Academic Catalog

ALTW 403B: EXECUTIVE SKILLS

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Effective Term: Fall 2026
Units: 0
Hours: 24 lecture per quarter (24 total per quarter)
Degree & Credit Status: Non-Degree-Applicable Non-Credit Course
Foothill GE: Non-GE
Transferable: None
Grade Type: Non-Credit Course (Receives no Grade)
Repeatability: Unlimited Repeatability

Student Learning Outcomes

  • Students will identify and apply a structured goal-setting framework (e.g., SMART goals) to create and track one personal, academic, or career goal
  • Students will demonstrate the use of at least two emotional regulation strategies (e.g., mindfulness, grounding techniques) to manage frustration or stress in academic or personal situations
  • Students will practice self-monitoring by tracking a daily or weekly habit, identifying patterns, and adjusting behaviors to improve task follow-through
  • Students will apply a problem-solving model to analyze a real-life challenge, propose solutions, and reflect on the outcome

Description

This open-entry, open-exit course supports students in the Tools for Transition & Work program as they develop core executive functioning skills essential for independence and personal success. Through instruction in goal-setting, emotional regulation, impulse control, and problem-solving, students will enhance their ability to plan, adapt, and make informed decisions. Emphasis is placed on developing practical strategies for self-management and resilience in academic, professional, and everyday life situations.

Course Objectives

The student will be able to:

  1. Set and track personal, academic, and career goals using structured goal-setting techniques.
  2. Apply emotional regulation strategies to manage frustration, stress, and impulsivity.
  3. Develop self-monitoring techniques to recognize and adjust behaviors that impact productivity and relationships.
  4. Utilize problem-solving frameworks to assess situations and make informed decisions.
  5. Implement strategies for task initiation, persistence, and completion to improve follow-through on responsibilities.

Course Content

  1. Goal-setting and tracking
    1. Identifying meaningful goals
      1. Distinguishing between short-term and long-term goals
      2. Setting realistic and achievable objectives
    2. Structuring goals using frameworks
      1. Using SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals
      2. Breaking goals into manageable steps
    3. Tracking progress and making adjustments
      1. Using journals, planners, or digital tools to monitor progress
      2. Adapting goals based on progress and changing circumstances
  2. Emotional regulation and impulse control
    1. Recognizing emotions and triggers
      1. Identifying personal stressors and emotional triggers
      2. Understanding how emotions impact decision-making
    2. Coping strategies for emotional regulation
      1. Practicing mindfulness and relaxation techniques
      2. Using structured strategies (e.g., STOP method, grounding techniques)
    3. Managing impulsivity and frustration
      1. Delaying immediate reactions to make thoughtful decisions
      2. Using self-talk and visual reminders to improve impulse control
  3. Self-monitoring and behavior adjustment
    1. Understanding personal habits and patterns
      1. Identifying strengths and challenges in self-management
      2. Recognizing distractions and procrastination tendencies
    2. Developing accountability systems
      1. Using checklists, timers, and progress trackers
      2. Seeking support from peers, mentors, or accountability partners
    3. Adjusting behaviors for better outcomes
      1. Practicing reflection and self-assessment
      2. Making small, consistent changes to improve habits
  4. Problem-solving and decision-making
    1. Analyzing problems and potential solutions
      1. Identifying problems clearly and separating facts from emotions
      2. Brainstorming possible solutions and weighing pros/cons
    2. Decision making frameworks
      1. Applying structured approaches (e.g., DECIDE, STAR, or 5-step problem-solving models)
      2. Practicing decision-making through real-world scenarios
    3. Handling setbacks and unexpected challenges
      1. Learning from mistakes and adjusting strategies
      2. Building resilience and adaptability
  5. Task initiation, persistence, and completion
    1. Overcoming procrastination and starting tasks
      1. Using activation strategies (e.g., 5-minute rule, external motivation)
      2. Recognizing and addressing avoidance behaviors
    2. Maintaining focus and persistence
      1. Using structured work intervals (e.g., Pomodoro technique)
      2. Developing self-rewards and motivators to sustain effort
    3. Completing tasks and following through
      1. Reviewing and reflecting on completed tasks
      2. Developing a personal system for task completion and accountability

Lab Content

Not applicable.

Special Facilities and/or Equipment

Accessible classroom or internet access with Zoom-capable computer, monitor and speakers.

Method(s) of Evaluation

Methods of Evaluation may include but are not limited to the following:

Class participation

Method(s) of Instruction

Methods of Instruction may include but are not limited to the following:

Individualized instruction
Work in groups

Representative Text(s) and Other Materials

No course materials.

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

Not applicable.

Discipline(s)

Developmental Disabilities: Disabled Students Programs and Services OR Specialized Instruction (Disabled Student Programs and Services): Vocational Noncredit OR Specialized Instruction (Disabled Student Programs and Services): Noncredit