGE & CAREER EXPLORATION: 100
Name one reason why creating a resume in Naviance is beneficial for students as they prepare for the college admissions process.
COLLEGE & CAREER EXPLORATION: 200 When browsing through Naviance, Eddie thinks he might be interested in the “Law, Public Safety, Corrections, & Security” career cluster, but does not know much about it.
Name one factor Eddie should research and consider to determine if this cluster is a good fit for him.
COLLEGE & CAREER EXPLORATION: 300
What are the three types of schools students should include on their “Colleges I’m Thinking About” list?
COLLEGE & CAREER EXPLORATION: 400
Is American University a reach, target, or safety school for this student?
COLLEGE & CAREER EXPLORATION: 500
What are the three most important factors considered by colleges in the admissions process?
TEST-TAKING STRATEGIES: 100
What are two steps you can take prior to a test in order to be prepared?
TEST-TAKING STRATEGIES: 200 I know I’m going to fail my AP US History exam. No matter how much I study, I always freeze up on test day.
Reframe this student’s thinking into a positive mindset approach.
TEST-TAKING STRATEGIES: 300
On test day, students should:
1.Stop 2.Look 3.________________
TEST-TAKING STRATEGIES: 400
Name one example of a “qualifying word” to lookout for on multiple choice tests (Hint: Jail the detail!).
TEST-TAKING STRATEGIES: 500 Taylor hears his teacher say “pencils down in three minutes”, yet he still has an entire paragraph left to write on his essay exam. He is confident in his ability to fully and accurately answer the question, but realistically there is no time for him to write the entire paragraph.
What would you suggest Taylor do in this situation?
SDV 100 Reflection Survey
CLOSURE • How will you remember and maintain the knowledge and skills you have learned in SDV100?
• What do you feel you still need help with or need to work on moving forward?
• What supports do you have available to you that can you seek out, outside of SDV100?
• Now that you have experienced SDV100 together in class, how might you be a support to one another outside of class?
CONGRATULATIONS & thank you!
1
SDV 100 Course Reflection Survey
Directions: Please circle the number that best reflects how you feel about each statement.
1= Strongly Disagree 2= Disagree 3= Neutral 4= Agree 5= Strongly Agree
COURSE CONTENT
1. SDV 100 presented skills in a helpful sequence
1 2 3 4 5
2. SDV 100 provided an appropriate balance between instruction (learning student success skills) and practice (applying those skills)
1 2 3 4 5
3. SDV 100 was an appropriate level for a dual‐enrollment course
1 2 3 4 5
4. SDV 100 was organized in a way that helped me learn
1 2 3 4 5
5. SDV 100 assignments and class lessons usefully complemented each other
1 2 3 4 5
6. SDV 100 instructions (including syllabus, PowerPoints, handouts, etc.) were clear
1 2 3 4 5
7. SDV 100 work helped me understand student success skills more clearly
1 2 3 4 5
APPLICATION & SKILL DEVELOPMENT
8. SDV 100 developed by ability to interact with diverse groups of people
1 2 3 4 5
9. SDV 100 provided guidance on how to become an effective student
1 2 3 4 5
10. SDV 100 developed my ability to read and think critically
1 2 3 4 5
11. SDV 100 developed my communication skills
1 2 3 4 5
12. SDV 100 developed my abilities and skills as a student
1 2 3 4 5
THEORY/CONTENT KNOWLEDGE
13. SDV 100 provided the opportunity to practice the skills required in the course
1 2 3 4 5
14. SDV 100 gave me a deeper insight into student success skills
1 2 3 4 5
Adapted from: University of California Berkeley (n.d.). Course Evaluations Question Bank: Suggested Questions & Categories for Course Evaluations. Retrieved March 21, 2016 from https://teaching.berkeley.edu/course‐evaluations‐question bank#course.
2
15. In SDV 100, I learned a great deal
1 2 3 4 5
16. SDV 100 improved my problem‐solving skills
1 2 3 4 5
17. SDV 100 developed my ability to think critically about how to grow and improve as a student
1 2 3 4 5
COURSE OVERALL
18. How satisfied were you with SDV 100? 19. Considering both the limitations and possibilities of the subject matter and the course, how would you rate the overall effectiveness of SDV 100?
1 2 3 4 5
1 2 3 4 5
Additional Feedback/Suggestions for Future SDV 100 Classes:
Adapted from: University of California Berkeley (n.d.). Course Evaluations Question Bank: Suggested Questions & Categories for Course Evaluations. Retrieved March 21, 2016 from https://teaching.berkeley.edu/course‐evaluations‐question bank#course.
