Cornerstone Presentation_October 29, 2014

8/10/2019 Cornerstone Presentation_October 29, 2014

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Cornerstone Experience:

Building First Year Students Foundation for Success

Presented at the 2014 College Readiness Summit

Eileen DeLuca, Ph.D.

Assistant Vice President, Academic Affairs

Florida SouthWestern State College


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Service Area for FSW


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FSW Students: Fall 2013

Headcount15,800

Full-Time33.9%; Part-Time66.1%

65.4% of students are 24 years old or younger

34.6% of students are over the age of 24

Female60.1%; Male39.9%

58.2% White

26.7% Hispanic/Latino

12.4% African American

2.7% other minorities


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Achieving the Dream Risk Factor Data: AY 2011-201

Source: FSW Institutional Research, Planning and Effectiveness (2012). Focal Point.

Five risk factors from the July 2009Achieving the Dreamreport (July/August 2009, Data

Notes) were applied to FSW FTIC students.


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Achieving the Dream Risk Factor Data: AY 2011-201

Source: FSW Institutional Research, Planning and Effectiveness (2012). Focal Point.


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FSW College Faculty

180 Full-time Faculty

376 Adjunct Faculty

FSW Faculty Federation Union (Chapter of United

Faculty of Florida)


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Foundations of Excellence: Where We Began

Fall 2008 Identification of critical student learning issues

2009-2010 Foundations of Excellence Study (FoE)

Committees formed for each of the nine dimensions

7 out of 9 committees chaired or co-chaired by faculty

(committees composed of 38%-73% faculty)

Approximately 120 faculty and staff participants on all

committees


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FOE RECOMMENDATIONS

STUDENTLEARNING

STUDENT SUPPORT

ORIENTATIONASSESSMENT &EVALUATION

COMMUNICATION

TRAINING &DEVELOPMENT

120 FOE RECOMMENDATIONS DIVIDED INTO 6 COMPONENTS


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FYE COURSE/QEP

STUDENT LEARNING

STUDENT LEARNING

FIRST YEAR EXPERIENCE COURSE /

QUALITY ENHANCEMENT PLAN


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Finding a Path-FOE/FYE/QEP

2011-Steering Committee (QEP/FYE) Co-chaired by a FacultyMember and Administrator

Six-subcommittees with faculty participants on all committees:

Student Learning (with a Lead Faculty identified)

Student Support

Training and Development

Orientation

Communication

Evaluation and Assessment

Spring 2012 Initial implementation Cornerstone Experience Course.

Fall2012-Full implementation of the Cornerstone Experience Course andFYE Program.


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The Cornerstone Experience


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Student Learning Outcomes based on Frameworks

Critical Thinking assists students in developing the skills ofanalysis and evaluation to improve thinking and guide attitudesand behavior.

Apply the intellectual traits, standards, and elements of

reasoning in the context of their personal and academic lives Demonstrate intellectual rigor and problem-solving skills by

analyzing and evaluating information, generating ideas, andresolving issues

Explore how background experiences impact their values andassumptions and explain how they influence personalrelationships

Applied Learning enables students to reinforce skills learned in

Cornerstone Experience by applying them in other classes andsettings.

Enhance their awareness of the larger diverse communityboth inside and outside Edison State College

Apply one or more skills learned in the FYE course to otheracademic endeavors


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Student Learning Outcomes based on Frameworks (continued)

Relevancypromotes student engagement in learning activities that connectcourse content to each students own academic and career objectives.Through purposeful connections and meaningful experiences, students will beguided toward successful completion of educational goals.

Construct a plan for a successful path into and through completion of adegree or certificate

Evaluate student-to-student and student-to-faculty interactions, andreflect on their relationship to academic, career, and social development

Reflect on the General Education competencies at Edison State Collegeand articulate their application to academic and career goals

Success Strategies help students achieve their personal and educationalgoals, acquire skills and knowledge, become more mature in their thinking,assume greater responsibility for their own lives and learning, and developunderstanding of diversity and multiculturalism in preparation for theprofessional world.

Develop strategies for effective written and verbal communication, useof technology, listening, reading, critical thinking and reasoning

Demonstrate independence and self-efficacy through effective personal

management, use of college resources and the development of positive

relationships with peers, staff and faculty


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QEP Goal and Program Outcomes

The primary goal of Edison State Colleges QEP is:

to enable first-time-in-college students to become self-reliant learners imbued with critical thinking skills.

1. The QEP will facilitate an increase in student retentionrates, rates of persistence, and graduation rates.

2. The QEP will foster increased rates of studentsatisfaction and student engagement.

3. Faculty will apply newly obtained knowledge to theirpractices to promote critical thinking and enhance thelikelihood of success for first-year students.

4. Staff and administrators will apply practices thatpromote critical thinking and success to theirinteractions with first-year students.

.


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Cornerstone Experience Five-Year Implementation Timeline

Cornerstone Experience

Implementation Timeline 2012 2017

Initial Implementation

Beginning Spring 2012

All FTIC degree-seeking students testing into 2 or more developmental

courses will be required to enroll in Cornerstone Experience course

Open sections for students electing to enroll in an SLS course

YEAR 1

2012 - 2013

All FTIC degree-seeking students testing into 2 or more developmental


YEAR 2

2013 2014

All FTIC degree-seeking students testing into any number of developmen


YEAR 3

2014 - 2015

All FTIC degree-seeking students will be required to enroll in and

successfully complete Cornerstone Experience course

YEAR 4

2015 2016



YEAR 5

2016 - 2017




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aculty Teaching Cornerstone

ourse

Staff and Administrator Training

equired Modules Through TLC:

QEP Course Overview and Objectives

QEP Course Assignments andAssessments

Universal Design Strategies

Understanding the First-Year Student

Diversity on the College Campus and Beyond

The Way I Learn

ntroduction to College Services, Programs,

upport

Constructivist Pedagogy and the Student-

entered Classroom

Critical Thinking

Discipline Paradigms and Career Goals

Required Modules Through TLC:

QEP Course Overview and Objectives

Understanding the First-Year Student

Diversity on the College Campus and Beyo

Introduction to College Services, Programs

Support

Critical Thinking


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Training Module Completers

As of August 2014, 140faculty and staff have completed

the ten Cornerstone Instructor Training Modules.

602faculty, staff and administrators have attended one or

more QEP Cornerstone Module.

All departments are encouraged to set trainingcompletion goals in the 2014-2015 Unit Plans.


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dditional In-House Training Framework

nderstanding the First Year Student

his annual summer conference is held at FSW and open to all faculty, staff and administrators. The

ontent is similar to the module for teaching faculty, but presented as a half or full-day seminar and

onducted by a nationally-known expert.

Critical Think

Applied Learn

Relevancy

Success Strate

ritical Thinking

his annual summer conference is held at FSW and is open to all faculty, staff and administrators.

he content is similar to the module for teaching faculty, but presented as a one or two-day

minar and conducted by a nationally-known expert.

Critical Think

ommunities of Practice

ommunities of Practice are open to participation by all faculty, staff and administrators for SLS

515 Cornerstone Experience and occur twice a month throughout the academic year.

Critical Think

Applied Learn

Relevancy

Success Strate


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Professional Conferences Framework

International Critical Thinking Conference

A contingent of faculty and QEP administrators attend this conference

annually.

Critical Thinking

Annual Conference on the First-Year Experience

A contingent of faculty and appropriate staff attend this conference

annually.

Critical Thinking

Applied Learning

Relevancy

Success Strategies


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LS 1515 Enrollment

ampus

Semester

Fall

2012

Spring

2013

Summer

2013

Fall

2013

Spring

2014

Summer

2014

Fa

20

Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections E

arlotte 3 43 1 29 1 13 5 113 4 74 1 9 9

llier 6 124 4 64 2 30 13 347 10 157 3 54 26

endry/

ades 1 15 1 19 1 19 2 52 2 40 1 11 5

e 20 430 11 191 7 138 34 902 20 379 8 160 68

llege

tal 30 612 17 303 11 200 54 1414 36 650 13 234 108


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S 1515 Section Coverage

SemesterFall

2012

Spring

2013

Summer

2013

Fall

2013

Spring

2014

Summer

2014

Fal

201

mpus

Total #

of

Sections

% Taught

by full-

time

faculty or

staff

Total #

of

Sections

% Taught

by full-

time

faculty or

staff

Total #

of

Sections

% Taught

by full-

time

faculty or

staff

Total #

of

Sections

% Taught

by full-

time

faculty or

staff

Total #

of

Sections

% Taught

by full-

time

faculty or

staff

Total #

of

Sections

% Taught

by full-

time

faculty or

staff

Total #

of

Sections

%

by

tim

fa

st

lege

al 30 50% 17 65% 11 18.% 55 65% 37 84% 13 69% 108 7


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Course Grades Based on

Critical Thinking Journal 25%Group Presentation 15%

FSW GPS (Go, Picture, Scribe) 15%

Final Essay Assignment 25%

Attendance and In-Class Assignments 20%


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eer Architects are student leaders who help students with their

ransition to Florida SouthWestern State College. Each PeerArchitect will act as a mentor for first-year students. Peer Architec

re assigned to a specific section of the Cornerstone ExperienceClass (SLS 1515), have office hours in the First Year Experience (FY

ffice, and put on workshops throughout the semester specificallgeared towards enhancing a first year students overall experienc

Navigating the Path: Peer Support


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Showcasing the Talent


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Faculty-Driven

Committee Work

Implementation Team

Advisory Committee


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Faculty-Driven

Committee Work

Orientation, Registration,

Advising Committee

Assessment Committee

Cornerstone CurriculumCommittee


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Faculty-Driven

Committee Work

Marketing Committee

Early Alert Committee


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Faculty-Driven

Committee Work

Marketing Committee

Early Alert Committee


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Faculty-Driven

Committee Work

FYE ProgrammingCommittee

Training and

Development Committee


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Quantitative and Qualitative Measures of Success

Within course completion rates

Term-to-term and Year-to-year retention reports

Cohort graduation reports.

Survey of Entering Student Engagement (SENSE) weighted

scores

Community College Survey of Student Engagement

(CCSSE) weighted scores

Mean scores on the Student Instructional Report (SIR II)

Critical Thinking Journal assessment scored with the

faculty-designed rubric


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Quantitative and Qualitative Measures of Success

Results of the Final Essay Assignment scored with thefaculty-designed rubric

Pre and Post-test scores on the California Critical Thinking

Disposition Inventory (CCTDI) Pre and post-test scores on the Scores Smarter Measure

Learning Readiness Indicator

Results of the Success Strategies presentation scored withthe faculty-designed rubric

Student self-report on the Success Strategies Survey

Qualitative data from student focus group sessions

Professional Development Surveys completed by faculty,staff and administrators


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View Annual Reports

http://www.fsw.edu/fye/qep
http://www.fsw.edu/fye/qephttp://www.fsw.edu/fye/qep


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Success Strategies Survey

Table 1

Percentage of Respondents Reporting Utilization of Cognitive and Goal Attainment Strateg

Support Service

Fall

2012

Spring

2013

Summer

2013

Fall

2013

Spring

2014

Summ

2014Academic Success Centers 92.5% 94.6% 82.0% 85.0% 86.76% 96.30

Career Services 47.5% 55.4% 54.0% 32.8% 48.53% 70.37

eer Mentoring 40.0% 60.7% 58.0% 47.2% * *

eer Tutoring 27.5% 37.5% 34.0% 22.2% 33.82% 48.15

YE Staff or Academic Coaching 40.0% 75.0% 62.0% 49.4% * *

Advising Staff 55.0% 69.6% 76.0% 63.9% 79.41% 81.48inancial Aid Staff 50.0% 60.7% 72.0% 48.3% 69.12% 77.78

ibrary Staff 60.0% 67.9% 66.0% 48.3% 58.82% 81.48

New Student Programs * * * * 72.06% 88.89

tem did not appear on survey. The "New Student Programs" category was added in spring 2014 and replaced two categories that were formerly

easured separately, "Peer Mentoring" and "FYE Staff or Academic Coaching."


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Table 2

Percentage of Respondents Reporting Participation in Campus Engagement Activities

Activity Type

Fall

2012

Spring

2013

Summer

2013

Fall

2013

Spring

2014

Summe

2014

YE Activities 38.2% 78.9% 68.8% 74.1% 80.30% 92.59%

tudent Life Activities 67.6% 61.4% 64.6% 74.1% 69.18% 55.56%

Academic Success and FYE Workshops 44.1% 63.2% 89.6% 69.3% 89.39% 85.19%

Clubs 26.5% 29.8% 10.4% 16.9% 15.15% 14.81%

ervice Saturday 35.3% 26.3% 0.0% 15.7% 27.27% 18.52%

ntramural sports 5.9% 7.0% 4.2% 4.2% 4.55% 11.11%

Career Events 58.8% 29.8% 6.3% 21.1% 30.30% 25.93

ighthouse Commons Activities or

vents 11.8% 21.1% 20.8% 9.6% 12.12% 25.93


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ble 3

rcentage of Respondents Reporting Improvement in Goal Attainment Strategies

Success Strategy

Fall

2012

Spring

2013

Summer

2013

Fall

2013

Spring

2014

Summ

201

me Management 87.5% 85.2% 84.1% 77.1% 80.3% 80.77

oal Setting 87.5% 87.0% 84.1% 77.6% 83.1% 80.77

ganizational Skills 82.1% 85.2% 81.8% 75.1% 81.8% 76.92

rsistence 82.5% 83.3% 84.1% 73.5% 81.5% 80.77

oiding activities and

haviors that may make me

successful 82.5% 70.4% 72.7% 70.6% 81.5% 76.92


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Table 4

Percentage of Respondents Reporting Improvement in Communication

Strategies

Success StrategyFall

2012Spring2013

Summer2013

Fall2013

Spring2014

Summer2014

Communication and Listening

Skills 76.9% 83.3% 86.4% 77.7% 83.6% 84.61%

Considering opinions different

from my own 87.2% 81.5% 86.4% 82.1% 84.8% 80.77%

Relating to people that are

different from me * * 86.4% 73.7% 84.8% 84.62%

Working in a small group to

complete a task or assignment * * 97.4% 72.5% 82.1% 88.46%

Forming a social network with

other students * * 97.4% 64.7% 79.1% 73.08%

*Item did not appear on survey.


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Table 6

Percentage of Students Reporting Application of Communication and Goal Attainment

Strategies

Success Strategy

Fall

2012

Spring

2013

Summer

2013

Fall

2013

Spring

2014

Summ

2014

Choosing a major 69.2% 56.9% 83.7% 63.3% 66.1% 76.00

Choosing a career goal 59.0% 68.6% 88.4% 64.6% 57.8% 84.00

Forming relationships 66.7% 72.5% 76.7% 57.1% 69.4% 64.00

Changing study habits 79.5% 80.4% 81.4% 72.1% 74.2% 88.00

Communicating with others 71.8% 80.4% 83.7% 68.7% 83.9% 80.00

Researching professors for future

classes 56.4% 64.7% 67.4% 61.2% 62.9% 68.00

Appreciating diversity 61.5% 78.4% 81.4% 65.3% 79.0% 72.00


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Table 7

Percentage of Respondents Reporting Substantial Improvement in Goal Attainment, Communication,

and Cognitive Strategies

Success Strategy

Fall

2012

Spring

2013

Summer

2013

Fall

2013

Spring

2014

Summ

2014

Arriving to class on time. 5.0% 7.3% 6.3% 6.3% 11.8% 7.69

Attending class. 10.0% 7.3% 4.2% 6.9% 8.8% 11.54

Reviewing the course schedule. 10.3% 20.4% 18.8% 12.6% 21.7% 19.23

Using the calendar or lists. 17.5% 25.9% 25.0% 20.1% 13.2% 26.92

Working on large projects incrementally 22.5% 27.3% 20.8% 18.3% 29.0% 24.00

Using small group communication skills. 35.0% 52.9% 25.0% 21.3% 34.9% 38.46

Participating and asking questions when

appropriate. 22.5% 52.9% 26.7% 20.6% 35.8% 15.38

Forming a relationship with other students. 20.0% 24.1% 22.2% 18.3% 29.9% 19.23

Meeting with the professor outside of class for

help. 10.3% 27.8% 20.0% 21.9% 36.4% 23.08

Thinking critically about texts and lectures. 35.9% 38.9% 20.0% 19.0% 40.3% 30.77


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Honors Sections

Fall 2014

Spring 2015


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Linked Courses

SLS 1515 Linked Coursesall 2014 SLS 1515 (13190)

linked to

BSC 1010 (21835) and 1010L (21841)

pring 2015 SLS 1515 (22251)

linkedto

BSC 1010 (21835) and 1010L (21841)


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Meta-Major Declaration Fall 2014

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%

Industry/Manufacturing andConstruction

Public Safety

Education

Social and Behavioral Sciencs andHuman Sciences

Arts, Humanities, Communication,and Design

Business

Science, Technology, Engineering& Math

Health Science


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Critical Thinking in Careers


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QUESTIONS?


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Connect with the Cornerstone Experience

http://www.fsw.edu/fye/contact
http://www.fsw.edu/fye/contacthttp://www.fsw.edu/fye/contacthttp://www.edison.edu/cornerstone


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Referenceslen, J., & Robbins, S. B. (2008). Prediction of college major persistence based on vocational

terests, academic preparation, and first-year academic performance. Research in Higher Education, 49(1

2-79.

sh, S. & Clayton, P. (2009). Generating, deepening, and documenting learning: The Power of critical

flection in applied learning.Journal of Applied Learning in Higher Education. Vol. 1, pp. 2548.

ssociation of American Colleges and Universities. (AAC&U) 2002. Greater expectations: A New visio

r learning as a nation foes to college. http://www.greaterexpectations.org/

arton, A., & Donahue, C. (2009). Multiple assessments of a first-year seminar pilot. The Journal of Gener

ducation, 58(4), 259-278.

harles A. Dana Center, Complete College America, Inc., Education Commission of the States, Jobs fo

uture (2012). Core Principles for Transforming Remedial Education: A Joint Statement.

oughlin, K, and DeLuca, E. (2014). The Impact of a First-Year Experience Course on the

etention and Academic Achievement of Students with Remedial Needs. Manuscript in preparation.

eLuca, E. and Coughlin, K. (February 26, 2013). Using Mixed Methods to Assess the Efficacy of

First-Year Experience Course and ProgramPresented at the Annual Conference on The

rst-Year Ex erience Orlando, Fla.


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Derby, D. C., & Smith, T. (2004). An orientation course and community college retention. CommunityCollege Journal of Research and Practice, 28(9), 763-773.

Edison State College. (2012). Cornerstone Experience: Building the Foundation for Success, AQuality Enhancement Plan Prepared for the Commission on Colleges of the Southern Associationof Colleges and Schools Revised-April, 2012

(http://www.edison.edu/assets/pdf/fye/QEP%20FINAL%20with%20Bookmarks.pdf)

Edison State College Institutional Research, Planning and Effectiveness (2012). Focal Point.

Engberg, M. E., & Mayhew, M. J. (2007). The influence of first-year" success" courses on studentlearning and democratic outcomes.Journal of College Student Development, 48(3), 241-258.

Hunter, M. S. (2006). Fostering student learning and success through first-year programs. Peer

Review, 8(3).

Jenkins, D. and Cho, S. (2012). Get With the Program: Accelerating Community College

Students Entry into and Completion of Programs of Study. CCR Working Paper No. 32.

Jamelske, E. (2009). Measuring the impact of a university first-year experience program on

student GPA and retention. Higher Education, 57(3), 373-391.
http://www.edison.edu/assets/pdf/fye/QEP%20FINAL%20with%20Bookmarks.pdfhttp://www.edison.edu/assets/pdf/fye/QEP%20FINAL%20with%20Bookmarks.pdf


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Lang, D. J. (2007). The impact of a first-year experience course on the academic performance, persistence, andgraduation rates of first-semester college students at a public research university.Journal of the First-YearExperience & Students in Transition, 19(1), 9-25.

Karp, M. M., Hughes, K. L., & O'Gara, L. (2010). An exploration of Tinto's integration framework for communitycollege students.Journal of College Student Retention: Research, Theory and Practice, 12(1), 69-86.

Miller, J. W., Janz, J. C., & Chen, C. (2007). The retention impact of a first-year seminar on

students with varying pre-college academic performance.Journal of the First-Year

Experience & Students in Transition, 19(1), 47-62.

Murray, J., & Summerlee, A. (2007). The Impact of Problem-Based Learning in an

Interdisciplinary First-Year Program on Student Learning Behaviour. Canadian Journal of Higher Education, 37(3).

Porter, S. R., & Swing, R. L. (2006). Understanding how first-year seminars affect persistence.

Research in Higher Education, 47(1), 89-109.Potts, G., & Schultz, B. (2008). The freshman seminar and academic success of at-risk students. CollegeStudent Journal, 42(2).

Ryan, M. P., & Glenn, P. A. (2004). What Do First-Year Students Need Most: Learning Strategies Instructionor Academic Socialization?.Journal of College Reading & Learning, 34(2).

Tuckman, B. W., & Kennedy, G. J. (2011). Teaching learning strategies to increase success of first-termcollege students. The Journal of Experimental Education, 79(4), 478-504.


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Division of Academic Success and Learning Resources

VPAA: Revised 2/24/12, 3/23/12, 1/25/13 Page 1

PROFESSOR: Eileen DeLuca, Ph.D. PHONE NUMBER: 239-985-3498

OFFICE LOCATION: H-205 E-MAIL: [email protected]

OFFICE HOURS: By Appointment SEMESTER: Fall 2014

I.

COURSE NUMBER AND TITLE, CATALOG DESCRIPTION, CREDITS:

SLS 1515 CORNERSTONE EXPERIENCE (3 CREDITS)

The Cornerstone Experience course at Florida SouthWestern State College is an integrative and

interdisciplinary course designed to help first-year students acquire critical thinking and decision-making

skills that promote academic success. In this course, students will learn about college resources and

requirements, explore career objectives and programs of study, establish relationships with mentoring

faculty and develop a support group among peers. This course is a College requirement for First Time in

College (FTIC) students. To successfully complete this course, a minimum grade of C or better is

required.

II. PREREQUISITES FOR THIS COURSE:

None

CO-REQUISITES FOR THIS COURSE:

None

III.

GENERAL COURSE INFORMATION: Topic Outline.

Learning to Apply Critical Thinking Skills to be Successful Academically, Personally and

Professionally (The Elder PaulCritical Thinking Model)

Critically Assessing Your Readiness for College(Time Management, Learning Styles, Emotional

I.Q., Using technology)

Thinking Critically About Success Strategies(Study skills, Test Taking Strategies, Effective

listening, Note-taking Methods, Working Effectively in Groups)

Locating and Accessing Resources and Managing the Information Highway to Become a Self-

Reliant Learner(Locating and accessing resources on campus, information literacy)

Thinking Critically About Choosing A Career(Occupational Outlook, Work Ethic, Selecting a

Career Choice based on Personality, Interviewing Skills, Resume Writing, Cover Letter, How to

Dress For Success)

Thinking Critically About Your Education Plan(General Education Competencies, Student

Learning Outcomes and Rubrics, Long term Education Plan)


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SLS 1515 CORNERSTONE EXPERIENCE


Thinking Critically About Diversity and Social Justice ( Appreciating College and Community

Diversity, Raising Awareness to Combat Insensitivity, Advocating For Social Justice)

IV. LEARNING OUTCOMES AND ASSESSMENT:

GENERAL EDUCATION COMPETENCIES:General education courses must meet at least four out of the five following outcomes. All other courses

will meet one or more of these outcomes.

Communication (COM):To communicate effectively using standard English (written or oral).

Critical Thinking (CT):To demonstrate skills necessary for analysis, synthesis, and evaluation.

Technology/Information Management (TIM):To demonstrate the skills and use the technology necessary

to collect, verify, document, and organize information from a variety of sources.

Global Socio-cultural Responsibility (GSR): To identify, describe, and apply responsibilities, core civic

beliefs, and values present in a diverse society.

Scientific and Quantitative Reasoning (QR): To identify and apply mathematical and scientific principles

and methods.

ADDITIONAL COURSE COMPETENCIES:

At the conclusion of this course, students will be able to demonstrate the following additional

competencies:

LEARNING OUTCOMES ASSESSMENTS GENERAL EDUCATION

COMPETENCIES

Apply the intellectual traits,standards, and elements of

reasoning in the context of their

personal and academic lives

Students will complete journal entries that willbe evaluated based upon the course critical

thinking rubric to demonstrate their ability to

apply the Elder-Paul model of critical thinking in

their personal and academic lives.

Students will take the California Critical Thinking

Skills Test after completing the critical thinking

module of the course and again near the end of

the Cornerstone Experience.

CT

Demonstrate intellectual rigor and

problem-solving skills by analyzingand evaluating information,

generating ideas, and resolving

issues

Students will participate in a final group

presentation assignment (How to Succeed inCollege) and will be evaluated using a rubric

designed to assess the following skills: time

management, small group communication skills

and problem-solving skills.


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Explore how background

experiences impact their values and

assumptions and explain how they

influence personal relationships

Students will complete a Myers-Briggs type

personality profile to increase self-awareness.

They will reflect upon how their profiles

influence personal relationships, career choices

and success skills in their critical thinkingjournal. Entries will be evaluated based upon the

course critical thinking rubric.

COM, CT

Evaluate student-to-student and

student-to-faculty interactions, and

reflect on their relationship to

academic, career, and social

development

Students will participate in a final group

presentation project in which they will apply

effective group communication skills. Students

will reflect upon the lessons learned from this

experience and relate them to their academic,

career and social development in their critical

thinking journal entry which will be evaluated

based upon the course critical thinking rubric.

CT

Reflect on the General Education

requirements at Florida

SouthWestern State College and

articulate their application to

academic and career goals

Students will engage in career exploration

assignments and will learn how to develop an

education plan to help them achieve their career

goals. They will critically reflect upon suitable

career choices and how to develop an education

plan to accomplish their career aspirations in a

critical thinking journal entry which will be

evaluated based upon the course critical

thinking rubric.

CT

Enhance their awareness of the

larger diverse community both

inside and outside Florida

SouthWestern State College

Students will engage in a variety of classroom

assignments including a passport activity to

enhance awareness of the diverse community

inside and outside Florida SouthWestern State

College to encourage an appreciation of

diversity. They will critically reflect upon how

valuing diversity will contribute to success in

their personal life, academic success and

obtaining future career goals in a critical

thinking journal entry which will be evaluated


CT


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Apply one or more skills learned in

the FYE course to other academic

endeavors

Students will complete journal entries

demonstrating how two or more of the skills

learned in the FYE course apply to assignments

in other courses. Entries will be evaluated


CT

Develop strategies for effective

written and verbal communication,

use of technology, listening,

reading, critical thinking and

reasoning

Students will demonstrate their ability to engage

in critical listening as they learn to utilize a

researched-based note taking method.

Students will explore the use of technology to

research databases for college assignments,

complete assessments in SMARTERMEASURE,

and to navigate FSW Portal and/or the learning

management system adopted by the college.

COM

Demonstrate independence and

self-efficacy through effective

personal management, use ofcollege resources and the

development of positive

relationships with peers, staff and

faculty

Students will write an essay in which they reflect

upon the journals entries completed throughout

the course and extract those ideas that theyfound most influential or important. Students

will then create a new plan for achieving

success in college and for establishing positive

relationships with peers, staff and faculty. The

essay will be evaluated using the course critical

thinking rubric.

COM, CT

V. DISTRICT-WIDE POLICIES:

PROGRAMS FOR STUDENTS WITH DISABILITIES

Florida SouthWestern State College, in accordance with the Americans with Disabilities Act and the

Colleges guiding principles, offers students with documented disabilities programs to equalize access to

the educational process. Students needing to request an accommodation in this class due to a disability,

or who suspect that their academic performance is affected by a disability should contact the Office of

Adaptive Services at the nearest campus. The office locations and telephone numbers for the Office of

Adaptive Services at each campus can be found athttp://www.fsw.edu/adaptiveservices.

VI. REQUIREMENTS FOR THE STUDENTS:

Critical Thinking Journal

The purpose of the Critical Thinking Journal assignment is to reflect upon the topics below demonstrating

Critical Thinking skills (see specific outcomes on the Critical Thinking Rubric).

Each entry should include a standard heading with your name and date in the upper left-hand corner. The

journal number (example: Journal #1) should appear centered as a title. The journal should be written in

paragraph form with appropriate indentation. Entries should be double-spaced.
http://www.fsw.edu/adaptiveserviceshttp://www.fsw.edu/adaptiveserviceshttp://www.fsw.edu/adaptiveserviceshttp://www.fsw.edu/adaptiveservices


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Students must use Standard English grammar and mechanics in all college assignments.

Journal Entries

1.

Reflect and analyze why you are attending college. What motivated you to enroll? What goals do you

hope to achieve?

2.

Look at your results of the California Critical Thinking Disposition Inventory (CCTDI). What are your areasof strength? How do your strengths make you a better student? Which area has room for improvement?

Describe action steps you will take to improve.

3.

Based upon your Personality Type report, identify three possible career choices that are suitable for you,

and explain how one of those relates to your personality type, personal values, career interests and

success factors.

4.

Florida SouthWestern State College has established the following General Competencies:

Communications (COM), Critical Thinking (CT), Technology/Information Management (TIM), Global-

sociocultural responsibility (GSR) and Scientific and Quantitative Reasoning (QR) as listed in your syllabus.

Please choose TWOand explain how developing each of these competencies will help you achieve

academic, and career success.

5.

Discuss how time management and financial responsibility will help you successfully complete yourcollege education.

6.

Describe how your participation in the GPS (Go Picture Scribe) has helped you feel more connected to

FSW. How has your participation helped you develop an understanding of diversity?

(Minimum word requirement: All journal entries should be no less than 250 words for each topic.)

Group Presentation

The purpose of this assignment is to reflect upon what it takes to be successful at Florida Southwestern

State College in order to build a foundation for lifelong learning.

Groups must analyze, evaluate and demonstrate what it takes for a student to be successful at FSW. This

includes applying effective success strategies, developing higher level communication, and utilizing critical

thinking skills. The conclusions drawn by the group must be shared with the whole class in a final project.

Brainstorming is the first step demanded for a successful group project. Some of the best projects have

been creative/outside the box and based on students' personal experiences.

Think Critically!

Final Essay Assignment

The purpose of this assignment is to write an essay that reflects upon the main themes /topics of thecourse that were most influential or important to you. The essay will conclude with a description of a

new plan for achieving success in college.

The essay will be evaluated on the demonstration of Critical Thinking (see specific outcomes on the

Critical Thinking Rubric). It is our expectation that all college written work must adhere to Standard

English grammar and mechanics.

Final essay guidelines:


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Write an essay that is a minimum of 500 words that includes the following components:

1-

Introduction-Start by describing your thoughts and feelings at the beginning of the term. Then

introduce your main topics/ideas that you found most influential across the semester. (1-2

paragraphs)

2-

First idea/topic that was influential to you. Develop with specific examples and discussion. (1-2paragraphs)

3-

Second idea/topic that was influential to you. Develop with specific examples and discussion. (1-2

paragraphs)

4- Third idea/topic that was influential to you. Develop with specific examples and discussion. (1-2

paragraphs)

5-

Conclusion- Describe your plan for achieving success and summarize the three topics/ideas that you

found to be most influential. (1-2 paragraphs)

FSW GPS (Go-Picture-Scribe)

The purpose of this activity is to engage and connect you to FSW (Florida SouthWestern State College).FSW offers many great activities and resources. To be a successful college student requires that you utilize

the resources to enhance your overall college experience. To successfully complete this assignment you

will participate in the following:

1-

Academic Advising: Schedule and meet with an academic advisor prior to registering for classes for

the next term.

2-

Workshop requirements: Attend a minimum of TWOacademic or informational workshops at FSW

such as FYE, Academic Success, Student Life, Career Center, and Financial Aid Workshops.

3-

Academic Support and Peer Tutoring Centers: Utilize the ASC or Peer Tutoring for math, reading,

writing or oral communications assistance.

4-

Choose six from other resources: FYE social events, Service Saturday events, Student Life

activities/events, use of the library services, use of the Tech Help Center, attendance at art events,

plays, and any FSW-sponsored community event or activity.

A minimum of TEN activities must be included in a digital media representation. Each activity needs to

include date, description, and purpose. Students can utilize video, Prezi, PowerPoint or a combination of

any media. Creative deviations are encouraged; please consult your professor.

Requirement Minimum number of events

Workshops 2

Academic Advising 1

Academic Support Centers 1

Other resources (1, 2) 6

Total 10

1)

Attending a Service Saturday will count for two events in the Other Resources category.

2)

It is possible to receive credit for participating in a non-FSW-sponsored community service event with prior approval from your instructor. Please

consult your instructor to verify that the event will count towards Other Resources.


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Critical Thinking Disposition Inventory (pre & post test)

The CCTDI is specifically designed to measure the disposition to engage problems and make decision using

critical thinking. It is administered with a preset time of 30 minutes and test takers are asked to indicate

the extent to which they agree or disagree (6 point Likert scale) with 75 statements. No educational

preparation is required and items can be easily read by the late adolescent and adult population. The

CCTDI measures the attitudes and values that influence a test takers capacity to learn and to effectivelyapply critical think skills, disposition towards:

truth-seeking or bias,

anticipating possible consequences or being heedless of them,

proceeding in a systematic of unsystematic way,

being confident in the powers of reasoning or mistrustful of thinking,

being inquisitive or resistant to learning,

mature and nuanced judgment, and

rigid simplistic thinking.

An overall thinking disposition score is also calculated.

Smarter Measure (pre & post test)SmarterMeasure is a web-based learning readiness tool which indicates the degree to which an individual

student possess the attributes, skills and knowledge that contribute to success in higher education. The

six major assessment components measure:

On-screen reading rate and recall

Technical competency

Individual attributes

Life factors

Preferred learning styles

Typing speed and accuracy

SmarterMeasure helps students to recognize their strengths and provides resources to strengthen theirweaknesses.

VII. ATTENDANCE POLICY:

The professors specific policy concerning absence. (The College policy on attendance is in the Catalog,

and defers to the professor.)

VIII.

GRADING POLICY:

Each assignment is listed below along with how your score will impact the percentage of your total grade.

Critical Thinking Journal 25%

Group Presentation 15%

Final Essay Assignment 25%

FSW GPS (Go Picture Scribe) 15%

Attendance and In-Class Assignments 20%

Your final grade will be based upon the following Scale:

90 - 100 = A

80 - 89 = B

70 - 79 = C


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60 - 69 = D

Below 60 = F

IX.

REQUIRED COURSE MATERIALS:

Cornerstone Experience. A customized version of College and Career Successby Marsha Fralick. Dubuque:

Kendall Hunt, 2011.

X.

RESERVED MATERIALS FOR THE COURSE:

Other special learning resources.

XI.

CLASS SCHEDULE:

See attached.

XII.

ANY OTHER INFORMATION OR CLASS PROCEDURES OR POLICIES:

Technology Policy:

When class is in session, you, the student, are expected to be alert, attentive, and actively engaged.

Technology such as cell phones, tablets, notebooks, etc. should be put away unless for class use. If youplan to take notes on a tablet or notebook, the wireless facility should be turned off.

Syllabus:

The professor reserves the right to change this syllabus at any time. If changes are made, students will be

notified in class and through email.

Class Engagement:

Bring textbook, writing utensil and paper to each class. I suggest you use a three-ring binder or folder to

keep all classwork and handouts.

Canvas:

Students will submit Critical Thinking Journals, the GPS, the Group Project, and the Final Essay through

Canvas (an online Learning Management System). Students requiring technology support are encouraged

to consult with a Peer Architect in the First Year Experience Office (Building Q Room 127).

Late Work:

Any work submitted late will receive no more than 50% than the maximum points allowed.


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SLS 1515- Cornerstone ExperienceTentative Course Schedule

*All assignments must be submitted to Canvas by 11:59 p.m. on the due date.Exception: Final Essay due by 9:00 p.m. on the due date.

Date Class Activities and Topics Homework Assignments

8/25/14Monday

Introduction Activity: Something WeCouldnt Guess by Looking at You

Directions for accessing syllabus andcompleting homework assignment.

Letter to your future self

Read Syllabus/Schedule and respond tosurvey.

Complete letter to your future self.

8/27/14Wednesday

Syllabus Q&A

Think-Pair-Share: Why are you here?

What do you want from college?

Inventory (pp.33-34)

The value of a college education.

Read Chapter 1

Work on Journal Entry 1 (Due 9/3):Reflect and analyze why you are attendingcollege. What motivated you to enroll? Whgoals do you hope to achieve? Response

must be a minimum of 250 words.

9/1/14Monday

LABOR DAY-COLLEGE CLOSED Enjoy the Holiday!

9/3/14

Wednesday

Journal Entry 1 Due!

CCTDI Pre-test-Meet in Lab, Q-128 SmarterMeasure Pre-test

Explore Canvas in lab

Read Chapter 2

9/8/14Monday

Group Share: CCTDI & SmarterMeasure Results

Think-Pair-Share: Who is responsible foryour success in this class?

Optimist vs. Pessimist Activity (p. 10)

Group Activity: Intrinsic vs. Extrinsicmotivation

Continue Reading Chapter 2

Work on Journal Entry 2 (Due 9/10):Look at your results of the California CriticalThinking Disposition Inventory (CCTDI). Whare your areas of strength? How do yourstrengths make you a better student? Whicharea has room for improvement? Describeaction steps you will take to improve.

Response must be a minimum of 250 words

9/10/14Wednesday

Journal Entry 2 Due! Video: Stuck on an Elevator

Internal or External Locus of Controlactivity (p. 15)

Open Sort and Closed Sort: Ten Habitsof Successful College Students

Read Chapters 3 & 4

9/15/14Monday

Whats your passion?

Finding your passion in a career.

Type Activities (pp.44-51)

Continue Reading Chapters 3 & 4

Dont forget to work on GPS Activitie

9/17/14Wednesday

Get in Type groups and reviewoccupations (pp. 57-69). Is there amatch?

Group Activity: Personality Types (Home,School, Work, Play)

Careers and Salaries (p. 70)

Continue Reading Chapters 3 & 4

Work on Journal Entry 3 (Due 10/1):Based upon your Personality Type report,

identify three possible career choices that asuitable for you, and explain how one of thorelates to your personality type, personal

values, career interests and success factors

Response must be a minimum of 250 words

9/22/14Monday

Field Trip-Career Center andPresentation by Dr. Kennedy

Looks, Yells, Runs Activity

Learning Style Inventory (pp. 103-104)

Read Chapters 3 & 4

Work on Journal Entry 3 (Due 10/1)


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9/24/14Wednesday

Learning Techniques (pp. 82-83)

Group Activity: Learning Styles andStudy Techniques

Personality and Learning Styles

Read Chapter 5


9/29/14Monday

Video Clip-What do you remember?

Taking Notes-What our own tricks?

Styles of note taking: Cornell, Outline,

Mind Maps (pp. 266-268) Group Activity: Work in a group to

prepare notes from a text.

Note taking checklist (p. 287)

Read Chapter 5


10/1/14Wednesday


Think-Pair-Share: Share your worst test-taking experience.

Test-taking Strategies (pp. 294-297)

Jigsaw: Cornell Notes

Reducing Test Anxiety

Read Chapter 5


10/6/14

Monday

Guest Speaker: Vanessa Mayse:

Developing Financial Literacy

Read Chapters 8 & 9


10/8/14Wednesday

General Education Competencies: Openand Closed Sort

Think-Pair-Share: What is CriticalThinking?

Group Activity: Critical ThinkingDefinitions

Continue reading Chapters 8 & 9

Work on Journal Entry 4 (Due 10/20):Edison State College has established thefollowing General Competencies:Communications (COM), Critical Thinking(CT), Technology/Information Management(TIM), Global-sociocultural responsibility(GSR) and Scientific and QuantitativeReasoning (QR) as listed in your syllabus.Please choose TWOand explain howdeveloping each of these competencies will

help you achieve academic, and careersuccess. Response must be a minimum of 2words.

10/13/14Monday

Critical Thinking: Blooms Taxonomy

Critical Thinking: The Elder Paul Model

Critical Thinking: The RED Model

Crime and Punishment (p. 381)

Tips for Critical Thinking

Read Chapter 11


10/15/14Wednesday

Critical Thinking and Digital Literacy

Social Media Revolution-RED Model

What is real?

General Education Competencies

Open/Close Sort

Read Chapter 11


10/20/14Monday


Advising Presentation

Assign Groups for Group Project

Class time to begin Group ProjectPlanning

Group Project Planning Template

Read Chapter 11



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10/22/14Wednesday

Critical Thinking Continued

The Case of Jayne-RED Model

You are Dismissed-Plus/Delta

Successful Failures

Read Chapter 11

Work on Journal Entry 5 (Due 11/3):Discuss how time management and financiaresponsibility will help you successfullycomplete your college education.Responsemust be a minimum of 250 words.

10/27/14Monday

Video: Getting Stuff Done!

Goal vs. Fantasy Successful Goal Setting

T-chart: What I value/How I spend mytime

Read Chapter 6


10/29/14Wednesday

Creating a Successful Schedule

Estimating Study and Work Time

Read Chapter 6


11/3/14Monday


Video: Multi-tasking

Time Bandits Activity (pp.189-190)

Time to work on Group Project: RevisitGroup Project Template: Fill in Steps

and Appropriate Timeline

Read Chapter 6

Work on Journal Entry 6 (Due 11/17):Describe how your participation in the GPS(Go Picture Scribe) has helped you feel morconnected to FSW. How has your participat

helped you develop an understanding ofdiversity? Response must be a minimum of250 words.

11/5/14Wednesday

How to become a millionaire (p. 194)

Think Thrifty! (pp. 194-195)

Read Chapter 13


11/10/14Monday

Think-Pair-Share: What does diversitymean to you?

Generalizations, Stereotypes

Exploring Stereotypes (p. 449)

My Groups Activity

Read Chapter 13


11/12/14Wednesday

Diversity Statistics: US and Global

Different and the Same

Cultural Diversity Profile

Metaphors for Cultural Diversity

Read Chapter 13

Work on Journal Entry 6 (Due 11/17)Continue to Complete GPS Activities(Due 11/19)

11/17/14Monday


Intercultural CommunicationActivity: Cultural Conversations

Activity: Can you recognize racism?

How to Appreciate Diversity: Open andClosed Sort

Read Chapter 10

Continue to Complete GPS Activities(Due 11/19)

Work on group presentations (Due11/24)

11/19/14Wednesday

GPS Assignment Due!

Communication: Group Communication

I-Messages (p. 338)

Write an I-message to a group member

Think-Pair-Share: Rules for OnlineCommunication

NettiquetteGroup Activity: Write an effective e-mailto respond to scenario

Read Chapter 10

Work on group presentations (Due11/24)


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11/24/14Monday

Group Presentations Due!

View Presentations

Remember to submit Peer Review forto Canvas in order to receive grade oGroup Presentation.

11/26/14Wednesday

View Presentations Remember to submit Peer Review forto Canvas in order to receive grade oGroup Presentation.

12/1/14

Monday

CCTDI and SmarterMeasure Post-tests

Meet in Lab, Q-128

Review Final Essay guidelines (Due

12/8)12/3/14Wednesday

Course wrap-up

Video: Stop it!

Stop, Keep, Start Activity!

Ladder of Powerful Speaking (p. 340)

Final Review of Final Essay Guidelines

Work on Final Essay assignment (Du12/8)

COLLEGE FINAL EXAMS BEGIN DECEMBER 5

12/8/14Monday*FinalsWeekLast DayClassMeets

There is no final exam for this course.The Final Essay Assignment is Due toCanvas by 9:00 p.m.

Read and Discuss Future Me letters

GPS Share Plus/Delta

Have a wonderful break!

Documents

Cornerstone Presentation_October 29, 2014