Print Version

Effective: Summer 2014

Advisory: Advisory: ESLL 236 & 237; maximum UC credit awarded for completion of CNSL 1 and CNSL 5 is 4.5 quarter units; not open to students with credit in CNSL 50.
Grade Type: Letter Grade, the student may select Pass/No Pass
Not Repeatable.
FHGE: Non-GE Transferable: CSU/UC
1.5 hours lecture. (18 hours total per quarter)

Student Learning Outcomes -
  • Create a tailored educational plan by listing appropriate English and math sequence, major prerequisites, and general education courses based on the student's academic goal.
  • Discern the requirements for obtaining an AA/AS degree, ADT, Certificate of Proficiency, and transfer to CSU/UC Campus including minimum g.p.a, unit count, GE patterns, and major courses.
Description -
Introduction to Foothill College academic policies, resources, programs and services; tools for career exploration, determination and decision making; choosing the right classes based on career/academic goals, the transfer process; study skills; time management and formulation of computer based educational plans.

Course Objectives -
The student will be able to:
  1. Demonstrate knowledge of Foothill's policies, programs, resources, and services.
  2. Demonstrate information competency from appropriate sources requisite to his/her success as a college student.
  3. Create an educational plan consistent with individual values and interest indicating an educational goal using instructor guidance, decision making support tools, and related Internet information systems.
  4. Discuss the use of effective study skills in active listening, note taking, study management and test preparation
  5. Clarify and articulate values, career, life and educational goals
  6. Identify critical self awareness skills for college readiness through assessments tools
Special Facilities and/or Equipment -
  1. When taught on campus: computer supported classrooms for the lecture/lab component
  2. When taught via Foothill Global Access: access to a computer with email capabilities and Internet connections.

Course Content (Body of knowledge) -
  1. Discuss Foothill College policies, programs, resources and services.
    1. Policies:
      1. The petition process
      2. Grading system and grade point average
      3. Add, drop, withdraw policies and ramifications of each
      4. Course repetition
      5. Articulation
      6. Honor code
    2. Programs:
  2. Degrees, certificates, and course offerings and requirements for:
    1. Biological and Health Sciences
    2. Business and Social Sciences
    3. Computer and Technology Information Systems
    4. Fine Arts and Communications
    5. Kinesiology and Athletics
    6. Language Arts
    7. Non-Credit
    8. Physical Sciences and Engineering Technology
  3. Resources and services:
    1. Assessment/Testing Center
    2. Campus Abroad
    3. Campus Safety
    4. Career Center
    5. Computer Center
    6. Counseling and Matriculation
    7. Disabled Student Services
    8. Employment/Job Placement
    9. Evaluation
    10. EOPS
    11. Financial Aid
    12. Foothill Global Access
    13. Health Services
      1. Psychological Services
      2. Preventive Health/Immunizations/Screenings
      3. Harassment Interventions
      4. Violence Interventions
      5. Drugs, drinking and the college “party” culture
      6. STD awareness/Planned Parenthood
    14. Honors
    15. Independent Study
    16. International Education
    17. Learning Resources Center and Library
    18. Pass the Torch
    19. PSME Center
    20. Puente Program
    21. Registrar
    22. Student Affairs and Activities
      1. Honor code
      2. Appropriate vs. Inappropriate classroom behavior
    23. Student Success Center
    24. Tutorial Center
    25. Veterans' Office
    26. Off-campus sites
  4. Develop an educational plan.
    1. Prepare a written and computer based plan of course selections to meet career/educational goals
    2. Understand options available in the community college
    3. Understand graduation requirements for AA/AS/AA-T/AS-T (ADT) degrees
    4. Understanding and use IGETC, CSU, and campus-specific patterns of general education
    5. Use curriculum sheets to compare and contrast program and major requirements.
    6. Use college catalogs to determine program and major requirements
    7. Review reading materials, complete exercises, and discuss the topic of major selection, to include:
      1. the difference between major and minor
      2. compare STEM, Liberal Arts, and CTE majors
      3. understand the relationship of majors to careers
      4. employ the decision-making processes
      5. identify the steps in selection of major
      6. recognize opportunities and means for exploring majors and careers
      7. Match majors to universities
      8. Compare lower division course choices for specific majors
      9. describe the differences between certificates, credentials and degrees
    8. Use computer based educational planning tools
      1. Create an academic plan for an education goal
      2. Use of the Degree Works for Student Educational Planning
      1. the audit structure and the Foothill Degree
      2. The audit structure for various GE patterns
      3. The GPA calculator
      4. The planning component
      5. "What if" scenarios for GE and Major
      6. When you need an Ed Plan.
      7. ETUDES for online & hybrid courses
      8. Eureka System and related tools for Career Exploration
      9. FAFSA , Scholarship and Internship sites
      10. Assist Website for major articulations and GE transfer courses.1 hour
      11. Transfer application programs (CSU mentor, Common app., etc.

  5. Demonstrate information competency from appropriate sources as a requisite to success as a college student:

1. Review the Library Resource Center services
2. Understand the use of college catalogs and class schedules.
a. Organization of materials
b. The college calendar, important dates
c. Course listings, department codes, unit values
d. Fees
e. Final exam schedule
f. Course numbering system
3. The Syllabus

  • Demonstrate in an Education plan or other documents knowledge of California's public, private and, out of state higher education institutions

    1. Grasp the nature of the interrelationship of high school, community colleges and senior colleges
    a. Discuss demographics of UC, CSU, CC and other campuses
    b. Understanding degrees offered at various institutions
    c. Understanding lower vs. upper division courses
    d. Understand the differences in general education and major requirements for various institutions
  • Utilize strategies for transfer
  • Recognize importance of college visitations
  • Understanding semester vs. quarter system
  • Identify the cost of UC, CSU and private universities
  • Distinguish between the various Associate degree vs. transfer requirements
  • Use a computerized educational planning tool to develop 'What If' scenarios for degree or transfer
  • Understand the benefits of transfer agreements and priority enrollment

  • Discuss the use of effective study skills in active listening, note taking, study management and test preparation:

  • 1. Develop awareness of resources and courses to improve study skills
    2. Academic support resources in English, math and other subjects
    3. Foothill College learning communities
    4. GPA calculators to develop What If scenarios of GPA needed for desired transfer schools
    5. Develop a plan for effective learning and planning skills:
    a. Skill Assessments
    b. College readiness assessments
    c. Online Learning assessments
    d. Study Skills Surveys
    e. Components of effective study
    6. Identifying and committing to specific skill improvement
    a. Understand strengths
    b. Evaluate weaknesses
    c. Awareness of the importance of time management
    d. Preparation of time budget

  • Clarify and articulate values, career, life and educational goals:

  • 1. Understand and use the goal setting process.
    2. Discuss the cognitive process from dreams to visions to goals.
    3. Recognize the importance of value clarification in goal setting
    4. Describe functional goals
    5. Describe organizational goals
    6. Use goal planning model
    7. Complete and discuss a goal setting exercise
    8. Understand the role of self-awareness in goal setting
    9. Describe the interrelatedness of academic, personal, and career goals
    10. Identify short-term objectives that lead to long term goals
    11. Identify books and other goal setting materials and aids
    12. Use the SMART model to reify goals

  • Though assessment tools identify critical self-awareness skills for college readiness.

  • 1. Learning Styles assessments
    a. Learning Styles Inventories
    b. Relate Learning Styles to Teaching Styles
    c. Handling potential differences in learner and teacher styles
    2. Eureka interest and skill assessments.
    3. Online Learning preparation assessment
    4. Decision making Assessments
    5. Discovery Guide Assessment of Skills

    Methods of Evaluation -
    1. Class participation
    2. Assignment completion
    3. Educational plans
    4. Quizzes and exams
    5. Projects
    6. Writing assignments

    Representative Text(s) -
    1. Current Foothill College Catalog
    2. When taught via Foothill Global Access: supplemental lectures, reading materials, web-based resources and assignments accessible via internet; class discussion may be delivered in chat rooms,

    Disciplines -
    Method of Instruction -
    1. Lecture presentations and classroom discussion
    2. In-class activities
    3. Instructor-guided interpretation and analysis.
    4. Group activities, presentations of projects; in-class discussion and evaluation.

    Lab Content -
    Not applicable.
    Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
    1. Review of handouts and relevant reading material
    2. Research and planning of individual student educational plans utilizing Degree Works system or current methodology of the institution.
    3. Completion of a Time Management Grid reflecting in 1/2 hour blocks of a 24/7 analysis of time usage noting time in class vs. time studying and doing homework.