Academic Catalog


Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 4
Hours: 4 lecture per week (48 total per quarter)
Advisory: Not open to students with credit in CNSL 2.
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Area VII: Lifelong Learning
Transferable: CSU
Grade Type: Letter Grade (Request for Pass/No Pass)
Repeatability: Not Repeatable

Student Learning Outcomes

  • Identify and distinguish the differences between extrinsic and intrinsic motivation.
  • Compose short-term and long-term college and life goals to construct a prioritization and time management plan.


Examination of psycho-social and wellness issues related to personal and academic success. Explores theories and practice for effective goal-setting, communication, health and wellness, learning and social growth.

Course Objectives

The student will be able to:
A. describe the psycho-social characteristics, beliefs and attitudes of an effective life-long learner
B. compare and contrast the theories of self-esteem
C. demonstrate an understanding of concepts of cognitive restructuring
D. create short-term and long-term college and life goals
E. demonstrate and evaluate theoretical modalities of decision making and goal setting
F. apply conflict resolution strategies to improve interpersonal relationships
G. assess wellness concepts and create a personal action plan
H. identify and evaluate preferred learning style and apply to the process of life long learning
I. examine personal and educational values and compare and contrast to diverse cultures
J. critically reflect, analyze, and evaluate the learning process
K. employ the computer for research
L. describe the culture of higher education

Course Content

Teaches students the skills to develop greater awareness of self and others; enhance self esteem; accept personal responsibility for choices and motivate to achieve goals to be successful in college and life. Promotes growth by helping students develop strategies for decision-making, collaborative learning, conflict resolution, assertive communication and stress management. Students will learn the skills and strategies necessary to become effective life-long learners.
A. Development of Self-Esteem
1. Overview of the concepts and theories of self-esteem
a. Person-centered
b. Adult development stages
2. Introduction to theories of cognitive restructuring
a. Rational Emotive Theory
b. Self-efficacy theory
3. Personal assessment
a. Self-esteem and self-assessment inventories
b. Temperament styles
4. Techniques for raising self-esteem
a. Affirmations
b. Disputing irrational beliefs
c. Visualization
B. Developing Personal Responsibility: Concepts of Responsibility and Choice
1. Learned helplessness and learned optimism
2. Language of responsibility
a. Psycho-social scripts
b. Family and societal
c. Self-talk: positive and negative
3. Decision-making
a. Concepts of decision making
b. Wise choice processes
c. Decision window
C. Motivational Theories: Extrinsic and Intrinsic Motivations
1. Needs
2. Values clarification
a. Compare and contrast family and societal influences
b. Learning and education as cultural values
3. Creating support systems
a. Mentor/coach
b. Personal and social support network(s)
c. Diverse collaborative learning groups
D. Self-Management Concepts and Practices
1. Goal setting
a. Short and long-term goals
b. Prioritization
c. Identifying and eliminating barriers to goal attainment
d. Techniques to overcome procrastination
2. Time management
E. Communication
1. Assertive communication
a. Assertive, non-assertive and aggressive communication styles
b. Physiological reactions and their effect on communication
1) Fight and flight syndrome
2) Anxiety and anger management
c. Techniques to improve negative physiological and behavioral reactions to change
1) Relaxation, role-playing, visualization
2) Restructuring belief systems
2. Interpersonal communication
a. Reflective listening
b. Non-verbal communication
3. Intercultural communication
a. Cross cultural communication styles
b. Verbal and non-verbal messages
4. Cognitive restructuring
a. Theories of cognitive restructuring
b. Defining and disputing irrational beliefs
c. Reframing
5. Conflict resolution
a. Cultural differences in conflict resolution
b. Building consensus and team cohesiveness
F. Introduction to Learning Styles
1. Assessment and identification of learning style
a. Learning Styles Inventory
b. Myers-Briggs Types Inventory
c. Emotional Intelligence
d. Multiple Intelligences
2. Self-directed and collaborative learning
3. Active and passive learning
4. Application of learning style theories to career/life decisions
5. Link personality style to classroom success
6. Develop adaptive strategies based on learning styles
G. Higher Education: understanding the associate, baccalaureate, and graduate degrees, the roles of different educational segments, and the transfer process, as well as familiarizing oneself with available resources
H. Health and Stress Management
1. Understanding and recognizing physiological, psychological, emotional and behavioral effects of stress
2. Developing stress management and relaxation techniques
3. Nutrition, physical activities and substance abuse
4. Psycho-social causes of stress based on gender identity, disabilities and multicultural perspectives

Lab Content

Not applicable.

Special Facilities and/or Equipment

When taught via Foothill Global Access, on-going access to computer with email software and hardware; email address.

Method(s) of Evaluation

A. Regular class participation required
B. Representative class assignments include:
1. Reading:
a. Assigned readings from texts
b. Suggested supplemental reading
2. Writing:
a. Weekly critical thinking assignments
b. Regular journal entrees reflecting on learned outcomes
c. Summary paper
C. Field work, to include:
1. Completion of a variety of psychological, personality, career, academic and wellness assessment instruments
2. Out of class study groups and collaborative exercises
3. Library, computer and off campus research projects
D. Objective and essay examinations
E. Student-instructor contracts

Method(s) of Instruction

A. Lecture presentations and classroom discussion using the language of personal and academic success.
B. Class readings of subjects 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

Ford, L., and J. A. Arter. Human relations: A game plan for improving personal adjustment. Boston: Pearson, 2013.

Weiten, W., D. Dunn, and E. Y. Hammer. Psychology applied to modern life: Adjustment in the 21st century. 2018.


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

A. Reading assignments: Weekly reading assignments ranging from 40 to 60 pages per week.

B. Lecture: Weekly lecture covering subject matter from text assignment with extended topic information.

C. Field work: May be individual or group activities and covers assigned reading and lecture topics.

D. Guest speakers: Speakers covering selected topics.