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Collaboration

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|[pic] |Syllabus |
| |College of Humanities |
| |US/101 Version 5 |
| |Introduction to University Studies |

Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved.

Course Description

The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels.

Policies

Students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

• University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Gardner, J. N., Jewler, A. J., & Barefoot, B. O. (2011). Your college experience: Strategies for success (9th ed.). Boston, MA: Bedford/St. Martin’s.

All electronic materials are available on the student website.

|Week One: Academic Success |
| |Details |Due |Points |
|Objectives |Differentiate between academic and casual communication. | | |
| |Identify university resources required for student success. | | |
|Reading |Read Ch. 1 of Your College Experience. | | |
|Reading |Read the “Choosing the Best Way to Communicate with Your Audience” section in Ch. 10 of Your | | |
| |College Experience. | | |
|Participation and |Read the instructor’s biography and post your own in the Chat Room. | |30 |
|Discussion Questions | | | |
| |Respond to a minimum of three weekly discussion questions (minimum of 100 words, or seven | | |
| |sentences, each). | | |
| |Participate in class discussion with at least eight substantive responses to classmate and/or | | |
| |instructor posts (minimum of 50 words, or three sentences, each). | | |
| |Participation must be completed over four days for full credit. | | |
|Nongraded Activities and|Watch the “Center for Writing Excellence (CWE)” video on the student website. | | |
|Preparation |View the Microsoft® PowerPoint® presentation, Center for Mathematics Excellence, on the | | |
|University of Phoenix |student website. | | |
|Resources | | | |
| |Access the Toolwire® Learnscape: Finding Information at the University Library by clicking the| | |
| |link located on the student website. | | |
| |Complete the Learnscape activities. | | |
|Nongraded Activities and|Watch the information presentation, Academic vs. Casual Written Communication, located on the | | |
|Preparation |student website. | | |
|Communication | | | |
|Nongraded Activities and|Click the MyFoundationsLab link on the student website. | | |
|Preparation |Click the Browser Check link to ensure you can access materials. | | |
|MyFoundations Lab |Click the Take a Tour link for an orientation to MyFoundationsLab. | | |
|Nongraded Activities and|Take the Skills Check for Punctuation, Mechanics, and Spelling. | | |
|Preparation |Access the following components in MyFoundationsLab: | | |
|Punctuation | | | |
| |Writing: Punctuation, Mechanics, and Spelling | | |
| | | | |
| |Commas | | |
| |Final Punctuation | | |
| | | | |
| |Complete the following activities for each unit: | | |
| | | | |
| |Overview | | |
| |Animation | | |
| |Practice the Skills 1 | | |
| |Post-Test | | |
| | | | |
| |Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the | | |
| |activities. | | |
|Individual |Resource: Academic vs. Casual Written Communication information presentation |SATURDAY of |50 |
|Communication Styles |Complete Appendix A located on the student website. |Week 1 | |

|Week Two: Personal Responsibility |
| |Details |Due |Points |
|Objectives | | | |
| |Recognize the importance of personal responsibility. | | |
| |Evaluate goals using SMART criteria. | | |
|Reading |Read Ch. 2 of Your College Experience. | | |
|Reading |Read the following sections in Ch. 16 of Your College Experience: | | |
| | | | |
| |“Managing Stress” | | |
| |“Mental Health” | | |
|Participation and |Respond to a minimum of three weekly discussion questions (minimum of 100 words, or seven | |30 |
|Discussion Questions |sentences, each). | | |
| |Participate in class discussion with at least eight substantive responses to classmate and/or | | |
| |instructor posts (minimum of 50 words, or three sentences, each). | | |
| |Participation must be completed over four days for full credit. | | |
|Nongraded Activities and|Complete the Ethical Lens Inventory located on the student website. | | |
|Preparation | | | |
|Ethical Lens Inventory | | | |
|Nongraded Activities and|Access the following components in MyFoundationsLab: | | |
|Preparation | | | |
|Punctuation |Writing: Punctuation, Mechanics, and Spelling | | |
| | | | |
| |Quotation Marks | | |
| |Other Punctuation | | |
| |Apostrophes | | |
| | | | |
| |Complete the following activities for each unit: | | |
| | | | |
| |Overview | | |
| |Animation | | |
| |Practice the Skills 1 | | |
| |Post-Test | | |
| | | | |
| |Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the | | |
| |activities. | | |
|Individual |Resource: Appendix B |SATURDAY of |50 |
|Goal Evaluation |Read Appendix C located on the student website. |Week 2 | |
| |Choose five of the scenarios. | | |
| |Evaluate the goal action plan included with each of the chosen scenarios. | | |
| |Complete Appendix D located on the student website for the chosen scenarios. | | |

|Week Three: Collaboration |
| |Details |Due |Points |
|Objectives | | | |
| |Describe methods of collaboration. | | |
| |Describe various learning styles. | | |
|Reading |Read Ch. 3 of Your College Experience. | | |
|Reading |Read Ch. 4 of Your College Experience. | | |
|Reading |Read the “How Collaboration Fosters Critical Thinking” section in Ch. 5 of Your College | | |
| |Experience. | | |
|Reading |Read the following sections in Ch. 15 of Your College Experience: | | |
| | | | |
| |“Confessions of a College Student” | | |
| |“Understanding Diversity and the Source of Our Beliefs” | | |
| |“Forms of Diversity” | | |
| |“Discrimination, Prejudice, and Insensitivity on College Campuses” | | |
| |“Challenging Yourself to Experience Diversity” | | |
|Participation and |Respond to a minimum of three weekly discussion questions (minimum of 100 words, or seven | |30 |
|Discussion Questions |sentences, each). | | |
| |Participate in class discussion with at least eight substantive responses to classmate and/or | | |
| |instructor posts (minimum of 50 words, or three sentences, each). | | |
| |Participation must be completed over four days for full credit. | | |
|Nongraded Activities and|Complete the Emotional Intelligence Questionnaire in the “Assessing Your Emotional | | |
|Preparation |Intelligence” section in Ch. 3 of the text. | | |
|Attitudes and Learning |Complete the Multiple Intelligences Inventory in the “Multiple Intelligences” section in Ch. 4| | |
| |of the text. | | |
|Nongraded Activities and|Access the following components in MyFoundationsLab: | | |
|Preparation | | | |
|Mechanics |Writing: Punctuation, Mechanics, and Spelling | | |
| | | | |
| |Abbreviations and Numbers | | |
| |Capitalization | | |
| | | | |
| |Complete the following activities for each unit: | | |
| | | | |
| |Overview | | |
| |Animation | | |
| |Practice the Skills 1 | | |
| |Post-Test | | |
| | | | |
| |Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the | | |
| |activities. | | |
|Nongraded Activities and|Take the Skills Check for Sentence Skills. | | |
|Preparation |Access the following components in MyFoundationsLab: | | |
|Sentence Skills | | | |
| |Writing: Sentence Skills | | |
| | | | |
| |Sentence Structure | | |
| |Fragments | | |
| |Run-ons | | |
| | | | |
| |Complete the following activities for each unit: | | |
| | | | |
| |Overview | | |
| |Animation | | |
| |Practice the Skills 1 | | |
| |Post-Test | | |
| | | | |
| |Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the | | |
| |activities. | | |
|Individual |Resources: Emotional Intelligence Questionnaire and the Multiple Intelligences Inventory |SATURDAY of |50 |
|Collaboration |Complete Appendix E located on the student website. |Week 3 | |

|Week Four: Academic Reading Strategies |
| |Details |Due |Points |
|Objectives | | | |
| |Explain effective textbook reading. | | |
| |Recognize strategies for improving reading comprehension. | | |
|Reading |Read Ch. 7 of Your College Experience. | | |
|Participation and |Respond to a minimum of three weekly discussion questions (minimum of 100 words, or seven | |30 |
|Discussion Questions |sentences, each). | | |
| |Participate in class discussion with at least eight substantive responses to classmate and/or | | |
| |instructor posts (minimum of 50 words, or three sentences, each). | | |
| |Participation must be completed over four days for full credit. | | |
|Nongraded Activities and|Access the Toolwire® Learnscape: Reading Strategies and Media Utilization by clicking the link| | |
|Preparation |located on the student website. | | |
|Reading Strategies and |Complete the Learnscape activities. | | |
|Media Utilization | | | |
|Nongraded Activities and|Access the following components in MyFoundationsLab: | | |
|Preparation | | | |
|Reading |Study Skills | | |
| | | | |
| |Concentrating When You Read and Study | | |
| |Getting the Most from Your Reading | | |
| | | | |
| |Complete the following activities for each unit: | | |
| | | | |
| |Overview | | |
| |Interactive Activity | | |
| |Self Check | | |
|Nongraded Activities and|Access the following components in MyFoundationsLab: | | |
|Preparation | | | |
|Spelling |Writing: Punctuation, Mechanics, and Spelling | | |
| | | | |
| |Complete the following activities for the Spelling unit: | | |
| | | | |
| |Overview | | |
| |Animation | | |
| |Practice the Skills 1 | | |
| |Post-Test | | |
| | | | |
| |Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the | | |
| |activities. | | |
|Individual |Resources: Toolwire® Learnscape: Reading Strategies and Media Utilization; MyFoundationsLab: |SATURDAY of |50 |
|Reading Strategies |Concentrating When You Read and Study; MyFoundationsLab: Getting the Most from Your Reading; |Week 4 | |
| |Ch. 7 of the text | | |
| | | | |
| |Complete Appendix F located on the student website. | | |

|Week Five: Effective Study Habits |
| |Details |Due |Points |
|Objectives | | | |
| |Identify effective study strategies and techniques. | | |
|Reading |Read Ch. 8 of Your College Experience. | | |
|Participation and |Respond to a minimum of three weekly discussion questions (minimum of 100 words, or seven | |30 |
|Discussion Questions |sentences, each). | | |
| |Participate in class discussion with at least eight substantive responses to classmate and/or | | |
| |instructor posts (minimum of 50 words, or three sentences, each). | | |
| |Participation must be completed over four days for full credit. | | |
|Nongraded Activities and|Access the following components in MyFoundationsLab: | | |
|Preparation | | | |
|Study Strategies |Study Skills | | |
| | | | |
| |Rehearsal Strategies | | |
| |Effective Note Taking | | |
| | | | |
| |Complete the following activities for each unit: | | |
| | | | |
| |Overview | | |
| |Interactive Activity | | |
| |Self Check | | |
|Nongraded Activities and|Take the Skills Check for The Craft of Writing. | | |
|Preparation |Access the following components in MyFoundationsLab: | | |
|Writing | | | |
| |Writing: The Craft of Writing | | |
| | | | |
| |Getting Started | | |
| |The Writing Process | | |
| |Prewriting | | |
| | | | |
| |Complete the following activities for each unit: | | |
| | | | |
| |Overview | | |
| |Animation | | |
| |Practice the Skills 1 | | |
| |Post-Test | | |
| | | | |
| |Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the | | |
| |activities. | | |
|Individual |Complete the Ethics Exercises: Student Code of Conduct and Academic Integrity located on the |SATURDAY of |50 |
|Ethical Actions |student website. |Week 5 | |
| |Complete Appendix G located on the student website. | | |

|Week Six: Academic Writing |
| |Details |Due |Points |
|Objectives | | | |
| |Demonstrate the key elements of the writing process. | | |
|Reading |Read the following sections in Ch. 10 of Your College Experience: | | |
| | | | |
| |“Confessions of a College Student” | | |
| |“Writing” | | |
| |“Using Freewriting to Discover What You Want to Say” | | |
| |“The Writing Process” | | |
|Participation and |Respond to a minimum of three weekly discussion questions (minimum of 100 words, or seven | |30 |
|Discussion Questions |sentences, each). | | |
| |Participate in class discussion with at least eight substantive responses to classmate and/or | | |
| |instructor posts (minimum of 50 words, or three sentences, each). | | |
| |Participation must be completed over four days for full credit. | | |
|Nongraded Activities and|Access the following components in MyFoundationsLab: | | |
|Preparation | | | |
|Writing |Writing: The Craft of Writing | | |
| | | | |
| |Recognizing a Paragraph | | |
| |The Topic Sentence | | |
| | | | |
| |Complete the following activities for each unit: | | |
| | | | |
| |Overview | | |
| |Animation | | |
| |Practice the Skills 1 | | |
| |Post-Test | | |
| | | | |
| |Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the | | |
| |activities. | | |
|Individual |Resources: Ethical Lens Inventory; Ethics Exercises; MyFoundationsLab: Recognizing a |SATURDAY of |50 |
|Personal Ethics |Paragraph; MyFoundationsLab: The Topic Sentence; Sample Outline in the CWE |Week 6 | |
|Statement: Topic | | | |
|Sentence and Outline |Complete Appendix H located on the student website. | | |
| | | | |
| |Create a topic sentence and informal outline for your Personal Ethics Statement due in Week | | |
| |Nine. | | |

|Week Seven: Critical Thinking |
| |Details |Due |Points |
|Objectives | | | |
| |Identify the process of critical thinking. | | |
| |Examine ethics issues. | | |
| |Identify personal bias and emotion. | | |
|Reading |Read Ch. 5 of Your College Experience. | | |
|Participation and |Respond to a minimum of three weekly discussion questions (minimum of 100 words, or seven | |30 |
|Discussion Questions |sentences, each). | | |
| |Participate in class discussion with at least eight substantive responses to classmate and/or | | |
| |instructor posts (minimum of 50 words, or three sentences, each). | | |
| |Participation must be completed over four days for full credit. | | |
|Nongraded Activities and|Access the following components in MyFoundationsLab: | | |
|Preparation | | | |
|Writing |Writing: The Craft of Writing | | |
| | | | |
| |Developing and Organizing a Paragraph | | |
| | | | |
| |Complete the following activities for the unit: | | |
| | | | |
| |Overview | | |
| |Animation | | |
| |Practice the Skills 1 | | |
| |Post-Test | | |
| | | | |
| |Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the | | |
| |activities. | | |
|Nongraded Activities and|Resource: Ethical Lens Inventory; Appendix H | | |
|Preparation Personal | | | |
|Ethics Statement: Rough|Write a 200- to 300-word rough draft of your Personal Ethics Statement based on your topic | | |
|Draft |sentence and informal outline. Include the following: | | |
| | | | |
| |Describe your ethical perspective as identified by the Ethical Lens Inventory, including your | | |
| |blind spot, strengths, weaknesses, and values. | | |
| | | | |
| |Define what personal ethics means to you. | | |
| | | | |
| |Explain how your personal ethics might help you determine a course of action in a situation. | | |
| | | | |
| |Note. APA formatting is not required for this assignment. | | |
|Individual |Complete Appendix I located on the student website. |SATURDAY of |60 |
|Critical Thinking | |Week 7 | |

|Week Eight: Information Utilization |
| |Details |Due |Points |
|Objectives | | | |
| |Perform research in the University Library. | | |
| |Evaluate sources of information. | | |
|Reading |Read Ch. 11 of Your College Experience. | | |
|Participation and |Respond to a minimum of three weekly discussion questions (minimum of 100 words, or seven | |30 |
|Discussion Questions |sentences, each). | | |
| |Participate in class discussion with at least eight substantive responses to classmate and/or | | |
| |instructor posts (minimum of 50 words, or three sentences, each). | | |
| |Participation must be completed over four days for full credit. | | |
|Nongraded Activities and|Review the Toolwire® Learnscape: Finding Information at the University Library by clicking the| | |
|Preparation |link located in Week One on the student website. | | |
|Research | | | |
| |Access the Toolwire® Learnscape: Utilizing Information from the University Library by clicking| | |
| |the link located on the student website. | | |
| | | | |
| |Complete the Learnscape activities. | | |
|Nongraded Activities and|Complete the Plagiarism Guide in the Center for Writing Excellence. | | |
|Preparation | | | |
|Plagiarism Tutorial | | | |
|Nongraded Activities and|Access the following components in MyFoundationsLab: | | |
|Preparation Writing | | | |
| |Writing: The Craft of Writing | | |
| | | | |
| |Revising the Paragraph | | |
| |Editing the Paragraph | | |
| | | | |
| |Complete the following activities for each unit: | | |
| | | | |
| |Overview | | |
| |Animation | | |
| |Practice the Skills 1 | | |
| |Post-Test | | |
| | | | |
| |Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the | | |
| |activities. | | |
|Nongraded Activities and|Resources: Facilitator feedback; WritePointSM | | |
|Preparation Personal |Submit your paragraph to the WritePointSM reviewing service in the Center for Writing | | |
|Ethics Statement: |Excellence. | | |
|Revision |Revise your paragraph based on your facilitator’s feedback and the WritePointSM report. | | |
|Individual |Resource: University Library research tutorial |SATURDAY of |70 |
|Reliable Sources |Locate two sources in the University Library on a topic of your choice. |Week 8 | |
| |Complete Appendix J located on the student website. | | |

|Week Nine: Communication |
| |Details |Due |Points |
|Objectives | | | |
| |Construct an academic paragraph. | | |
| |Create a short presentation. | | |
|Reading |Read the following sections in Ch. 10 of Your College Experience: | | |
| | | | |
| |“Speaking | | |
| |“Preparing a Speech” | | |
| |“Using Your Voice and Body Language” | | |
| |“The GUIDE Checklist” | | |
|Reading |Review the following sections in Ch. 10 of Your College Experience: | | |
| | | | |
| |“Confessions of a College Student” | | |
| |“Writing” | | |
| |“Using Freewriting to Discover What You Want to Say” | | |
| |“The Writing Process” | | |
| |“Choosing the Best Way to Communicate with Your Audience” | | |
|Participation and |Respond to a minimum of three weekly discussion questions (minimum of 100 words, or seven | |30 |
|Discussion Questions |sentences, each). | | |
| |Participate in class discussion with at least eight substantive responses to classmate and/or | | |
| |instructor posts (minimum of 50 words, or three sentences, each). | | |
| |Participation must be completed over four days for full credit. | | |
|Nongraded Activities and|Complete the Microsoft® PowerPoint® tutorial on the student website. | | |
|Preparation |Access the Toolwire® Learnscape: Making a Successful Presentation by clicking the link located| | |
|Creating a Presentation |on the student website. | | |
| |Complete the Learnscape activities. | | |
|Individual |Resources: Ethical Lens Inventory; Personal Ethics Statement draft; WritePointSM report; |SATURDAY of |200 |
|Personal Ethics |facilitator feedback |Week 9 | |
|Statement |Write a 350-word reflection that defines your personal ethical viewpoint. | | |
| |Include what you learned through the Ethical Lens Inventory: | | |
| | | | |
| |Your preferred ethical lens | | |
| |Your blind spot | | |
| |Your strengths and weaknesses | | |
| |Your values and the resultant behaviors | | |
| | | | |
| |Answer the following question: How might you use your personal ethics to determine a course of| | |
| |action? | | |
|Individual |Resources: Microsoft® PowerPoint® tutorial; Toolwire® Learnscape: Making a Successful |SATURDAY of |100 |
|Resources Presentation |Presentation |Week 9 | |
| |Create a 5-slide Microsoft® PowerPoint® presentation with speaker notes on your experience in | | |
| |this course. | | |
| |Include the following: | | |
| | | | |
| |The importance of personal responsibility | | |
| |Upholding academic honesty | | |
| |Improving reading and study skills | | |
| |Developing writing skills | | |
| |Five tips for new students | | |
| | | | |
| |Note. Oral presentations are not required for this assignment. | | |

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Edited in accordance with University of Phoenix® editorial standards and practices.

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...How might factors such as diversity, attitude, learning and work styles affect collaboration? Steve Carter XXXXX MARCH 1, 2011 John Doe How might factors such as diversity, attitude, learning, and work styles affect collaboration? Factors such as diversity, attitude, learning and work styles may affect collaborative learning due to the fact that our way of learning, our attitudes about learning and our work styles vary for each individual. As we know, diversity allows us to work with different types of people and understand other points of view. Diversity also allows us to experience different core values. We must understand that as individuals, our way of learning, our attitudes, and work styles are all things that make us who we are. No one person has experienced life exactly the same. Having a negative outlook or opinion about another’s culture, could impact the learning experience for other team members. When dealing with different attitudes and personalities, certain personalities may present challenges within the group, which could have a different effect on each group member. It is because of these different learning experiences and styles, that our collaborations can be affected in a positive way. Work styles can greatly affect collaboration, because conflicts in daily schedules may arise, where assignments and deadlines are missed, which in turn, cause stress and frustration among team members. Work styles also refer to how individuals approach...

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...Associate Level Material Appendix E Collaboration Worksheet Write a 100- to 150-word response to each of the following questions: * What are the advantages of having diversity in a collaborative learning environment? Adversity brings about added perspectives to an issue and also a better understanding of other points of view. Opportunities are also wide and there is interpersonal development and growth due to competence. How might factors such as diversity, attitude, learning, and work styles affect collaboration? Diversity enables students to learn how to work with different types of persons and understand other points of view. A positive or negative attitude will affect ones performance while learning. will improve your ability to get used to working with other individuals. As working in groups and coming to one idea. Diversity is accepting, acknowledging, valuing and celebrating differences among people we , relate to everyday. It directly affects our attitude towards other people and also the ability to relate in a society with diverse cultures and background. A positive attitude in the workplace reduces work related stress, increases output and improves interpersonal relations and collaboration in the work place. How does personal responsibility influence the work and success of a group? Personal responsibility is very essential with in a group if one or two people do not take their responsibility to share work , the other members are forced...

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Collaboration

...In 1995, I was commissioned by the Pew Partnership for Civic Change to study how collaboration was being used in the United States to build and strengthen community. While there are many forms of collaboration, my research focused on one type in particular—the kind carried out by individuals, groups and organizations in the public sphere. This form of collaboration can be described as a process of shared decision-making in which all the parties with a stake in a problem constructively explore their differences and develop a joint strategy for action. This essay appears in 'On Collaboration' — a collection edited by Marie Bak Mortensen and Judith Nesbitt (London: Tate, 2012). My report on the subject (from which the following essay has been adapted) generated a surprising amount of attention when it appeared. It was widely cited in books and publications and reprinted in several monographs. After concluding the study, I went on to observe and work with collaborative teams across America as well as study community leaders who practice collaboration as part of their community development work. I found that collaboration can be a powerful alternative to conventional mechanisms for effecting change, such as coalitions, task forces, and commissions. Traditional groups and organizations tend to be structured vertically. Decisions are made at the top and people derive their influence and authority from their positions within the hierarchy. This is especially true in professional...

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Collaboration

...Collaboration As our organization become more disperses through local or nationwide expansion collaboration between other groups of workers can become problematic. In order for our growing party plates business best utilize the skills and knowledge held within the personnel it is necessary to implement strategies and technologies that allow employees to collaborate and communicate across local, or nationwide boundaries. So for future use we also were looking in implementing collaborative software. The increase of communication technologies such the Internet, e-mail, and video conferencing has led to the expansion of collaborative software that helps the sharing of information and knowledge between other businesses them to work together towards the accomplishment of a single goal. Groupware refers to programs that assist personnel working together as one while located away from each other. These types of programs are what facilitate real time collaboration. Some of the services that collaborative software include are e-mail handling, displaying information to others, shared database access, collective writing, the sharing of calendars, and electronic face-to-face meetings. Lotus Notes and Microsoft Exchange is some product examples of that groupware include, both of which facilitate the replication of files across a distributed system so that all users can view the same information. In conclusion collaborative systems are an accessible way to capture communication between...

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...Associate Level Material Appendix E Collaboration Worksheet Write a 100- to 150-word response to each of the following questions: • What are the advantages of having diversity in a collaborative learning environment? The advantages can be that everyone comes from different backgrounds. This could be where they come from, cultural belief’s even different ways they grew up. Meeting new people and learning new things from them can be a great experience. Learning about all these differences in people will enhance you college experience. Understanding other peoples beliefs and religion will teach you other ways to interact with one another. There are classes that have a diversity focus and taking a class such as black studies will teach you about things you may never have known. Learning about different cultures is something everyone should do because understanding those cultures will let you see different aspects on life. • How might factors such as diversity, attitude, learning, and work styles affect collaboration? All these factors can affect collaboration. When people have different work styles some people may not agree or understand what you are doing. It could create a problem, or they may not be able to keep up with the work style you are using. People are smarter than others; others may be slow on understanding what to do. You will have to be patient with them and also help if needed. Nobody wants to be around someone who is in a bad attitude...

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...University of Phoenix Material Collaboration Worksheet Write a 100- to 150-word response to each of the following questions: What are the advantages of having diversity in a collaborative learning environment? Diversity in a learning environment can be a challenge but great experience; and there are some advantages.  For example, when working on a  project, it can be overwhelming or difficult at times to get your thoughts down on paper, but having more than one-person working together can add more ideas. Furthermore, having diversity in a group such as, different cultures, beliefs, and even age can help the group understand and appreciate their input and experiences for any assignment.  Differences in the group can also help you be more open-minded which in turn will create a respectful learning environment and better be able relate to your peers. How might factors such as diversity, attitude, learning, and work styles affect collaboration? Although having more than one person work on a project or assignment can be very affective; it can also have a adverse effect. With the diverse styles of ideas,  someone in the group may believe one’s idea is better than the other person’s.  In addition, age can be a factor; due to someone in the group being 18 years compared to 42 years of age. The team member that is 18 may be considered “ not experienced” enough to be able to give input...

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...University of Phoenix Material Collaboration Worksheet * Write a 100- to 150-word response to each of the following questions: * What are the advantages of having diversity in a collaborative learning environment? * * A collaborative learning environment has many advantages and molds or thought processes from the time we are born. Teaming with our parents, learning from our siblings, sport and academic teams, instructors and teachers, diversity brings out different people, different backgrounds, and different perspectives together, which can create a fun and interesting learning experience for the group. Collaborative learning environment encourages debate and discussion, allowing the group to collectively brainstorm and explore new ideas and possibilities. It also expands knowledge of other perspectives and allows you to have an open mind when exploring new ideas. Lastly, it creates an environment where communication and teamwork is the key. This can improve critical thinking skills, developing relationships and networks that you may not have otherwise had. * How might factors such as diversity, attitude, learning, and work styles affect collaboration? * * Factors such as diversity, attitude, learning, and work styles can affect collaboration in many ways. Depending on how each individual person in the group views and reacts to different situations it can affect the results and the goal that are trying to be reached. For example, the...

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