U of I INTR 101 03 Project Management
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Project management involves planning, executing, completing, and evaluating large projects that often require coordination of people and resources over an extended timeline. It differs from action planning in that project management deals with larger scale work broken into major tasks with rough deadlines, while action planning focuses on creating detailed plans for completing tasks between larger milestones. Potential issues that could impact a project include changing deadlines, emergencies arising, or difficulties coordinating group work. It is important to plan for flexibility and maintain open communication.
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Intr 101 03_project_management
Project management involves planning, executing, completing, and evaluating large projects that often require coordination of people and resources over an extended timeline. The key differences between action planning and project management are that action planning focuses on creating high-level outlines and timelines to overview how a project will be completed, while project management involves creating more detailed plans for each component and task. Potential issues that could impact a project include changing deadlines, emergencies arising, or difficulties coordinating group work. It is important to communicate regularly, include flexibility in plans, and address any issues with group members or instructors early on.
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Intr 101 03_project_management
Project management involves planning, executing, completing, and evaluating large projects that often require coordination of people and resources over an extended timeline. The key differences between action planning and project management are that action planning focuses on creating high-level outlines and timelines to overview how a project will be completed, while project management involves creating more detailed plans for each component and task. Potential issues that could impact a project include changing deadlines, emergencies arising, or difficulties coordinating group work. It is important to communicate regularly, include flexibility in plans, and address any issues with group members or instructors early on.
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This document provides tips for improving organizational skills for middle school, high school, and college students. It recommends using color-coded plastic folders for each class to easily find homework. Keeping assignments written in a daily calendar or planner is also suggested to track important due dates and activities. Students should have a special designated place for materials and always return items to the same location. Following these three tips of using folders, a planner, and having a place for everything can help students become better organized.
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The Product Mentor is a program designed to pair Product Mentors and Mentees from around the World, across all industries, from start-up to enterprise, guided by the fundamental goals…Better Decisions. Better Products. Better Product People.
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This document discusses time management and provides tips for improving time management. It notes that effective time management can lead to efficiency, success, and health. Some common obstacles to good time management include unclear objectives, disorganization, inability to say no, interruptions, periods of inactivity, trying to do too many things at once, and stress/fatigue. The document recommends recognizing obstacles, setting specific and measurable goals, prioritizing tasks, organizing, learning to say no, using waiting time productively, focusing on one task at a time, identifying your prime time for work, and celebrating successes.
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1. Prioritize tasks by urgency and importance using a priority matrix. High priority tasks should be done or delegated while low priority tasks can be ignored.
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This document provides tips for improving organizational skills for middle school, high school, and college students. It recommends using color-coded plastic folders for each class to easily find homework. Keeping assignments written in a daily calendar or planner is also suggested to track important due dates and activities. Students should have a special designated place for materials and always return items to the same location. Following these three tips of using folders, a planner, and having a place for everything can help students become better organized.
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This training session is designed to help you make better use of your valuable time. The session will focus on practical techniques and information that you can start using right away, today, to gain more control over your busy schedule.
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This document provides an overview of project management elements and concepts. It outlines the agenda for a project management training program, including definitions, the project planning process, implementation, and completion. The planning process involves writing a project charter with objectives, constraints, risks, and stakeholder analysis. Implementation covers milestones, work breakdown structure, and team meetings. Completion includes a post-project review and celebration. Interactive exercises provide opportunities for participants to apply concepts to their own projects.
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Intr 101 04 Spring 2021_defining success
This document discusses defining success, particularly in college. It notes that common definitions of success can be too narrow or generic. Instead, individuals should define success for themselves in a way that considers their own life circumstances, struggles, resources and changing priorities over time. The document provides tips for crafting a personal definition of success for college, such as focusing on goals and what would feel accomplishing, balancing challenges with rewards, and reevaluating definitions for different classes and semesters. It also emphasizes making definitions flexible to adapt to life changes.
Intr 101 04_Intro Spring 2021
This document provides an introduction and overview of an online college success strategies course. The instructor, Kelly Christensen, introduces herself and explains that the goal of the course is for students to learn and implement academic success tools. The course will be fully online, with presentations, assignments, instructor check-ins, and a final project. Students are expected to actively participate through weekly assignments and reflections. Professional communication standards are outlined, and additional campus resources are highlighted.
U of I INTR 101 03 Presentation Management
The presentation provided tips for improving presentations by avoiding distractions, checking for errors, and focusing on the essential information, as well as tips for delivery such as speaking clearly, making eye contact, and being prepared to answer questions to engage the audience. It also demonstrated an example presentation on a college success strategy that addressed how the strategy is useful, how the presenter has changed or improved it, and how they would discuss it with others.
U of I INTR 101 03 Feedback
This document discusses the importance of feedback in college. It explains that instructors provide feedback to help students improve future assignments, clarify expectations, and master course material. Good feedback is educational, can be used for reference, and is constructive and clear. The document advises students to not take feedback personally and to view it as an opportunity to improve skills. It provides tips for asking for feedback and gives examples of constructive language for providing feedback to peers.
U of I INTR 101 03 Campus Resources
This document provides information on various campus resources available to students at the university. It outlines tutoring services, peer-led study groups, writing and advising centers, career services, disability support, multicultural affairs, women's centers, LGBTQA services, health education, volunteer opportunities, student involvement, financial advising, counseling, and medical clinics. All of these resources are designed to support students' academic, personal, and professional development while enrolled at the university.
U of I INTR 101 03 Testing
This document provides strategies for taking tests successfully. It discusses preparing for the exam by bringing needed supplies, arriving early, and having a positive mindset. During the exam, it recommends brain dumping information, starting with known questions, and using strategies like process of elimination. It also provides tips for specific question types like multiple choice, true/false, fill-in-the-blank, and essays. The document concludes by discussing reflecting on the exam experience and learning from mistakes.
U of I INTR 03 Studying
When preparing for an exam, it is important to start studying early by creating a study schedule and avoiding cramming. Find a quiet place free from distractions to study for 1-1.5 hours at a time. Active studying techniques like rewriting notes, asking peers questions, and coming up with practice problems are most effective. It is also important to take breaks, get organized, and make sure to practice in the same way you will be tested.
U of I INTR 101 03 Critical Reading
This document provides guidance on how to effectively read assigned materials for class. It recommends embracing reading to acquire knowledge, develop understanding, and be introduced to new ideas. It also suggests finding the purpose of the reading and reading before and after class for clarification. Before reading, the document advises previewing the material and developing questions. When reading, it recommends marking up key aspects, highlighting, and taking notes. For confusing parts, it suggests rereading, writing questions, and seeking help. After reading, it proposes summarizing, creating questions, revisiting important sections, and discussing the material with others.
U of I INTR 101 03 Notetaking
This document provides guidance on effective note-taking strategies. It recommends being prepared for class by doing readings and looking at announcements. During class, it is important to engage with the material, turn off technology, and look for cues from the instructor. Good notes include labeling, dating, titling, paraphrasing key details, and leaving space for important formulas and examples. Notes should be organized into folders or binders by class. Effective review methods include outlining, charting, the Cornell method, mapping, rewriting notes to solidify concepts, and writing summaries.
U of I INTR 101 03 Time Management
The document provides tips for effective time management for online students. It recommends identifying priorities, making schedules visible, creating action plans, getting organized, and taking breaks. Specific tips include starting schedules with fixed commitments like classes, adding flexible study times of 1-1.5 hours, and scheduling breaks. Action plans involve breaking large tasks into smaller, timed pieces. The Pomodoro technique suggests focusing for 25 minutes then taking a 5 minute break, and taking longer breaks after every 4 sessions. Organization involves creating consistent file naming and arranging materials in a logical manner. Flexibility is also important, as priorities and schedules may change.
U of I INTR 101 03 Introductions Syllabus
This document provides an overview and introduction to an online college success strategies course. It introduces the instructor, Kelly Christensen, and outlines the course goals, structure, participation requirements, grading, and policies. The course aims to teach tools for academic success and engage students with university resources. It is fully online, with lectures, assignments, and required check-ins. Students will complete a final project proposal. Professional communication is expected, and additional campus resources are referenced.
U of I INTR 101 03 Goal Setting
This document provides information on setting goals using the I-D-A-H-O acronym:
- I = Identify a specific and achievable goal
- D = Decide the duration and set a timeline
- A = Actualize the steps by breaking larger tasks into smaller action items
- H = Identify resources and people available to help
- O = Observe your progress along the way
It emphasizes defining success and creating a structured action plan to accomplish goals. Examples are provided to demonstrate effective versus ineffective goal-setting using this framework. Overall, the document teaches how to establish measurable and achievable goals through breaking them into actionable steps and monitoring progress.
Intr 101 02_wrap up
This document summarizes the key topics and lessons covered in an introductory college success strategies course. The course aimed to teach students tools for academic success, how to implement college success strategies, and how to engage with university resources. It provides wrap-ups and reviews of the goals of goal setting, time management, note taking, critical reading, study skills, test taking, presentations, and campus support resources. The document concludes by reminding students to check their grades and reach out if they need any additional help.
Intr 101 02_presentations
The presentation provided tips for improving presentations by avoiding distractions, checking for errors, and focusing on the essential information, as well as tips for delivery such as speaking clearly, making eye contact, and being prepared to answer questions to engage the audience. It also demonstrated an example presentation on a college success strategy that addressed how the strategy is useful, how the presenter has changed or improved it, and how they would discuss it with others.
Intr 101 02_feedback
This document discusses the importance of feedback in college. It explains that instructors provide feedback to help students improve future assignments, clarify expectations, and master course material. Good feedback is educational, can be used for reference, and is constructive and clear. The document advises students to not take feedback personally and to view it as an opportunity to improve skills. It provides tips for asking for feedback and gives examples of constructive language for providing feedback to peers.
Intr 101 02_resource tour
This document provides information on various campus resources available to students at the university. It outlines tutoring services, peer-led study groups, writing and advising centers, career services, disability support, multicultural affairs, women's centers, LGBTQA services, health education, volunteer opportunities, student involvement, financial advising, counseling, and medical clinics. All of these resources are designed to support students' academic, personal, and professional development while enrolled at the university.
Intr 101 02_test_taking_online
This document provides strategies for taking tests successfully. It discusses preparing for the exam by bringing needed supplies, arriving early, and having a positive mindset. During the exam, it recommends brain dumping information, starting with known questions, and using strategies like process of elimination. The document then covers approaches for specific question types like multiple choice, true/false, fill-in-the-blank, and essays. It concludes by discussing reflecting on the exam experience and learning from mistakes.
Intr 101 02_studying
When preparing for an exam, it is important to start studying early by creating a study schedule and avoiding cramming. Find a quiet place free from distractions to study for 1-1.5 hours at a time. Active studying techniques like rewriting notes, asking peers questions, and coming up with practice problems are most effective. It is also important to take breaks, get organized, and make sure to practice in the same way you will be tested.
Intr 101 02 critical reading
This document provides guidance on how to effectively read assigned materials for class. It recommends embracing reading to acquire knowledge, develop understanding, and be introduced to new ideas. It also suggests finding the purpose of the reading and reading before and after class for clarification. Before reading, the document advises previewing the material and developing questions. When reading, it recommends marking up key aspects, highlighting, and taking notes. For confusing parts, it suggests rereading, writing questions, and seeking help. After reading, it proposes summarizing, creating questions, revisiting important sections, and discussing the material with others.
Intr 101 02_notetaking
This document provides guidance on effective note-taking strategies. It recommends being prepared for class by doing readings and looking at announcements. During class, it is important to engage with the material, turn off technology, and look for cues from the instructor. Good notes include labeling, dates, titles, paraphrasing key details, and leaving space for important formulas and examples. Notes should be organized into folders or binders after class. It also discusses outlining, charting, the Cornell method and concept mapping as effective note-taking methods. The document stresses reviewing and revising notes after class to fill in gaps and solidify understanding.
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U of I INTR 101 03 Project Management
- 3. Project management What does it include? • The planning, execution, completion, and evaluation of a large project • Projects are often more involved • Time line tends to be longer than a week • Other people/resources are often involved
- 4. What is the difference between Action Planning and Project Management?
- 5. Get the big picture first • What is the point of the project? • Create an “outline” action plan • What are the major tasks to complete? • Give yourself some rough deadlines to work towards • The point is to get an overview of how you’ll complete the project
- 6. Take it down a notch • Create more involved action plans for the time between big due dates • Make a plan for each component of the project • You can action plan at any scale that works for you • Include any resources you might need! • Give yourself enough structure to be successful, but remember to be flexible
- 7. What could go wrong? What are some outside factors that might impact your project?
- 8. What could go wrong? • Deadlines might change • Check BbLearn and email regularly to stay on top of things • You might have to work in a group • Life might happen • Stay connected with your instructors if emergencies pop up • Remember: include some flexibility in your plans
- 9. How do we handle group projects? • Meet early and often • Get a group message going • Microsoft Teams • Discord • Facebook • Assign work clearly and early • Schedule check-ins • Intermediate deadlines help keep the project on track • If you have to give a presentation; schedule a time to practice
- 10. What if a group member isn’t helping? • Keep track of communication within the group • Having a clear paper trail helps to show that you tried to reach out • Contact the professor about it early • If a group member hasn’t responded to messages, then check in with the professor to see if they can help you contact them • If you are grading each other, include that information in your peer grade • Be specific, but not petty • Focus on what you did to reach out and the parts that they were assigned but didn’t complete • Keep in mind that people are going through a lot right now • Be civil and polite when you reach out
- 11. Let's Look at an Example • First Draft Due: 11/20 • Final Due: 12/16 • What goes into the project? • How many proposals are required? • Are there any word count requirements? • How could you break up this project?
- 12. Let’s try it out • Think of a final that you need to study for, or a big life goal • Build a large scale plan to give yourself some structure • Build a plan for the next 1 - 3 weeks • What are some factors that you don’t have control over