College Planning and Survival Skills

Course Number:

FYE 100

Transcript Title:

College Planning and Survival Skills

Created:

Aug 10, 2022

Updated:

Apr 26, 2024

Total Credits:

4

Lecture Hours:

30

Lecture / Lab Hours:

20

Lab Hours:

0

Satisfies Cultural Literacy requirement:

No

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not Addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Minor

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

Required activity:

Students will participate in a project that is related to their identified Pathway interest. This should reflect some engagement with their community whether it be through active participation in a service learning project or through research activities that include reaching out to local experts on a local issue. For example:

• Service learning project

  • Participate in a local service learning project (examples)

    • Participate in the organization and planning of a local blood drive

    • Work with local Department of Fish & Wildlife office to conduct a habitat renewal effort

    • Work with local business organizations to promote urban growth and renewal

    • Help to organize a local cultural event

  • Write a reflective essay on what you learned/discovered through your participation in this activity.

• Research project

  • Research a topic related to chosen Pathway (examples)

    • Identify a local problem that you could research and try to find a solution for.

    • Interview local experts on the subject to find out how they are promoting or managing the issue in our area.

    • Look for similar activities in other towns and how their strategies might be used to improve our local situation. 

  • Write a descriptive report on your findings and proposal.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Evaluate CGCC Pathways and degree options, determining their potential for employment or further study.

• CGCC Pathways

  • Art, Culture & Communication

  • Business

  • Education & Social Sciences

  • Health

  • Math & Science

  • Technology & Trades

• Choosing a Pathway and/or Career Direction

  • Accessing Career Services

    • On campus

    • Employment Office

    • Websites

  • Career Aptitude and Interest Assessments

  • Elective opportunities for exploration

  • Comparing career incomes

• Degree Maps and Courses

  • Finding Pathways and program information on CGCC website

  • Reading a degree map

  • Reading course descriptions

    • Understanding requisites (pre, co, pre/co)

• Further Education or Direct to Career

  • Transferring to university for further education (transfer degrees)

    • Choosing a university

    • Challenges: expense, leaving home/relocating, leaving behind friends, culture changes, changes in academic difficulty, balancing responsibility, adjusting to a new environment, stress, homesickness

    • Benefits: college experience, making new friends, seeing new places, building a lifelong career, more classes/academic opportunities, build new communities

  • Completing education at CGCC (Terminal AAS degrees)

    • Challenges: fewer career options, shorter college experience, adjusting to prepare for work/finding employment

    • Benefits: financial savings, living at home, entering workforce more quickly, easier to balance current obligations

Outcome #2: Create education/career and financial plans that help meet academic, workforce, and personal goals.

• Goal Setting

  • Short term goals

  • Long term goals

• Components of an education/career plan

  • Personal time availability

    • other commitments (work, family, self-care)

  • Personal emotional availability (capacity for coursework)

  • CGCC course offerings based on schedule

• Components of a financial plan

  • Monthly budget based on expenses and income

  • Availability of Financial Aid

  • Projected future wages and expenses (based on career choice or transfer institution)

  • Return on investment (long-term and short-term)

Outcome #3: Implement strategies to navigate barriers that arise throughout the completion of education/career plan.

• Barriers/Challenges

  • Work

  • Family

  • Health

  • Living/housing

  • Discrimination and biases based on social identity(ies)

  • Language barriers

  • Academic hardships

• Campus resources (may consider using passport activity in which students visit/contact each campus resource)

  • Tutoring Center

  • Library

  • Resource Navigator

  • Advising

  • Registration

  • Student Life

  • Financial Aid

  • Business Office

  • Campus Store (Slingshot)

  • Food Pantry

  • SNAP

  • Child Care Partners

  • Student Support Services/Accommodations

  • Workforce Readiness

  • Residence Hall

  • Gorge Literacy

• Community resources

  • Employment Office

  • The Next Door Inc.

  • Employment Related Day Care (ERDC)

  • Oregon Career Information System

• Strategies for overcoming barriers

  • Growth mindset

  • Test taking

  • Study skills

Outcome #4: Communicate verbally and in writing in academic and professional settings.

• Verbal communication

  • Getting Interviewed

  • Confidentiality, privacy

  • Professional vs. casual conversation

  • Participation (in classroom and work settings)

• Written communication

  • Texts

  • Emails

  • Memos / course announcements

  • Use of social media

  • Confidentiality, privacy

  • Professional vs. casual conversation

  • Reflective essay

Outcome #5: Operate CGCC technology.

• Use various college technologies to assist in fulfillment of academic/career plan (Anthology)

• Financial aid/college payments

• Adopt or opt out of textbook procurement (Slingshot)

• Website 

• G-suite

• Email

• Moodle Shells

• Flash Alert

Outcome #6: Use cultural awareness to constructively address issues that arise in the workplace and community.

• Cultural awareness

  • Valuing diversity

  • Self-awareness

  • Consciousness of the dynamics inherent when cultures interact.

• Strategies for cross-cultural communication;

  • Etiquette

  • Active listening

  • Building a sense of belonging and inclusion

  • CGCC guiding principles and statements

Outcome #7: Explore social and environmental responsibility as part of one’s chosen Pathway. 

• Defining social and/or environmental responsibility

• Service Learning Project (SLP)

  • Identifying and choosing a SLP

    • Reaching out to local groups, agencies, and/or individuals

    • Preparing a project proposal

    • Comparing potential commitment and personal availability 

  • Project responsibility

    • Responsibility to a commitment / promise

    • Paid employee responsibilities vs. volunteer responsibilities

    • Timeliness of work

• Research Project (RP) 

  • Choosing a topic / broad topic research

  • Narrowing topic to scope/ specific topic research

    • Using library resources: research librarian, internet, books, articles, videos

    • Interviewing experts from the community: contacting,

    • preparing for interview, conducting interview

  • Making an outline

• Write up for SLP or RP

  • Tying project/research to learning outcome

  • Components of a reflective essay

  • Components of an introductory level research report/essay

Suggested Texts and Materials

• FYE Resource Portfolio

• CGCC Student Handbook PDF

• How to cultivate a sense of belonging on your campus

• Service Learning Manual

• Blueprint for Success in College: Career Decision Making

• Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies