First One-on-One Meeting
Portfolio Packet

What it is:

You will be meeting with me, Prof. Bianco, privately and confidentially in my office on a day and time we both agree to, during the week of October 31, 2005.
We will be discussing your feelings about the class, your personal goals, your self-assessment, and any concerns you may have.
I take this project very seriously and expect you to, as well.

For that reason, the entire project is worth 50 points. You will automatically lose 20 points if you are late for or do not show up for your appointment, unless you have given me 24 hours' notice.
Points are awarded based on evidence that you have taken this project seriously and have given each piece careful attention and that your materials are complete and well organized. No points are deducted for formatting, spelling, or other mechanical errors (although you should always strive to avoid those!)
This is not something you may turn in via e-mail.

Format:

You are free to use any format you'd like. This is an opportunity for you to be creative. Keep in mind, however, that our time together will be limited and that we will both have questions for each other. You should therefore prepare a portfolio that is organized. This may be as simple as a multiple-pocket folder, an accordion folder, or a standard notebook with sections set off with dividers. Alternatively, you may prepare a short film (just kidding). I may be reading what you bring in, so please endeavor to make your presentation legible: typed, double spaced, clear, and concise. Feel free to ask biancom@q7.com if you have any questions.

What to do first:

Complete the flash exercise called "Developing a Schedule" to determine how you spend a 24-hour day, at http://www.studygs.net/schedule/; be honest (if the results show negative hours, don't try to adjust them); print this out to bring it with you.
Go to http://www.studygs.net/schedule/Weekly.html and print out the weekly schedule.

Fill out the printed version for one week prior to your one-on-one meeting. (You should begin this now). Transfer the values you entered on the printed-out version onto the web-site version (that is, go back to http://www.studygs.net/schedule/Weekly.html); your daily totals will automatically be calculated. Print out the final weekly schedule to bring it with you.

Take the Wellness Inventory at http://www.nationalwellness.org/testwell/index.htm (take the College Assessment, regardless of your age). Print out the results to bring with you.
Make a list of your goals for this term and, if you like, overall for this year. Examples include:

best grade you can receive
better time management
less stress
improvements in personal life
improved writing skills
improved reading skills
improved critical thinking skills
improved understanding of the content of this course (or any course, for that matter)
improved computer literacy
resolved financial concerns
better physical health
better understanding of University Studies requirements
better understanding of the requirements for this class (or any course)
feeling more engaged with the subject matter
feeling less like you're "wasting time" in this class (or any course)
feeling less overwhelmed or frustrated in general
getting academic advising related to a major or you college career in general
getting involved with the community-based learning project about Schools in Society
starting to think about my final research paper; examples of these might include

history of "forbidden knowledge" expressed through art, music, or dance (e.g., the art of Gustav Dore or graphic (comix) artists; blues; carnival/Santeria dance; ethnic and hip-hop dance, etc.)
forbidden knowledge filmography
education mistakes and reform
research on specific types of forbidden knowledge, such as

"dangerous knowledge" that can come from science (atom bomb, cloning, stem cell research);
"fragile knowledge" -- knowledge that can't really be put into words and is often fleeting; examples include poetry, music, dance, and even sports (we have some musicians and athletes in the class, and I want them to feel as though their knowledge is as valid as that of students who are more traditionally intellectual)
"inaccessible or unattainable" knowledge -- comparative analysis of Prometheus/Pandora, Adam & Eve, etc., potentially including review of films that treat these subjects
"prohibited knowledge" -- including "state secrets" or "propriety knowledge" such as MS-Office source code
"ambiguous knowledge" -- "facts" that are accepted as true and "good for us" at one point in time (vaccinations) that may turn out to have negative impacts (or, as with eugenics)
"unwelcome knowledge" -- knowledge limited by power differences due to race, class, religion, sexual identity, gender, etc.

4. Write assessments:

Write a paragraph discussing two things you think you are doing particularly well in this class.

Write a paragraph discussing two things you think you need to improve on in this class.
Write a paragraph discussing two things you think I am doing particularly well in this class.
Write a paragraph discussing two things you 'd like to see me change in this class.
Write a paragraph discussing two things you think are proving particularly helpful to you in mentor session.
Write a paragraph discussing two things you'd like to see changed in mentor session..

What to do next:

1. Do some background reading before proceeding with some personal assessments:

Read about anxiety disorders, such as generalized anxiety disorder, obsessive compulsive disorder, panic disorder, post-traumatic stress disorder, and social phobia (extreme shyness) at the National Institute of Mental Health, http://www.nimh.nih.gov/healthinformation/anxietymenu.cfm.
Read about depression in Stories of Depression: Does This Sound Like You? by the National Institute of Mental Health (2005), at http://www.nimh.nih.gov/publicat/NIMHstoriesdepression.pdf.
Read about depression in college students, in What Do These Students Have in Common? by the National Institute of Mental Health (1997), at http://www.nimh.nih.gov/publicat/NIMHstudents.pdf
Read about post-traumatic stress disorder in Facts About Post-Traumatic Stress Disorder, by the National Institute of Mental Heath (2002), at http://www.nimh.nih.gov/publicat/ptsdfacts.cfm.
Read about eating disorders in Eating Disorders: Facts About Eating Disorders and the Search for Solutions, by the National Institute of Health (2001), at http://www.nimh.nih.gov/publicat/NIMHeatingdisorder.pdf.

2. Take some personal inventories

Look over the following assessment instruments related to personal issues, such as depression, anxiety, post traumatic stress disorder, and learning disorders. Complete any that might sound applicable to you, based on what you read above. Print out the results.

Note: These instruments are not meant to diagnose a condition or illness. You should bring the print-outs with you, but you do not need to share them with me unless you desire. The primary purpose of these instruments is to alert you to potential areas of concern where you might be able to take advantage of university resources.
I can assist you in identifying, locating, and making appointments with resources to help you in any of these areas.

Take a confidential depression screening at the Depression and Bipolar Support Alliance Mental Health Screening Center, at http://www.dbsalliance.org/ScreeningCenter.html
Take a confidential bipolar screening at the Depression and Bipolar Support Alliance Mental Health Screening Center, at http://www.dbsalliance.org/ScreeningCenter.html
Take a confidential anxiety at the Depression and Bipolar Support Alliance Mental Health Screening Center, at http://www.dbsalliance.org/ScreeningCenter.html
Take a confidential adult attention deficit disorder self-screening scale, from the World Health Organization, at http://www.campusblues.com/adhd/adhd_screener.asp
Take a confidential post traumatic stress disorder (PTSD) self-test, from the Anxiety Disorders of America Association, at http://www.adaa.org/AnxietyDisorderInfor/PTSD.cfm (you will need to scroll down the page to get to the PTSD self-test)
Take a confidential emotional abuse checklist, from Getting Free: A Handbook for Women in Abusive Relationships, by Ginny NiCarthy (Seal Press, 1982), at http://thingsarelookinup.com/Abuse/test.shtml
Take the confidential self-esteem test at http://discoveryhealth.queendom.com/self_esteem_abridged_access.html, from the Discovery Health Channel.
Go to http://www.4therapy.com/consumer/assessment/ and select the What's My Stress Level? self-test
Take the Stress Sources Input Test from the University of Wisconsin, at http://wellness.uwsp.edu/Other/stress/sources.htm
Work through Analyzing My Learning: Strengths and Struggles, at http://cls.coe.utk.edu/pdf/keys_ld/appendix_B.pdf, from the University of Tennessee's Center for Literacy Studies.

What to bring in to me:

Again, using any (organized) presentation format you desire (from as simple as a notebook with page dividers to a multilayer web page or artistic poster), bring the following with you to our meeting:

Your learning-style inventories, completed at the beginning of the term (Nos. 2, 3, and 4, from http://www.marthabianco.com/Courses/inventories_files/Questionnaires.htm)
Your graded autobiography and grading sheet (see Short-Write No. 1, at http://www.marthabianco.com/Courses/Cities/Short-Writes/ShortWrite1.htm)
Printed results from all of the inventories you did above (Wellness Inventory, 24-Hour Day Schedule, Weekly Schedule, personal assessments)
Discussion of your goals for this term and, if desired, the year.
Six-paragraph assessment discussion, assessing yourself, me, and the mentor so far for this class

Remember, style, length, formatting, and the like are not subjects of concern here, although you should always endeavor to be clear, concise, and accurate in your communications. Because I may be reading your materials, I do ask that your presentation be legible (typed and double spaced) and organized.

When are the meetings?

You will be receiving a sign-up sheet next week in class. One-on-one meetings will take place the week of October 31, 2005. Therefore, you have until October 31 to complete this One-on-One Portfolio. My advice is to get to work now on preparing this portfolio.

HELP! I have questions!

First One-on-One Meeting Portfolio Packet