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Monday, April 9, 2012

Tomorrow's Professor: Learning How to Learn: Metacognition in Liberal Education



Kristin Bonnie, assistant professor of psychology at Beloit College (Wisconsin), was curious about her students? performance on exams in the introductory psychology course. As she explained to a packed room at the 2011 annual meeting of the Association of American Colleges and Universities (AAC&U) in San Francisco, she had been giving her students, mostly first-years, the choice of deciding not to answer two or three of the approximately twenty-five multiple-choice questions that appeared on each exam. In some cases, students answered every question anyway, before indicating which ones they did not want graded.


This anecdotal insight into students? decision-making process sparked Bonnie to wonder about ways that she and her students might gain a better understanding of their learning process. What if she were to ask all students to answer every question, and then ask them to decide which few to omit from grading? Going further, what if students had to report why they chose each question to omit? Did they eliminate questions that they actually had answered correctly? Did they know why they didn?t feel confident about certain answers? Did knowing some of these answers make a difference in their learning?



Bonnie?s curiosity was partly just the response of a good teacher and researcher wanting to know more about student learning in her classes. But her questions were considerably deepened and developed?and connected to ongoing discussions about metacognition?by her participation in the Teagle Foundation?funded Collegium on Student Learning through the Associated Colleges of the Midwest (ACM).


In November 2008, participants in the ACM collegium embarked upon a thirty-month project to examine recent work in the cognitive sciences, to test out the theories through classroom interventions and experiments, and, ideally, to improve student learning through the process. They focused especially on the importance of metacognition, which might be summarized as knowledge of one?s own thoughts and the factors that influence one?s thinking. Other researchers emphasize the ability to plan, monitor, and evaluate the learning process as key elements of metacognition.


As Bonnie and her colleagues reported at the annual meeting, that focus not only had good effects on student learning but often a profound effect on the teachers. In creating scholarship of teaching and learning (SoTL) projects that documented their questions and interventions, and working as part of a group of scholars, collegium members reported becoming significantly more thoughtful about their teaching practice.


Bonnie was joined in the AAC&U session by David Thompson, associate professor of Spanish at Luther College (Iowa); Holly Swyers, assistant professor of anthropology at Lake Forest College (Illinois); Karl Wirth, associate professor of geology at Macalester College (Minnesota); and John Ottenhoff, vice president of the ACM. They worked with a dozen colleagues from other ACM colleges in the collegium, which began with an opening conference featuring a keynote address from Patricia M. King, whose work on reflective thinking and self-authorship helped shape the thinking of the participants. Classroom interventions were carried out over the 2009?10 academic year, and a final conference about the group?s work was held in October 2010.


Throughout the process, as reported in San Francisco, the group found that metacognition was by no means a ?silver bullet? for improving student learning, but nonetheless was an effective tool for focusing students? attention more consciously on their learning and, ultimately, providing a means to encourage students to think about the larger purpose of their education. Perhaps as important, the collegium group found that by asking metacognitive questions of students, they became both more aware of their students? learning and increasingly self-reflective about their own teaching practices and effectiveness.


David Thompson?s work exemplified well the point about faculty learning. He reported that his early questions about the effects of cumulative testing on increasing students? ability to monitor their learning in Spanish classes prompted him to set up separate ?control? and ?intervention? sections of intermediate Spanish at Luther. Finding no correlation between cumulative testing and increased self-monitoring, he began introducing students to more explicit self-monitoring processes, including post-assignment and post-exam ?wrappers,? brief writing exercises that asked students to reflect on their learning process both before and after seeing their graded tests.


Again, Thompson?s results were mixed; increased metacognitive skills, as measured by the Metacognitive Self-Regulation subscale of the Motivated Strategies for Learning Questionnaire (Pintrich 1991), didn?t necessarily lead to better learning of Spanish. But in comparing the gaps between student predictions and performance on exams, he came to see that instruction in metacognitive skills may be particularly important for first-year students as they adjust to the expectations of college-level work and learn to evaluate and monitor their own understanding relative to those expectations. Tracking metacognitive growth in first-year students and in the weakest test-performers gave Thompson a new focus in his teaching, which he will carry forward in a recursive cycle of new interventions and modifications.


As is true of most good SoTL projects, inquiries into student learning begat further questions and more reflection about the practice of teaching. Thompson learned that as a humanities scholar engaging in this kind of research, he needed to find more suitable methods; humanities approaches such as discourse analysis might serve better than control groups for shedding light on his questions. This realization was made possible in large part by the mix of peer and expert support provided by the collegium, which offered the encouragement and framework for Thompson?s initial foray into the literature of metacognition and the scholarship of teaching and learning.


Both Thompson and Bonnie were influenced by Karl Wirth?s work on ?knowledge surveys? as a central strategy for helping students think about their thinking. Knowledge surveys involve simple self-reports from students about their knowledge of course concepts, content, and skills, Wirth explained at the AAC&U session in San Francisco. In knowledge surveys, students are presented with detailed content and skill objectives for each topic and are asked to indicate their perceived mastery of each. Faculty can use these pre- and post-reports to gauge how confident students feel in their understanding of course material at the beginning or end of a course, before exams or papers, or even as graduating seniors or alumni.

Wirth noted that the surveys need not take much class time and can be administered via paper or the web. The surveys can be significant for clarifying course objectives, structure, and design. For students, knowledge surveys achieve several purposes: they help make clear course objectives and expectations, are useful as study guides, can serve as a formative assessment tool, and, perhaps most critically, aid in their development of self-assessment and metacognitive skills. For instructors, the surveys help them assess learning gains, instructional practices, and course design.


Wirth?s San Francisco presentation featured several charts showing how knowledge surveys matched up with student performance on exams. Perhaps most strikingly, Wirth found that students in the lower quartile of performance on exams were least able to predict their performance; students who performed best were often likely to underestimate how well they understood the material.


Wirth?s collegium work also involved a collaborative project with Fahima Aziz of Hamline University (Minnesota) on the use of ?reading reflections,? another attempt to help students monitor their learning through brief online writing about their reading assignments. According to Wirth, expert readers are skilled at using a wide range of strategies during all phases of reading (e.g., setting goals for learning, monitoring comprehension during reading, checking comprehension, and self-reflection), but most college instruction simply assumes the mastery of such metacognitive skills.


In making the reading reflections a regular part of their courses, Wirth and Asiz concluded, ?there is no longer any question in our minds whether reading reflections are a powerful intervention for improving learning. With reading reflections, students read more regularly before coming to class, they read more deeply, and they use a wider range of reading strategies. They are better prepared to participate in, and learn from, classroom activities resulting in deeper content learning. There is also evidence that this intervention might hold even greater potential for underperforming students.?


Other members of the ACM collegium group experimented with various forms of knowledge surveys, exam wrappers, and reflective writing. The common theme was that metacognitive awareness didn?t lead directly to greater mastery of course content, but helped improve the focus of instruction and especially seemed to benefit students who tended to perform poorly. For example, Tim Tibbetts (Monmouth College, Illinois) found in his introductory biology classes that ?reading reflections give me a tool to hear where students are struggling and respond, knowledge surveys help students see what topics are important and what types of questions they should anticipate on exams.? He also found clear improvements in learning outcomes for the students who did exam wrappers.


Diane Angell (St. Olaf College, Minnesota), also a biologist, found that metacognitive assignments in the form of ?exam preparation assignments? and ?wrappers? produced a consistent, if small, effect on improving student learning. She speculated that even more explicit metacognitive instruction, especially for underprepared students, would be helpful. Clara Hardy (Carleton College, Minnesota) concentrated on making learning strategies more explicit in her introductory Latin classes. Her conclusions, based on a small sample, were that meta?cognitive activities were especially helpful for the very lowest-achieving students, who in other years did not complete the course successfully. She also found that exam wrappers for the higher-achieving students were much fuller in their accounts of what they had tried and how they had thought about what to try than were the lower-achieving ones.


The collegium also produced some interesting collocations. At the final conference for the collegium, held at Macalester College in October 2010, Joy Jordan (Lawrence University, Wisconsin) reported about some meta?cognitive interventions in her intermediate statistics course in the same session in which Kent McWilliams (St. Olaf College, Minnesota) reported on his piano performance class. Jordan concentrated on helping students learn the essential but difficult concept of sampling distribution, focusing especially on reflections about ?confidence judgments.? She reported being most surprised by the ?repeated overconfidence in the lower-performing half of the class? and became interested in what happens when these students, working in groups, become more confident even though their understanding may not have changed. McWilliams also became intrigued by the issue of confidence and by what changed as he asked his piano students to be consistently self-reflective while they learned a new piece of music. He reported that students found the metacognitive framework helped them pose a wider range of questions, from well-structured questions to higher-level ill-structured questions, and that they seem to have been successful in transferring these same learning processes to other repertoire they studied.

Holly Swyers, on the other hand, used meta?cognition as a common language in a ?pod? of three first-year seminar classes, focused in the diverse disciplines of anthropology, chemistry, and education, at Lake Forest College. The ?pod? came together throughout the year with a team of colleagues, including not only the faculty teaching the courses but also a coach, a public safety officer, student-life professionals, and learning specialists. As she described in San Francisco, Swyers saw the real breakthrough in the project in the value of a shared vocabulary for talking about what is happening in student learning. ?The metacognition frame proved adaptable by all members of the pod, so students would hear the same ideas in the classroom, in the dorm, in study sessions, and on the playing field,? Swyers reported. ?Most members found the principles very similar to ideas they already had in practice, so the real value was in helping students see that the overriding premise of all their college activities was consistent.?

Metacognition is a topic that has attracted increasing attention nationally, starting with the groundbreaking How People Learn (Bransford, Brown, and Cocking 2000), and the ACM collegium offered some intriguing insights into how abilities in self-monitoring and awareness of the learning process can improve learning. The ACM-Teagle collaboration also delivered significant insights into how successful faculty development work can occur.


Quite simply, successful faculty development takes time, particularly if it involves work (like the scholarship of teaching and learning) with which faculty are not familiar. Successful projects are long-term, blending support and accountability. The collegium project, initially funded for thirty months, has been extended, as members of the group continue to collaborate on projects and discussions. Throughout the project, requests for project proposals, updates, and final reports kept participants focused and engaged?and provided opportunities for discussion and suggestions.


Faculty projects such as the Collegium on Student Learning also require collegial conversations nurtured carefully with appropriate support. All the faculty involved in this project engaged in common work, even though they came from disciplines ranging from classics to statistics and geology to music. In order to support this collaborative faculty work, the group reaffirmed the need for an egalitarian ethic, substantive collegial interaction, and a supportive intellectual community that inspired and transformed teaching practices. Working together with agreed-upon goals around a common issue (in this case, student learning and metacognition) led to a natural progression of discussions concerning common practices inspired by issues raised by classroom practices. This collegial support was enhanced by the creation of small cohort groups of faculty members who worked closely together across disciplines and institutions.


Colleagues in institutions with a history of close collaboration through the consortium found a network of support and challenge, as well as a way to reduce the isolation that commonly characterizes faculty research. This isolation was further reduced through the use of a project website that allowed for sharing of relevant materials and resources and for continuing online conversations about work in progress. As several members of the group observed, metacognition itself became a fruitful concept for increasing the cohesiveness of the group.


Finally, the work initiated in the ACM-Teagle Collegium project signals a shifting attitude about who learns in college. As Gerald Graff noted in speaking about his Clueless in Academe, ?We?ve gotten accustomed to a system in which the very few excel in school (and reap the rewards in the vocational world beyond) and the many stumble along and more or less get by, or get through, or fail. In some ways such a system suits us academics?it?s not our fault if the majority stumble or fail, we can easily say, that?s just the way it is; only an elite in any society is going to ?get? the intellectual club? (Warner 2003). Metacognitive interventions, this project suggested, may be an especially powerful tool in helping the ?academically adrift? student find a way to get into the game, to become more aware of the kind of thinking that supports strong academic performance. And while that?s not the whole answer to the problems of ?limited learning? on our campuses, it?s certainly something worth thinking about.

References

Bransford, J. D., A. L. Brown, and R. R. Cocking. 2000. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Research Council.

Pintrich, P. R., D. A. F. Smith, T. Garcia, and W. J. McKeachie. 1991. A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan.

Warner, J. 2003. ?Clueless in Academe: An Interview with Gerald Graff.? The Morning News, September 16, http://www.themorningnews.org/article/clueless-in-academe-an-interview-with-gerald-graff.


John Ottenhoff is vice president of the Associated Colleges of the Midwest (ACM). On behalf of the ACM, the author expresses deep gratitude to the Teagle Foundation for funding the project described in this article and for its record of extraordinary support for liberal education. The author also thanks Kristin Bonnie, Rachel Ragland, David Schodt, Holly Swyers, and David Thompson for their contributions to this article.


To respond to this article, e-mail liberaled@aacu.org, with the author?s name on the subject line.
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Dillard University SIRII: Participation Rate Report Spring 2012


Good Morning!

I am writing to share the April 1 Student Participation Report (attachment #1) as well as the SIR II Lab Schedule (attachment #2) for the remainder of the week. Please note the following:
  1. Courses with less than 5 respondents will not receive a report. Continue to strongly encourage your students to complete the online evaluation at their leisure. Contact me IMMEDIATELY if you need to schedule lab time for your class to complete the evaluation.
  2. Refrain from asking students whether they completed the survey. It removes any semblance of anonymity. Instead, share your "% Survey Completed" results and explain that you need more students to complete the evaluation.
  3. There will be no paper surveys.
  4. There will be no extensions. The evaluation window closes this Thursday (April 5).
  5. Reports will be released when grades are submitted.
Dr. Carla L. Morelon
Director of Institutional Effectiveness and Assessment
Office: Rosenwald 301
Phone: 504.816.4165
cmorelon@dillard.edu

0401
Course NameInstructor Name% Survey CompletedParticipatedTotal
CHE 212L 001-ORGANIC CHEMISTRY II LABORATORYAgwaramgbo, Lovell861315
CHE 114 001-INTRO TO ORGANIC & BIOLOGICAL CHEAgwaramgbo, Lovell711521
CHE 212 001-ORGANIC CHEMISTRY IIAgwaramgbo, Lovell902022
PHY 222 001-GENERAL PHYSICS IIAhmed, Syed7113
PHY 324 001-ELECTRONICS LABORATORYAhmed, Syed2528
PHY 202 001-ELEMENTARY COLLEGE PHYSICS IIAhmed, Syed561730
MAC 305 001-ADVANCED NEWS WRITING (PRINT)Allen, Cleo8045
MAC 100 002-INTRO TO MASS COMMUNICATIONSAllen, Cleo41512
MAC 445 001-FOUNDATIONS OF MASS MEDIA RESEARCHAllen, Cleo681116
MAT 121 004-COLLEGE ALGEBRABarthelemy, Cheryl19526
BIO 112L 002-GENERAL BIOLOGY LABORATORYBasuRay, Julie20315
BIO 208L 001-LABORATORYBasuRay, Julie461328
BIO 208 001-GENETICSBasuRay, Julie641828
BIO 112 001-GENERAL BIOLOGYBasuRay, Julie552749
ACC 422 001-ADVANCED ACCOUNTING IIBaucum, Richard1119
ACC 332 001-INTERMEDIATE ACCOUNTING IIBaucum, Richard27311
ACC 212 001-PRINCIPLES OF ACCOUNTING IIBaucum, Richard26415
HIS 102 001-THE GLOBAL PAST IIBeaujeaux, Andrew15532
HIS 101 001-THE GLOBAL PAST IBeaujeaux, Andrew301136
ART 308 001-PRINTMAKING IIBernstein, Patricia1119
ART 211 001-PHOTOGRAPHY IIBernstein, Patricia30310
MUS 498 001-MIDDAY RECITALBowers, Violet1616
MUS 198 001-MIDDAY RECITALBowers, Violet14214
MUS 150 001-SURVEY OF MUSIC LITERATUREBowers, Violet2827
BIO 101L 002-BIO SCIENCES I LABORATORYBroadway, Ruby1119
BIO 102L 001-BIO SCIENCES LABORATORY IIBroadway, Ruby21314
BIO 102 002-BIOLOGICAL SCIENCES IIBroadway, Ruby21314
BIO 101 001-BIOLOGICAL SCIENCES IBroadway, Ruby271037
BM 324 001-BUSINESS LAW IIBroussard, Terrel10110
NUR 371L 001-LABORATORYBrumfieldJackson, Carol5036
NUR 371L 003-LABORATORYBrumfieldJackson, Carol6258
BIO 400 001-CELLULAR BIOLOGY IBuckles, Eric27518
BIO 400L 001-CELLULAR BIOLOGY I LABORATORYBuckles, Eric27518
BIO 203L 001-MICROBIOLOGY LABORATORYBuckles, Eric26830
BIO 203 001-MICROBIOLOGYBuckles, Eric291034
SOW 470 001-INTRODUCTION CHEMICAL DEPENDENCYBuddington, Steve1616
SOW 410 001-SPECIAL INDIVIDUAL & GROUP PROJECTSBuddington, Steve2528
CHE 306 001-INORGANIC CHEMISTRYBurkett, Allan007
PHY 101 001-PHYSICAL SCIENCEBurkett, Allan1218
PHY 101L 001-PHYSICAL SCIENCE LABORATORYBurkett, Allan1218
CHE 301 001-ANALYTICAL CHEMISTRYBurkett, Allan1616
CHE 301L 001-ANALYTICAL CHEMISTRY LABORATORYBurkett, Allan1616
NUR 374L 004-LABORATORYBynum, Naydja5036
NUR 374L 001-LABORATORYBynum, Naydja5747
FSP 121 002-ELEMENTARY SPANISH ICapoulat, Lucila14534
FSP 122 009-ELEMENTARY SPANISH IICapoulat, Lucila421126
PSY 103 001-APPLICATIONS OF PSYCHOLOGYChambliss, Lana24833
BM 401 001-LEADERSHIP ETHICAL DECISIONMAKINGChase, Edgar17635
CS 270 001-ASSEMBLER LANGUAGEChiu, MingHsing7568
CS 160 001-INTRODUCTION TO PROGRAMMING IIChiu, MingHsing851214
CS 101 003-COMPUTER CONCEPTS & APPLICATIONSChiu, MingHsing501326
SPT 304 001-STAGE MANAGEMENTClark, Cortheal20315
SPT 317 001-THEATER MANAGEMENTClark, Cortheal50714
SPT 310 001-THEATRE WORKSHOPSClark, Cortheal661015
SPT 204 001-PUBLIC SPEAKINGClark, Cortheal311135
BIO 207L 001-Enviromental Biology LabCoghill, Lyndon4449
ECO 202 001-PRINCIPLES OF MICROECONOMICSColeman, Kim007
ECO 203 001-PRINCIPLES OF MACROECONOMICSColeman, Kim21838
URB 205 001-INTRODUCTION TO PUBLIC POLICYCollins, Robert009
URB 304 001-RESEARCH SEMINARCollins, Robert006
URB 450 001-SENIOR SEMINARCollins, Robert006
URB 313 001-URBAN ECONOMICSCollins, Robert1218
MKT 313 001-PRINCIPLES OF MARKETINGCooper, Alicia2015
MKT 316 001-ELECTRONIC MARKETING (EMARKETING)Cooper, Alicia42614
MKT 335 001-MARKETING PLANNINGCooper, Alicia42614
MKT 213 001-PRINCIPLES OF MARKETINGCooper, Alicia341132
MKT 416 001-SUPPLY CHAIN MANAGEMENTCooper, Alicia681116
PHY 320 001-ADVANCED PHYSICS LABORATORY IDarwish, Abdalla008
PHY 403 001-ELECTROMAGNETIC WAVES & OPTICSDarwish, Abdalla1616
PHY 412 001-SENIOR RESEARCH THESIS/PROJECTDarwish, Abdalla1616
PHY 406 001-THEORETICAL/APPLIED PHYSICSDarwish, Abdalla2015
PHY 112 001-INTRO ENGINEERING PHYSICS IIDarwish, Abdalla18316
MUS 156 001-VOICE CLASS IIDavenport, S. Carver009
MUS 102 001-A CONT OF THEORY AND MUSICIANSHIPDavenport, S. Carver9111
MUS 104 001-CONT EAR TRAINING/SIGHT SINGING LABDavenport, S. Carver10110
MUS 130 001-MUSIC APPRECIATIONDavenport, S. Carver8223
MUS 398 001-MIDDAY RECITALDavenport, S. Carver2528
MUS 348 001-CONCERT CHOIRDavenport, S. Carver5036
FSP 122 002-ELEMENTARY SPANISH IIDiab, Aurea20629
FSP 122 001-ELEMENTARY SPANISH IIDiab, Aurea27829
FSP 122 003-ELEMENTARY SPANISH IIDiab, Aurea31929
CS 101 002-COMPUTER CONCEPTS & APPLICATIONSDucksworth, Letatia421126
ENG 402 001-LINGUISTICSDuskin, Gayle008
ENG 112 008-ARGUMENT AND RESEARCHDuskin, Gayle12324
ENG 112 002-ARGUMENT AND RESEARCHDuskin, Gayle22627
ENG 112 001-ARGUMENT AND RESEARCHDuskin, Gayle371129
CHE 111 002-GENERAL CHEMISTRY IEduok, Etim24625
CHE 111L 001-GENERAL CHEMISTRY I LABORATORYEduok, Etim26726
CHE 111L 002-GENERAL CHEMISTRY I LABORATORYEduok, Etim30723
CHE 111 001-GENERAL CHEMISTRY IEduok, Etim361952
BIO 201 001-ANATOMY AND PHYSIOLOGYEkaidi, ibrahim16531
BIO 202L 002-ANATOMY & PHYSIOLOGY II LABORATORYEkaidi, ibrahim21523
BIO 202L 003-ANATOMY & PHYSIOLOGY II LABORATORYEkaidi, ibrahim28828
CHE 200 001-INTRODUCTION TO PHARMACOLOGYEkaidi, ibrahim20945
MAT 122 004-PRECALCULUSEpps, Valerie26934
MAT 122 001-PRECALCULUSEpps, Valerie341132
MAT 121 005-COLLEGE ALGEBRAEpps, Valerie481429
MAT 121 003-COLLEGE ALGEBRAEpps, Valerie481633
PHI 301 001-ETHICSFalgoust, Michael1616
PSY 491 001-Bridging Research & Practice IIFrank, Edwina1417
PSY 302 001-ADOLESCENT PSYCHOLOGYFrank, Edwina16530
PSY 210 001-ADV STAT METHODS IN PSYCHOLOGYFrank, Edwina22522
PSY 312 001-PSYCHOLOGY OF LEARNINGFrank, Edwina451022
FSP 121 001-ELEMENTARY SPANISH IGastanaduy, Martha20734
FSP 122 008-ELEMENTARY SPANISH IIGastanaduy, Martha25936
FSP 122 006-ELEMENTARY SPANISH IIGastanaduy, Martha311032
POL 320 001-JUDICIAL PROCESSGates, Geoffrey21314
PBH 404 001-CURRENT & CONSUMER HEALTH ISSUESGerman, Valandra30310
PBH 403 001-PBH INTERNSHIP IIGerman, Valandra31619
PBH 305 001-PUBLIC HEALTH SEMINARGerman, Valandra572238
NUR 452L 002-LABORATORYGordon, Nettie1218
NUR 452L 004-LABORATORYGordon, Nettie3738
NUR 220L 006-LABORATORYGreen, Mary005
NUR 220L 005-LABORATORYGreen, Mary1616
NUR 220 001-ADULT HEALTH NURSING IGreen, Mary16742
AWS 100 002-SURVEY OF THE AFRICAN WORLDHamilton, Evelyn291034
SOC 310 001-SOCIOLOGY OF THE BLACK FAMILYHill, Freddye2229
SOC 206 001-Social MovementHill, Freddye4025
AWS 100 003-SURVEY OF THE AFRICAN WORLDHill, Freddye24729
SOC 101 001-INTRO TO SOCIOLOGYHill, Freddye251247
NUR 220L 003-LABORATORYHogan, Jacqueline2528
NUR 220L 001-LABORATORYHogan, Jacqueline3339
BIO 101L 001-BIO SCIENCES I LABORATORYHorne, Bennetta30723
FIN 460 001-FIN INST & CAPITAL MKT STRATEGIESHussain, Mohammed1616
FIN 419 001-PORTFOLIO ANALYSISHussain, Mohammed2015
ECO 328 001-MANAGERIAL ECONOMICSHussain, Mohammed17317
ECO 203 002-PRINCIPLES OF MACROECONOMICSHussain, Mohammed12648
BM 420 001-INTERNATIONAL BUSINESS MANAGEMEMTIgwike, Richard9111
BM 312 001-HUMAN RESOURCE MANAGEMENTIgwike, Richard31516
MKT 418 001-INTERNATIONAL MARKETINGIgwike, Richard28621
NUR 374 001-NURSING FOR CHILDBEARING FAMILIESJefferson, Lenetra772127
NUR 371 001-NURSING FOR CHILDREARING FAMILIESJefferson, Lenetra812227
PSY 212 001-EXPERIMENTAL PSYCHOLOGYJohnson, Eartha46715
PSY 204 001-HUMAN DEVELOPMENTJohnson, Eartha321650
ENG 200 001-REVIEW OF WRITING STRATEGIESKaiser, Elizebeth2229
ENG 112 006-ARGUMENT AND RESEARCHKaiser, Elizebeth20420
POL 312 001-PROBLEMS IN POLITICAL SCIENCE RESKirkland, Willie005
FGR 122 001-ELEMENTARY GERMAN IIKostner, Pia25312
CHE 212L 002-ORGANIC CHEMISTRY II LABORATORYKyaw, Maung1417
PHY 222L 001-GENERAL PHYSICS II LABORATORYLair, John7113
PHY 202L 002-ELEMENTARY COLLEGE PHYSICS II LABLair, John4025
PHY 202L 001-ELEMENTARY COLLEGE PHYSICS II LABLair, John521325
MAT 320 001-NUMBER THEORYLee, Haewon6035
MAT 302 001-DIFFERENTIAL EQUATIONSLee, Haewon38513
MAT 330 001-DISCRETE MATHEMATICSLee, Haewon6258
MAT 122 002-PRECALCULUSLee, Haewon25831
BIO 302L 001-ECOLOGY LABORATORYLesen, Amy10110
BIO 302L 002-ECOLOGY LABORATORYLesen, Amy2827
BIO 207 001-Enviromental BiologyLesen, Amy4449
BIO 302 001-ECOLOGYLesen, Amy29517
CS 120 001-FUNDAMENTAL OF INFORMATION SYSTEMSLouis, Lynda66812
CS 212 001-FORTRAN PROGRAMMINGLouis, Lynda831012
CS 318 001-MANAGEMENT INFORMATION SYSTEMLouis, Lynda761317
ENG 415 001-LAW AND LITERATURELundy, LaVerta2528
ENG 111 002-EXPOSITORY WRITINGLundy, LaVerta22627
ENG 111 003-EXPOSITORY WRITINGLundy, LaVerta561425
ENG 111 001-EXPOSITORY WRITINGLundy, LaVerta722129
CJ 405 001-CRIMINOLOGYMagee, Diane10110
ED 115 001-CRITICAL ANALYSIS & REASONINGMagee, Diane10110
CJ 101 001-INTRO CRI JUSTMagee, Diane20210
CJ 308 001-LAW AND SOCIETYMagee, Diane12324
PE 323 002-INDIVIDUAL SPORTSMcCastle, Ramona13215
PE 102 002-VOLLEYBALLMcCastle, Ramona17529
PE 110 001-BEGINNING WEIGHT TRAININGMcCastle, Ramona361130
PBH 406 001-PUBLIC HEALTH LAWMcConduit, Erica581424
ENG 112 010-ARGUMENT AND RESEARCHMell, Marylin5120
ENG 112 009-ARGUMENT AND RESEARCHMell, Marylin5117
ENG 403 001-SHAKESPEAREMell, Marylin40410
ENG 112 005-ARGUMENT AND RESEARCHMell, Marylin21523
NUR 371L 005-LABORATORYMitchell, Cynthia4025
NUR 371L 004-LABORATORYMitchell, Cynthia7568
NUR 470 001-MANAGEMENT OF HIGH RISK CLIENTSMondy, Ora20629
MAC 402 001-SPECIAL TOPICS IN MASS COMMMorris, Keith2827
MAC 223 001-FILM HISTORYMorris, Keith30310
MAC 317 001-UNIT MANAGEMENT & LOCATION SCOUTINGMorris, Keith30310
MAC 301 001-SPECIAL TOPICS IN MASS COMMMorris, Keith5747
MAC 100 001-INTRO TO MASS COMMUNICATIONSMorris, Keith581424
ENG 260 001-LITERARY CRITICISMMountain, Chandra14214
ENG 261 001-FEMINIST THEORIESMountain, Chandra26415
WST 200 001-INTRODUCTION TO WOMENS STUDIESMountain, Chandra23626
ECO 341 001-BASIC ECONOMETRICSMustapha, Nazar2015
ECO 306 001-ECONOMIC AND BUSINESS STATISTICSMustapha, Nazar22418
STA 205 002-FOUNDATION OF STATISTICSMustapha, Nazar19736
ECO 240 001-CALCULUS FOR ECONOMICS AND BUSINESSMustapha, Nazar28828
STA 205 001-FOUNDATION OF STATISTICSMustapha, Nazar231042
PSY 204 002-HUMAN DEVELOPMENTMustiful, Adrienne221150
MAC 310 001-ELECTRONIC NEWS GATHERINGNewsome, Janella23313
MAC 204 001-WRITING FOR ELECTRONIC MEDIANewsome, Janella28621
HUM 400 002-SENIOR PORTFOLIONewsome, Janella37616
MAC 313 001-MEDIA ETHICSNewsome, Janella531528
NUR 456 001-SEMINAR NURSINGPowellYoung, Yolanda20629
ACC 423 001-COST ACCOUNTINGPreston, Kimberley8112
FIN 203 001-PRINCIPLES OF FINANCEPreston, Kimberley11326
BM 491 001-RESEARCH IN BUSINESS IIPreston, Kimberley14428
FIN 304 001-CORPORATE FINANCEPreston, Kimberley5747
PSY 204 003-HUMAN DEVELOPMENTPrince, Sandra221149
CHE 111L 003-GENERAL CHEMISTRY I LABORATORYRay, Nina24625
CHE 111L 004-GENERAL CHEMISTRY I LABORATORYRay, Nina30723
CHE 114L 001-LABORATORYRay, Nina471021
FFR 222 001-INTERMEDIATE FRENCH IIRichards, Marvin1417
FFR 122 002-ELEMENTARY FRENCH IIRichards, Marvin10220
FFR 122 003-ELEMENTARY FRENCH IIRichards, Marvin20420
FFR 122 001-ELEMENTARY FRENCH IIRichards, Marvin50918
FYS 101 001-First Year Seminar IRutherford, Kimberly18632
FYS 102 015-First Year Seminar IIRutherford, Kimberly31619
FYS 102 012-First Year Seminar IIRutherford, Kimberly33618
FYS 102 006-First Year Seminar IIRutherford, Kimberly371027
FYS 102 003-First Year Seminar IIRutherford, Kimberly401127
ENG 112 013-ARGUMENT AND RESEARCHSaloy, Mona Lisa10220
ENG 345 001-CREATIVE WRITING FUNDAMENTALSaloy, Mona Lisa21314
ENG 344 001-THE HARLEM RENAISSANCESaloy, Mona Lisa23313
ENG 112 011-ARGUMENT AND RESEARCHSaloy, Mona Lisa20420
BIO 112L 004-GENERAL BIOLOGY LABORATORYSaunders, Royal005
BIO 112L 005-GENERAL BIOLOGY LABORATORYSaunders, Royal35514
BIO 112 002-GENERAL BIOLOGYSaunders, Royal20734
BIO 112L 001-GENERAL BIOLOGY LABORATORYSaunders, Royal29724
BIO 202L 005-ANATOMY & PHYSIOLOGY II LABORATORYSaunders, Royal47817
ENG 112 004-ARGUMENT AND RESEARCHScott, Angelle28621
ENG 112 012-ARGUMENT AND RESEARCHScott, Angelle40820
CS 101 001-COMPUTER CONCEPTS & APPLICATIONSSigur, Dennis19421
PSY 101 002-INTRO TO PSYCHOLOGYSimon, Monica271347
BIO 305 001-COMPARATIVE VERTEBRATE ANATOMYSingleton, Bernard8112
BIO 202L 004-ANATOMY & PHYSIOLOGY II LABORATORYSingleton, Bernard391128
BIO 202L 001-ANATOMY & PHYSIOLOGY II LABORATORYSingleton, Bernard401127
BIO 202 001-ANATOMY AND PHYSIOLOGYSingleton, Bernard312063
BIO 202 002-ANATOMY AND PHYSIOLOGYSingleton, Bernard392666
CHE 112 002-GENERAL CHEMISTRY IISmith, Clyde15319
CHE 112L 004-GENERAL CHEMISTRY II LABORATORYSmith, Clyde20524
CHE 112L 002-GENERAL CHEMISTRY II LABORATORYSmith, Clyde38513
CHE 111 003-GENERAL CHEMISTRY ISmith, Clyde23626
HIS 351 001-RESEARCH METHODSSmith, Dorothy005
HIS 308 001-AFRICAN AMERICAN HISTORYSmith, Dorothy16425
NUR 470L 004-LABORATORYSmith, Sherianne1218
NUR 470L 002-LABORATORYSmith, Sherianne2015
BIO 112L 003-GENERAL BIOLOGY LABORATORYSquare, Sheika16424
CHE 303 001-BIOCHEMISTRY IStanton, Reginald006
CHE 303L 001-BIOCHEMISTRY I LABORATORYStanton, Reginald001
CHE 304 001-BIOCHEMISTRY IIStanton, Reginald007
CHE 304L 001-BIOCHEMISTRY II LABORATORYStanton, Reginald007
CHE 112 001-GENERAL CHEMISTRY IIStanton, Reginald451022
NUR 374L 002-LABORATORYSterling, Sharlene5747
NUR 374L 005-LABORATORYSterling, Sharlene8567
PE 101 002-BASKETBALLStevenson, Peter13430
PE 104 001-TENNISStevenson, Peter30723
PE 101 001-BASKETBALLStevenson, Peter25831
PE 102 001-VOLLEYBALLStevenson, Peter301033
BM 343 001-BUSINESS & PROFESSIONAL COMMTaku, Michael7226
BM 340 001-QUANTITATIVE METHODS IN MANAGEMEMTTaku, Michael18422
BM 460 001-STRATEGIC MANAGEMENTTaku, Michael21419
NUR 220L 002-LABORATORYTaylor, Sabrina007
NUR 220L 004-LABORATORYTaylor, Sabrina1417
PE 104 002-TENNISThomas, Carmen25416
PE 104 003-TENNISThomas, Carmen17529
PE 110 003-BEGINNING WEIGHT TRAININGThomas, Carmen29724
PE 110 002-BEGINNING WEIGHT TRAININGThomas, Carmen36925
MAT 121 006-COLLEGE ALGEBRATilton, Lola Mae8112
FSP 121 004-ELEMENTARY SPANISH ITyler, Lori11434
FSP 122 010-ELEMENTARY SPANISH IITyler, Lori27518
FSP 121 003-ELEMENTARY SPANISH ITyler, Lori20630
SPT 306 001-CHILDRENS THEATREVrazel, Raymond41512
SPT 303 001-PLAY DIRECTINGVrazel, Raymond6669
SPT 200 001-MODERN DRAMAVrazel, Raymond44818
SPT 205 001-BASIC ACTINGVrazel, Raymond521223
ENG 203 001-INTRO TO SCHOLARSHIP IN ENGLISHWard, Jerry2827
ENG 202 001-READINGS IN WORLD LITERATUREWard, Jerry13322
ENG 224 001-STUDIES IN FICTIONWard, Jerry30310
ENG 112 007-ARGUMENT AND RESEARCHWashington, Clinette15320
ENG 112 003-ARGUMENT AND RESEARCHWashington, Clinette20420
ACC 419 001-ADVANCED INCOME TAX ACCOUNTINGWashington, Kemberley0010
ACC 212 002-PRINCIPLES OF ACCOUNTING IIWashington, Kemberley2827
ACC 212 003-PRINCIPLES OF ACCOUNTING IIWashington, Kemberley13322
SOW 310 001-SKILLS IN WORKING WITH PEOPLEWatson, Melissa007
SOC 308 001-SOCIAL RESEARCHWatson, Melissa7113
SOW 203 001-INTRODUCTION TO SOCIAL WORKWatson, Melissa44818
MUS 176 001-APPLIED VOICEWeaver, Monique005
MUS 248 001-CONCERT CHOIRWeaver, Monique007
MUS 148 001-CONCERT CHOIRWeaver, Monique0012
MUS 120 001-MUSICAL THEATRE PRODUCTION IIWeaver, Monique1417
PBH 103 001-COMMUNITY & ENVIRONMENTAL HEALTHWelldaregay, Wodajo571119
PBH 307 001-RESEARCH METHODOLOGYWelldaregay, Wodajo401332
PBH 202 001-EPIDEMIOLOGYWelldaregay, Wodajo521834
BIO 305L 001-COMP VERT LABORATORYWiggins, Lindsay9111
BIO 201L 001-ANATOMY & PHYSIOLOGY I LABORATORYWiggins, Lindsay12216
BIO 201L 002-ANATOMY & PHYSIOLOGY I LABORATORYWiggins, Lindsay18422
FYS 102 008-First Year Seminar IIWilliamson, Margaret10437
FYS 102 017-First Year Seminar IIWilliamson, Margaret22418
FYS 102 011-First Year Seminar IIWilliamson, Margaret26726
FYS 102 005-First Year Seminar IIWilliamson, Margaret28725
FYS 102 002-First Year Seminar IIWilliamson, Margaret32825
FYS 102 010-First Year Seminar IIWilson, Michael12325
FYS 102 004-First Year Seminar IIWilson, Michael13323
FYS 102 001-First Year Seminar IIWilson, Michael16530
FYS 102 013-First Year Seminar IIWilson, Michael41717
AWS 100 001-SURVEY OF THE AFRICAN WORLDWilson, Michael231252
CJ 431 001-FIELD EXPERIENCEWiltz, Carroll1616
CJ 206 001-POLIICING IN SOCIETYWiltz, Carroll8224
SOC 302 001-SOCIAL PSYCHOLOGYWiltz, Carroll13215
PSY 416 001-PSYCHOLOGY SEMINARWismar, Keith2015
PSY 321 001-THEORIES & SYSTEMSWismar, Keith36411
PSY 308 001-PRACTICUM IN PSYCHOLOGICAL TESTINGWismar, Keith54611
PSY 101 001-INTRO TO PSYCHOLOGYWismar, Keith251248
NUR 452L 003-LABORATORYYoungMitchell, Denise005
NUR 452L 001-LABORATORYYoungMitchell, Denise2528
NUR 452 001-LEADERSHIP AND MGMT IN PROF. NURSYoungMitchell, Denise24729
MUS 204 001-EAR TRAINING & SIGHT SINGINGZidaru, Lucian008
MUS 298 001-MIDDAY RECITALZidaru, Lucian006
MUS 132 003-PIANO CLASSZidaru, Lucian008
MUS 224 001-THE HISTORY OF WESTERN MUSIC IIZidaru, Lucian006
MUS 132 002-PIANO CLASSZidaru, Lucian2015
MUS 329 001-THEORY & MUSICIANSHIP IVZidaru, Lucian332 6

0402
COLLFAC LASTCOURSE #COURSE TITLEMTWRFBEGIN TIMEMON, APR 2TUE, APR 3WED, APR 4THUR, APR 5
A&SHillSOC  310  001SOC. BLACK FAM.M W  4:00 PMLIBRARY   
A&SMageeCJ   405  001CRIMINOLOGYM W F1:00 PMLIBRARY   
A&SVrazelSPT  306  001CHILDREN'S THEAM W F1:00 PMLIBRARY   
A&SSigurCS   101  001CONCEPTS & APPM W  6:00 PMPSB 201   
GENWilsonFYS  102  004FYS IIM    3:00 PMPSB 201   
A&SMustifulPSY  204  002HUMAN DEVELOPM W F10:00 AMPSB 201, 235   
A&SSingletonBIO  202  001ANATOMY & PHYSM W F8:00 AMPSB 201, 289, 235   
A&SLairPHY  222L 001LABORATORYM    4:00 PMPSB 235   
A&SVrazelSPT  200  001MODERN DRAMAM W F3:00 PMPSB 235   
A&SHillSOC  101  001INTRO TO SOCIOLM W F9:00 AMPSB 235, 285   
A&SSingletonBIO  202L 001LABORATORYM    12:00 PMPSB 285   
A&SDuskinENG  112  002ARGMNT/RESEARCHM W F9:00 AMPSB 289   
A&SWatsonSOC  308  001SOCIAL RESEARCHM W F10:00 AMPSB 289   
GENWilsonFYS  102  001FYS IIM    1:00 PMPSB 289   
A&SDuskinENG  112  001ARGMNT/RESEARCHM W F8:00 AMPSB 389   
BUSMustaphaECO  240  001CAL FOR ECO-BUSM W F11:00 AMPSB 389   
BUSWashingtonACC  212  002PRIN OF ACCT IIM W F11:00 AMPSB 389   
BUSWashingtonACC  212  003PRIN OF ACCT IIM W F2:00 PMPSB 389   
BUSHussainECO  203  002PRIN MACROM W F9:00 AMPSB 389, 285   
A&SMageeED   115  001CRITICAL ANAL T R 2:00 PM LIBRARY  
A&SEkaidiBIO  202L 003LABORATORY T   11:00 AM PSB 104  
PROFGreenNUR  220L 005LABORATORY T   7:00 AM PSB 104  
PROFHoganNUR  220L 001LABORATORY T   7:00 AM PSB 104  
A&SMageeCJ   308  001LAW & SOCIETY T R 9:30 AM PSB 104  
GENWilsonFYS  102  007FYS II T   3:30 PM PSB 104  
A&SCoghillBIO  207L 001Lab T   11:00 AM PSB 108  
A&SColonAWS  100  004SURVEY AFRICAN T R 9:30 AM PSB 108  
A&SKyawCHE  212L 002LABORATORY T   8:00 AM PSB 201  
A&SWigginsBIO  201L 001LABORATORY T   8:00 AM PSB 201  
A&SWiltzCJ   206  001POLICING SOC T R 11:00 AM PSB 201  
A&SColonAWS  100  005SURVEY AFRICAN T R 12:30 PM PSB 261  
A&SRayCHE  111L 003LABORATORY T   5:30 PM PSB 261  
A&SSquareBIO  112L 003LABORATORY T   11:00 AM PSB 261  
PROFTaylorNUR  220L 002LABORATORY T   3:00 PM PSB 261  
A&SWiltzSOC  302  001SOCIAL PSY. T R 3:30 PM PSB 261  
A&SRayCHE  114L 001LABORATORY T   11:00 AM PSB 285  
A&SWigginsBIO  201L 002LABORATORY T   11:00 AM PSB 289  
BUSChaseBM   401  001DECISION-MAKING T   6:00 PM PSB 389  
BUSHussainECO  328  001MANAGERIAL ECON T R 2:00 PM PSB 389  
BUSMustaphaECO  306  001ECO & BUS STATS T R 3:30 PM PSB 389  
A&SSmithHIS  308  001AFR. AMER. HIST T R 9:30 AM PSB 389  
BUSWashingtonACC  419  001ADVANCED TAX T R 3:30 PM PSB 389  
A&STylerENG  110  001FUND OF WRITINGM W F8:00 AM  COOK 131 
A&SBeaujeauxHIS  102  001GLOBAL PAST IIM W F11:30 AM  LIBRARY 
A&SOkornPOL  202  002ST & LOC GOV'TM W F11:00 AM  LIBRARY 
A&SOkornPOL  401  001COMPAR POL IDEOM W F1:00 PM  LIBRARY 
GENThomasPE   104  003TENNISM W  4:00 PM  LIBRARY 
PROFGreenNUR  220  001ADULT HLTH IM W  1:00 PM  PSB 104, 108 
A&SKaiserENG  112  006ARGMNT/RESEARCHM W F11:00 AM  PSB 104, 108 
A&SMageeCJ   101  001INTRO CRI JUSTM W F11:00 AM  PSB 108 
A&SWatsonSOW  310  001SKILLS IN WORKM W F11:00 AM  PSB 108 
A&SAhmedPHY  202  001COLL PHYS IIM W  1:00 PM  PSB 201 
A&SAhmedPHY  222  001GEN PHYS IIM W  11:00 AM  PSB 201 
A&SAhmedPHY  324  001ELECTRONICS LAB  W  2:30 PM  PSB 201 
A&SBeaujeauxHIS  101  001GLOBAL PAST IM W F10:00 AM  PSB 201 
A&SGatesPOL  320  001JUDICIAL PROCESM W  6:00 PM  PSB 201 
A&SSmithCHE  111  003GEN CHEM IM W  4:00 PM  PSB 201 
GENThomasPE   110  003BEGIN WEIGHTSM W  5:00 PM  PSB 201 
GENWilsonFYS  102  013FYS II  W  3:00 PM  PSB 201 
A&SWiltzCJ   431  001FIELD EXP.  W  2:30 PM  PSB 201 
A&STylerFSP  121  003ELEM SPANISH IM W F8:00 AM  PSB 201, 289 
A&SOkornPOL  403  001THIRD WORLD POLM W F2:00 PM  PSB 235 
A&SSingletonBIO  202L 004LABORATORY  W  12:00 PM  PSB 235 
A&SKyawCHE  112L 002LABORATORY  W  2:30 PM  PSB 289 
A&SRayCHE  111L 004LABORATORY  W  5:30 PM  PSB 289 
GENWilsonFYS  102  010FYS II  W  1:00 PM  PSB 289 
A&SOkornPOL  202  001ST & LOC GOV'TM W F10:00 AM  PSB 389 
A&SHorneBIO  101L 001LABORATORY  W  6:00 PM  STERN 115 
A&SHillSOC  206  001Soc Movement   R 9:30 AM   COOK 131
A&SSaloyENG  112  013ARGMNT/RESEARCH T R 11:00 AM   COOK 131
A&SSaloyENG  344  001HARLEM RENAISS. T R 2:00 PM   COOK 131
A&SSaloyENG  345  001WRITING FUND T R 3:30 PM   COOK 131
A&SAldeaPHI  455  001SELF KNOWLEDGE T R 2:00 PM   LIBRARY
A&SFalgoustPHI  301  001ETHICS T R 2:00 PM   LIBRARY
GENThomasPE   104  002TENNIS T R 2:00 PM   LIBRARY
PROFBrumfield-JacksonNUR  371L 001LABORATORY T R 7:00 AM   PSB 104
PROFBynumNUR  374L 001LABORATORY T R 7:00 AM   PSB 104
PROFBynumNUR  374L 004LABORATORY T R 7:00 AM   PSB 104
PROFGreenNUR  220L 006LABORATORY   R 7:00 AM   PSB 104
PROFBrumfield-JacksonNUR  371L 003LABORATORY T R 7:00 AM   PSB 108
PROFSterlingNUR  374L 002LABORATORY T R 7:00 AM   PSB 108
A&SGastanaduyFSP  121  001ELEM SPANISH I T R 8:00 AM   PSB 201
BUSHussainFIN  460  001FINANCIAL INST T R 11:00 AM   PSB 201
BUSTakuBM   460  001STRATEGIC MGT T R 11:00 AM   PSB 201
A&SLairPHY  202L 001LABORATORY   R 4:00 PM   PSB 235
A&SKostnerFGR  122  001ELEM GERMAN II T R 3:30 PM   PSB 261
PROFMitchellNUR  371L 005LABORATORY T R 3:00 PM   PSB 261
PROFTaylorNUR  220L 004LABORATORY   R 3:00 PM   PSB 261
A&STiltonMAT  121  006COL ALGEBRA T R 4:00 PM   PSB 261
A&SBroussardBM   324  001BUS LAW II   R 6:00 PM   PSB 389
A&SGastanaduyFSP  122  006ELEM SPANISH II T R 9:30 AM   PSB 389

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