F.J. Talley, Ph.D.
Academic Success Toolbox
Scholars host annual visits to high schools and community centers in Maryland and Washington, DC, to promote St. Mary's to talented high school students.
DESOUSA-BRENT SCHOLARS COURSES
The First Year Seminar serves as the gateway course to the honors college. All students entering the College with fewer than 32 units of college credit (e.g., through transferred coursework, AP exam credit) will take CORE101. The Seminars will encourage students to engage deeply with an intellectual topic through exercising the four fundamental liberal arts skills (critical thinking, information literacy, written expression, and oral expression). Click here for the description of the DeSousa-Brent sections of CORE 101.
DBSP 101. Academic and Leadership Seminar I (2)
This course examines the transition to the honors college through critical study of academic culture, liberal arts education, regional history, theories of ethnic identity development, critical and creative thinking, and a review of study skills and campus resources. Each student participates in an approved diversity experience.
DBSP 102. Academic and Leadership Seminar II (2S)
This course explores the nature of leadership, styles of leadership, and how leadership and power intersect with each other and with service. Each student participates in a service project during the semester. Participation in DBSP 101 is preferred but not required.
DBSP 301. DeSousa-Brent Mentor (2F)
This course is designed for two students for each section of DBSP 101. Students serve as mentors and learning assistants for both the summer program and the fall seminar. They act as role models for scholars and serve as resource persons both in and out of class. Specifically, peer mentors assist with adjustment issues to college and to college-level work. They will assist with individual conferencing, provide guidance for presentations and diversity projects, read the seminar course material, read articles on teaching first-year students, and maintain journals throughout the semester. A reflection paper on their experiences with the course, concepts of teaching and learning in relation to their role, and the benefits of the seminar to students will serve as the culminating project. (Prerequisites: DBSP 101, DBSP 102, and successful completion of the application process.)
DBSP 302. DeSousa-Brent Mentor (2S)
This course is designed for two students for each section of DBSP 102. Students serve as mentors and learning assistants for the spring seminar. They act as role models and serve as resource persons both in and out of class. Specifically, peer mentors continue to monitor the academic progress of students in their section. They assist with conferencing, plan and participate in program activities, coordinate panelists for panel discussions, design a service project for the course or approve individual service projects, read course material, and maintain journals throughout the semester. A reflection paper on what they have learned about leadership (including leadership of their peers), and their experiences of and beliefs concerning intersections of leadership, power and service, serve as their culminating project. (Prerequisites: DBSP 101, DBSP 102, and successful completion of the application process.)