CNSL 1: COLLEGE SUCCESS
Foothill College Course Outline of Record
|Hours:||3 lecture per week (36 total per quarter)|
|Advisory:||Maximum UC credit awarded for completion of CNSL 1 and CNSL 5 is 4.5 quarter units.|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Foothill GE:||Area VII: Lifelong Learning|
|Grade Type:||Letter Grade (Request for Pass/No Pass)|
Student Learning Outcomes
- Apply a goal setting strategy, such as the SMART (Specific, Manageable, Attainment, Realistic, Time Specific) Method, to create short term and long term goals.
- Identify current and potential academic, social/cultural, psycho-emotional barriers and how they impact the student’s college success.
The student will be able to:
A. discuss concepts and significance of factors that contribute to college success:
3. task precision
6. time management
7. college involvement
8. family/support system involvement
B. assess level of performance and areas needing improvement.
C. recognize how culture, age and gender affect attitudes and practices that lead to college success.
D. select and apply interventions to improve college success.
E. identify and use resources to improve college success.
A. Administer assessment instruments:
1. College success factors
2. Learning styles inventory
3. Decision-making style inventory
4. Stress and wellness inventory
B. Concepts of control/responsibility
1. Evaluate test results that apply to control/responsibility
a. Assertive communications
b. Self-esteem building
c. Belief systems
d. Building responsibilities
e. Establishing control
4. Action plans
C. Concepts of competition
1. Evaluate test results that apply to competition
a. Winning, losing and compromising
c. Type-A personality
d. Values clarification
a. Fear of failure
b. Fear of success
c. Sex-role stereotypes
d. Irrational beliefs
e. Polarized thinking
4. Cultural perceptions
b. Effective communication
6. Develop personal competition style
D. Concepts of task and precision management
1. Evaluate test results that apply to task precision
2. Classroom task and precision management
a. Clarification of assignments
b. Identify and use resources
c. Develop a course study plan
d. Plan calendar for class assignments
e. Task contract
E. Concepts of expectations for goal-attainment
1. Evaluate test results that apply to expectations
2. Concepts of optimism and pessimism; learned helplessness
3. Cultural values
4. Short and long-term educational goals
F. Concepts of wellness
1. Evaluate test results that apply to wellness
2. Types of stress
3. Coping with stress
4. Identify personal stressors
5. Develop plan for wellness improvement
6. Cultural differences
7. Personal wellness log
G. Concepts of time-management
1. Internal and external barriers
2. Prioritizing and budgeting time
3. Time-management schedule and daily checklist
4. Cultural perceptions and practices
H. Concepts of college involvement
1. Opportunities and resources
2. Cultural values and attitudes
3. Interview and report of activities/services
I. Concepts of family/support systems' involvement
1. Types of support systems
2. Conflict areas
3. Cultural values and attitudes
4. Interventions and strategies
b. Conflict resolution
c. Assertive communication
d. Self-esteem building
f. Financial planning
g. Multiple roles
h. Community resources
5. Framework for establishing effective support systems
6. Action plan
Special Facilities and/or Equipment
Method(s) of Evaluation
A. Contract for Academic Council or Probation
B. Class assignments
D. Summary report of improvement plan
E. Group discussion of personal progress
F. Field work
Method(s) of Instruction
A. Lecture presentations and classroom discussion using the language of college success.
B. In-class discussion of readings by the instructor and students followed by instructor-guided interpretation and analysis.
C. Group presentations of major projects followed by in-class discussion and evaluation.
Representative Text(s) and Other Materials
Downing, S. On Course: Study Skills Plus. Australia: Wadsworth, 2016.
Staley, C.C. Focus on Community College Success. Boston, MA: Cengage Learning, 2015.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Reading Assignments: Weekly reading assignments from text and outside sources ranging from 20-30 pages per week.
B. Lecture: Weekly lecture covering subject matter from text assignment with extended topic information. Class discussion is encouraged.
C. In-class Activities: May include individual or group participation and covers assigned reading and lecture topics.
D. Guest Speakers: Speakers covering selected topics.