Author:
ANJELICA HART
Subject:
Higher Education, Psychology
Material Type:
Activity/Lab, Assessment, Full Course, Homework/Assignment, Module, Syllabus, Teaching/Learning Strategy, Textbook
Level:
Community College / Lower Division
Tags:
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Formats:
Audio, Downloadable docs, Text/HTML, Video

College Success

College Success

Overview

This course is designed to equip students with the basic academic, professional, and personal skills they will need to be successful in college. Each student will have a different skill set when he or she starts this course. The point of this course is to give students, a new college student or a person considering a college education, a purposeful, thorough overview of the many tools and skills needed for undergraduate success, as well as to help students understand how they can improve each of these skills over time. Furthermore, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond.

This text was adapted by Lumen Learning under a Creative Commons Attribution 4.0 International (CC BY 4.0) License with attribution as requested by the work’s original creator or licensee. 

Course Description

Overview: This course is designed to equip students with the basic academic, professional, and personal skills needed to be successful in college. 

Subject: College Success

Level: Community College/Lower Divison

Material Type: Full Course, Assignment, Assessment, Module, Reading, PowerPoint, Syllabus

Author: Anjelica Hart

Date Added: 01/20/2021

License: Creative Commons Attribution Creative Commons Attribution 

Language: English

Media Format: Downloadable docs, eBook, Graphics/Photos, Interactive, Text/HTML, Video

Titled Image: https://pxhere.com/en/photo/1448079

About College Success

This course is designed to equip you with the basic academic, professional, and personal skills you will need to be successful in college. You are probably already familiar with some of the skills and topics that will be covered here; other concepts may be brand-new to you. For example, perhaps you have already learned some effective test-taking strategies that work well for you, but you have never heard of the concept of learning styles. Or, you may be familiar with your learning style, but you want to improve your listening skills and learn how to adapt your learning style to a new academic environment.

Each student will have a different skill set when he or she starts this course. The point of this course is to give you, a new college student or a person considering a college education, a purposeful, thorough overview of the many tools and skills needed for undergraduate success, as well as to help you understand how you can improve each of these skills over time. Keep in mind that the terms skills, tools, and resources can refer to academic, social, psychological, and emotional skills and techniques as well as physical objects such as books and supplies.

You may be tempted to consider some of the broad learning outcomes that are outlined in this course as unimportant for your immediate success in college. For example, you may wonder whether it is really worth your time to think about your long-term career goals or your exercise habits at the very beginning of your college experience. However, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond. 

(This text was adapted by Lumen Learning under a Creative Commons Attribution 4.0 International (CC BY 4.0) License with attribution as requested by the work’s original creator or licensee). 

Course Syllabus & Textbook

Overview & Learning Objectives

Module 1: Personal Identity & Values

Overview

The journey of achieving success in college begins with a single step: identifying your personal values. Your personal values are your core beliefs and guiding principles. They shape the roles you play in daily life. They color your interests and passions, and frame your thoughts and words. In essence, your values are a compass that help you make decisions and choices. What are your values, then? Which are most important to you, and which are least important? How do your values fit into your educational goals? How do your educational goals relate to your future career? To help you answer these questions, you can use a “self-assessment” survey. These surveys can help you evaluate your personal identity—your thoughts, actions, attitudes, beliefs, values, and behaviors—in relationship to the task at hand, like going to college and preparing for a career.

Learning Objectives

  • Examine several surveys that help you self-assess personal identity, values, and interests;

  • Explore educational goals and/or career paths that match your personal identity, values, and interests, using a self-assessment survey;

  • Describe how personality tests and skills inventories help to evaluate career paths and identify personal interests to meet educational goals; and

  • Analyze survey results and draw personal conclusions in the context of your educational goals.

Module 2: Motivating Success

Overview

Welcome to this course on succeeding in college! You are here as a result of many life decisions and fortunate circumstances that bode well for your future. How will you maximize your time in college for best advantage? Your first year in college will be especially important. For many students, the first year is the most challenging because of major changes: new people in your life, new independence, new responsibilities, new subjects to study, and new disciplines to embrace. Your greatest new challenge may be balancing school, your family, and a job. To help you navigate these changes and establish firm footing, you are offered this college-success learning experience. It will guide you in building upon your current talents, skills, and interests in order to gain new ones.

Learning Objectives

  • Explain your purpose for attending college and the responsibilities of a college student;

  • Identify different categories of students as well as similarities and differences among students;

  • Analyze differences in class delivery and compare strategies for success in each type;

  • Develop a personal definition of success and explain how grades play a role in shaping success in college; and

  • Define psychological theories and principles of motivation and emotion.

Module 2: Goal Setting & Time-Management

Overview 

Goals! A goal is a desired result that you envision and then plan and commit to achieve. Goals can relate to family, education, career, wellness, spirituality, and many other areas of your life. Generally, goals are associated with finite time expectations, even deadlines. As a college student, many of your goals are defined for you. For example, you must take certain courses, you must comply with certain terms and schedules, and you must turn in assignments at specified times. These goals are mostly set for you by someone else.

Learning Objectives

  • Define, identify and set SMART goals;

  • Identify and apply motivational strategies to support goal achievement; 

  • Formulate personal short-term, mid-term, and long-term educational and career goals; 

  • Examine your use of time and time management style; and

  • Define distraction and multitasking, and describe how personal technology may help or hinder your study efforts.

Module 3: Career Exploration

Overview

In this topic on career and college readiness, we examine key connections between your motivations to be in college and your ultimate success in achieving your goals. Also, we examine how your college experience prepares you for a specific career by completing a Career Action Plan (CAP). In addition to CAP, an official degree action plan (DAP) is one of the best ways to help you stay on track toward your college goals. It is a personalized academic plan prepared by degree audit specialist to list all of the courses you need to take to meet your degree requirements. Degree requirements are prescribed by an institution for completion of a program of study. Requirements may include a minimum number of hours, required GPA, prerequisite and elective courses within the specified major and/or minor areas of study. 

Learning Objectives

  • Explain what it means to be college and career ready;

  • List specific skills and transferable skills that will be necessary for your career path;

  • Identify characteristics and content of an effective résumé and cover letter; and

  • Describe effective strategies to prepare for an interview and identify appropriate interview techniques.

 

Module 4: Social Interaction & Diversity 

Overview

When we explore relationships between people and groups of people, interdependence may well be one of the most meaningful words in the English language. It’s meaningful because it speaks to the importance of connecting with others and maintaining viable relationships. Interdependence is defined as the mutual reliance, or mutual dependence, between two or more people or groups. Interdependence is valuable in college because it contributes to your success as a student. When you feel comfortable with interdependence, for example, you may be more likely to ask a friend to help you with a class project. Also, you may become more likely to offer that same help to someone else. Overall, when you have a sense of interdependence, you cultivate support networks for yourself, and you help others, too. Interdependence is a win-win relationship.

Learning Objectives

  • Identify factors that define a diverse group;

  • Explain the positive effects of diversity in an educational setting;

  • Identify implications of accessibility on campus and in communities; and

  • Describe the variety of organized groups available on campus for both resident and nonresident students.

Module 5: Thinking & Analysis

Overview

Thinking is the mental process you use to form associations and models of the world. When you think, you manipulate information to form concepts, to engage in problem-solving, to reason, and to make decisions. Thought can be described as the act of thinking that produces thoughts, which arise as ideas, images, sounds, or even emotions. Many great thinkers and theorists have dedicated their lives to the study of thought, trying to understand exactly how humans receive, absorb, generate, and transmit thought—and also how they learn. One such thinker was Benjamin Bloom, an American educational psychologist who was particularly interested how people learn. In 1956, Dr. Bloom chaired a committee of educators that developed and classified a set of learning objectives, which came to be known as Bloom’s taxonomy. Learning objectives are goals that specify what someone will be capable of—or what someone will learn—as a result of a learning experience. These learning skills can be divided into three main categories or “domains”: the cognitive domain (what you should know), the affective domain (what you should care about), and the psychomotor domain (what you should be able to do).

Learning Objectives

  • Analyze different patterns of thought, such as those found in Bloom's Taxonomy;

  • Describe how critical/creative thinking skills can be used to problem-solve and evaluate information;

  • Explain the value of critical thinking and creative thinking in education;

  • Identify technology tools that enhance learning and the importance of technology in the student experience; and

  • Examine online learning in the context of organizing, communicating, reading, and researching online.

Module 6: Learning Styles & Strategies (Psychlology of Learning)

Overview

Throughout your college career, you’ll be responsible for learning a lot of new things—some that you will find interesting, and some that you might not. As you approach different topics of study, it’s important to remember that learning happens in stages: you can’t expect to suddenly know everything all at once. There are several different strategies to help you as you learn. In this section we will learn about different frameworks you can use to organize your own learning. However, it’s important to remember that these ideas are simply starting points—different places for you to begin as you figure out how you learn and as you figure out which strategies work best for you.

Learning Objectives

  • Define learning styles and multimodal learning;

  • Identify the stages of the learning process and learning theories;

  • Examine Gardner's Multiple Intelligences (MI) and Fleming's VARK;

  • Describe the best conditions, learning methods, and information formats for their preferred learning style; and

  • Evaluate different teaching styles and how your personal learning style fit with each.

Module 7: Study Skills

Overview

The five most basic building blocks of learning in college and elsewhere are reading, writing, listening, taking notes, and studying. You have already learned how to improve your reading skills and explored your learning style. This module introduces concepts that will improve learning skills you will use during class, including listening, taking notes and studying material from instruction and discussions. You may already know how to practice these skills to some extent, but this unit provides you with tools to practice these skills more efficiently. Throughout your college career, you’ll be responsible for completing a lot of different types of “assessments”: pre-quizzes, essays, group projects, tests, exams, etc. Teachers assign these in order to mark your learning. In order to prepare for these assessments, it’s important that you study—and study effectively. 

Learning Objectives

  • Identify effective reading strategies for academic texts in a variety of formats;

  • Articulate writing-process steps for the development of academic writing;

  • Identify common types of presentation tasks in a college class and their purposes;

  • Analyze common types of tests given in a college class and their purposes; and 

  • Compare effective note-taking strategies and examine Cornell Note-Taking Method.

Module 8: Beyond The Classroom

Overview

A lot of your learning in college will take place outside of a typical classroom setting. In fact, students are commonly advised to spend two or three hours studying for every hour they spend in the classroom. A lot of these hours will be spent on homework assignments, essays, and studying, but there are a few other ways that you can further deepen your understanding of a topic. These strategies will help you gain deep learning—in other words, you’ll be able to gain knowledge you can retain and apply, rather than simply learning an fact just to forget it as soon as your test is complete. In this section, we’ll talk about ways you can enhance your learning: talking to your professors, deepening your learning, being honest, and examining your own past performances.

Learning Objectives

  • Evaluate effective communication strategies with instructors;

  • Identify strategies for resolving conflicts with an instructor;

  • Examine differences between passing a test and gaining knowledge;

  • Define academic honesty and common forms of academic dishonesty as plagiarism; and

  • Identify strategies for learning from mistakes and from doing poorly on tests or exams.

Module 9: Health Management

Overview

There are a lot of different facets of health, but physical health is the base of everything else—if your body isn’t healthy, then everything else—mental, emotional, and sexual health—starts to fall apart. You may be aware that poor health can be a major cause of stress, but did you know that prolonged stress can also cause bad health? Especially if being a college student coincides with your first experience living away from your parents, or if you are balancing school with work or your own family life, college can present new and stressful academic, social, and financial challenges. Managing your responsibilities well includes managing the stress they may cause you, and this module provides you with proven strategies for stress management, physical, mental, and sexual health that can help balance a healthy lifestyle. 

Learning Objectives

  • Identify personal sleep, exercise, and healthy eating habits;

  • Examine sources, signs, and ways to manage stress, particularly for college students;

  • Analyze the effects of alcohol use and abuse on the body; 

  • Describe mental health basics and strategies for improving mental health; 

  • Describe strategies for staying safe on campus and elsewhere; and

  • Discuss ways to manage your sexual health and identify resources to support and protect your sexual health.

Module 10: Financial Management

Overview

College life comes with a lot of expenses. Students must balance the cost of courses, supplies, and books—as well as the costs of living like rent, food, clothing, transportation, and medical care. And we haven’t even brought up leisure activities yet, which can soak up money really quickly. Watch this interview with two college students and a financial adviser. Do their situations seem familiar? Are you facing any of the same issues? In this module, we’ll learn how to balance these costs and spend your money well. We’ll also learn about financial aid options, like scholarships and student loans, and where these aid options are most effective.

Learning Objectives

  • Identify sources of major and minor expenses in your life, including the cost of college;

  • Examine potential sources of financial assistance and strategies for applying for financial aid and scholarships;

  • Locate employment resources on campus and in the community;

  • Understand budgeting and saving opportunities for college students;

  • Describe the opportunities, risks, and rewards of owning a credit card; and

  • Define credit history and identify resources for assistance with credit issues.

Course Discussion Boards

Module 1: Personal Values & Values

Discussion Board - Assessing Your Values

Take a few minutes to reflect on your personal values. What are the core beliefs and guiding principles that shape your everyday experiences and perceptions?

Module 1.2: Motivating Success

Discussion Board - The Secret To Student Success

After Viewing The YouTube Video (The Secret to Student Success), Answer The Following Discussion Questions:

What was the speaker's message? Did the speaker motivate you? Why or why not? What does success mean to you in college and beyond?

Module 2: Goal Setting & Time Management

Discussion Board - Time Management in Your Student & Personal Life

Write a brief reflection about where and when you like to study. (Do you study in the morning? Afternoon? Evening? Where do you like to study on and off campus? Do you listen to music? Do you prefer to be alone or around other people?)

Write a brief reflection about how you manage your time as a student and in your personal life. (What is your time management style? Are you a combination of more than one style? How so? Why?).

Module 3: Career Exploration 

Discussion Board - Job vs Career & Interviewing 

What is the difference between a “job” and a “career?” Do you plan to use college to pursue one or the other?

A common interview question is: Why should we hire you? Take a minute and write a paragraph to answer this question.

Module 4: Social Interaction & Diversity 

Discussion Board - Surface & Deep-Level Diversity

What is the definition of Surface Diversity? How does it differ from Deep-level Diversity?

After you’ve written a short definition of each, reflect on your own contribution to campus diversity. List your own surface and deep-level diversity personal traits.

Module 5: Thinking & Analysis 

Discussion Board - Critical Thinking & Creative Thinking

What is critical thinking? Why is logic important to critical thinking?

Unlike critical thinking, which scrutinizes assumptions and uses reason, creative thinking is about generating alternative ideas, that is, practices and solutions that are unique and effective.

Why is creative thinking useful to solve problems? Use examples from the reading to support your answers.

Module 5.2: Cognition & Metacognition 

Discussion Board - Convergent & Divergent Thinking

In examining your own mental set, how would you explain your ability to problem solve and make rational decisions? Are you often impulsive (think before acting) or do you brainstorm (strategize possible solutions) before making a decision? Also, provide examples of convergent thinking and divergent thinking. 

Module 6: Learning Styles & Strategies 

Discussion Board - The Psychology of Learning

Megan is currently taking two classes: Geology 101 and Introduction to American Literature. In her geology class, the instructor lectures for the full class time and gives reading assignments. In Megan’s literature class, however, the instructor relies on whole class discussions, small group discussions, and occasionally even review games. Megan enjoys her literature class, but she struggles to feel engaged and interested in geology. 

In examining the psychology of learning, which learning theories (behaviorism, constructivism, cognitivism and/or connectivism) can Megan's instructor's use to help her stay motivated and involved in both of her courses?

Module 7: Study Skills

Discussion Board - Study Skills

What are the differences between quoting and paraphrasing? Use examples from the text to discuss why it is important to provide context for your sources.

Module 8: Beyond The Classroom

Discussion Board - Academic Dishonesty

Locate your university's IT Appropriate Technology Use (Inappropriate Usage). What are some resources that you can find on your college’s website about academic dishonesty? What is plagiarism? What can you find on your college’s library website about plagiarism? What are some useful resources? Make a list of resources about academic honesty.

Module 9: Health Management

Discussion Board - Health Management

What is stress? What causes stress? What are you currently stressed about? How do you manage your stress? What are the effects of poor stress management?

Module 10: Financial Management 

Discussion Board - Budgeting

In this part of the course, the reading discusses several ways to save money such as the envelope method. This is a practice where you place cash in envelopes each month. Go to the reading on Budgeting in Module 10, and list all of the ways to budget your cash. How do you keep track of your finances as a student?

 

Course Assignments

Module 1: Personal Identity & Values 

Survey Assignment: Values Clarification Questionnaire & Summary

Instructions: In the following activity, you will complete a self-assessment questionnaire to gain insights about your personal identity, values, educational goals, and career goals. By better understanding the interconnections, you are in a better position to make solid college and career choices.

This online survey, in two parts, looks at the specific values of ambition, appearance, family, friendship, independence, wealth, education, freedom, happiness, privacy, security, honesty. A scorecard and interpretation are generated. Click Values Clarification Questionnaire to access. 
 

After completing the survey, WRITE A SHORT SUMMARY about what you discovered:

  1. What surprises you the most? 
  2. What excites you the most? 
  3. Are your educational goals in sync with your personal identity and values?
  4. Be sure to include a title page with your Name, Title of Summary, and Course Day/Time.

Video Assignment: Why Are You in College?

Instructions: In preparation for Module 1:2, using your cell phone or any other recording device, create a short video where you describe your motivation to be in college. You do not have to edit or create a professional-grade film. You’ve most likely have done this type of recording already on social media, so use the same informal, yet a respectful tone. Think of your audience as other students who are eager to learn why you are here. 

If you need some questions to guide your response, here is a short list:

Did you identify with any of the categories of students listed in the reading? If so, did you identify with more than one? If not, why? What made you decide to go to college now? What do you hope to achieve? How will you be a successful student this term? Have you selected a major and/or a career path?

Module 1.2: Motivating Success

PowerPoint Assignment: Defining Motivation & Emotion

Instructions: Based on the Psychological Foundation - Motivation and Emotion PowerPoint; provide responses to the following:

Define motivation. Provide examples of intrinsic and extrinsic motivation? Define emotion. How are emotions recognized and expressed? Explain how motivation and emotion can influence student success.

PowerPoint Requirements: Include title slide with your Title of PowerPoint, Name and Course Day/Time. Insert illustrations as pictures, graphs, and/or charts. Slide count: 6-8 slides. 

Module 2: Goal Setting & Time Management

Infographic Assignment: Perils of Multitasking

Instructions: Review the “Perils of Multitasking” infographic: Image

Write a 1-2 paragraph response to this infographic by answering: What are your current temptations when it comes to multitasking? What habits can you change in order to concentrate more fully on “single-tasking” when necessary?

Be sure to include a title page with your Name, Title of Summary and Course Day/Time.

Worksheet Assignment: SMART Goals Chart

Instructions: Complete the attached chart. Choose a personal or professional goal that is realistic and achievable such as graduating, obtaining training for a particular job, buying a house or car, and so forth. Be creative and think outside the box!

Here's an example of a SMART Goal: Goal: Losing Weight - I plan to lose 20 pounds by July 1, 2020. I will meal prep (for example; baked or grill fish/chicken with veggies) once a week and reduce carb intake. I will attend the gym three times a week on Monday, Wednesday and Friday for at least an hour. I will measure my progress by weighing myself every Sunday. Is this goal realistic? It could be with discipline and determination!

Module 3: Career Exploration

Activity: Career Assessment 

Complete the Career Assessment Create the assessment and be prepared to discuss your result in a forum.

Module 4: Social Interaction & Diversity

Journal Assignment: Socializing

Instructions: Make a list of your positive qualities. Acknowledge your accomplishments, talents, and good nature. Ask yourself the following questions to get you started:

What have I done in the past year that I am proud of? What is my proudest accomplishment of all time? What unique talents do I have? What do people tend to compliment me for? What positive impact have I had on other people’s lives?

Module 5: Thinking & Analysis

Survey Assignment: Online Learning Readiness Questionnaire & Summary

Instructions: Access the Online Learning Readiness Questionnaire or click (http://tutorials.istudy.psu.edu/learningonline/ORQ/ORQ.htm). You will be queried about your interests in and aptitudes for online learning. Your answers will help you determine what you need to do to succeed at online learning. Post-survey feedback will also provide you with information on what you can expect from an online course.

After completing the survey, WRITE A SHORT SUMMARY about your survey results:

Are you ready for online learning according to the results? Do you agree or disagree? Why? How can you prepare or become ready for online learning? Be sure to include a title page with your Title of Summary, Name and Course Day/Time.

Module 5.1: Cognition & Metacognition

Reflection Assignment: Thinking About My Thinking

Instructions: Think about an assignment from your past that was challenging for you. It doesn’t matter in the end if you felt you completed a successful or unsuccessful final product; instead, consider why the assignment was difficult. Make a list of the struggles you had – why was this particular assignment hard?

Ask yourself:

  • What was the nature of the assignment? Is that part of the reason you struggled? Why?
  • What materials were being covered? How did you respond or react to that?
  • How did you manage your time and other classwork to make time to work on the assignment?
  • Did you put in a lot of effort?
  • Were you unable to get engaged?

Now Consider: Which of these factors had an impact on your ability to complete the assignment? Which of these factors do you have the most control over? How can you overcome similar struggles should you face them during this semester?

Assignment: Write a reflection (a detailed, personal response) on what you’ve learned about yourself from answering these questions. What should you watch out for when you have another challenging assignment? What will help you succeed?

Module 6: Learning Styles & Strategies

Activity: Learning Style Assessment

Complete the learning style assessment and describe your learning style preference within the discussion summary along with your personality profile. 

PowerPoint Assignment: What Is Your Learning Style?

Instructions:  Take the VARK Questionnaire here. Based on the results as well as readings, videos and presentations on learning styles; provide responses to the following:

Provide The Following Information:


• Define Your Learning Style(s).
• Provide Examples of How This Learning Style Obtains Information.
• What Are The Study Suggestions For This Learning Style?
• What Are The Assessments Tips For This Learning Style?
• Which Teaching Style Do You Prefer? Why?

PowerPoint Requirements: Include title slide with your Title of PowerPoint, Name and Course Day/Time. Insert illustrations as pictures, graphs, and/or charts. Slide count: 6-8 slides. 

Module 7: Study Skills

Worksheet Assignment: Test Preparation

Complete the following worksheet by using any course in which you have taken an exam or test. Test Preparation Worksheet

Worksheet Assignment: Cornell's Note-Taking Method

Instructions: As discussed in readings and audiovisuals, the Cornell Notes system is a note-taking system created in the 1940s by Walter Pauk, an education professor at Cornell University. Using the Cornell Note-Taking Method PowerPoint Presentation; please create notes from a lecture in any class of your choice to complete the attached chart. Cornell's Note-Taking Worksheet

Module 8: Beyond The Classroom

Journal Assignment: Attributes of Deep Learning

Instructions: Review the list below of Attributes of Deep-Learning Experiences that led you to deep learning.

  • Being actively involved with your learning.
  • Engaging in real and meaningful learning activities.
  • Understanding how the learning fits into a bigger picture beyond the structure of a course or class.
  • Reflecting by writing something that personalizes your learning.
  • Believing that you are in a supportive environment without fear of making mistakes or fear of taking risks.
  • Feeling safe from the judgment of others.
  • Actively synthesizing concepts.
  • Relating the information to your life and experience.
  • Integrating new ideas and knowledge with existing knowledge.
  • Discussing ideas with peers or others.
  • Taking a deep interest in the subject.
  • Reflecting on your learning.

Assignment: Write a journal-style reflection (1–2 pages) of the deep-learning experience you remember. Does the list above remind you of any experiences where you learned deeply? When and where did it take place? How old were you? Were you with peers? Was it a classroom experience or did it take place in another environment—perhaps not a formal learning environment? What were your feelings at the time? What did you learn? Were you able to apply your newly gained knowledge to a real-world situation?

Module 9: Health Management

Written Assignment: Mental Health

Instructions: Watch the following Tedx Talk YouTube Video (Shedding Light on Student Depression), featuring college student Jack Park. In this talk, Park shares his story of living with a mental disorder and revisits some of the ways he found help and hope. He makes the case for seeing mental illness in a new light, so that people can begin to address some of the issues associated with suicide, depression, and other preventable mental disorders.

Assignment: Write a short (1–2 pages) response paper in which you address the following questions: Be sure to include a title page with your Title, Name, and Class Day/Time.

  • What do you think of Jack’s practice of changing his “to-do” lists into “want-to-do” lists? What does he hope to gain from this shift?
  • Which coping mechanisms does Jack observe his fellow students using to deal with stress and mental health challenges? What does Jack think is the deeper problem?
  • Why, in Jack’s view, is it hard for people to get help for mental health problems in the same way they might seek help for dental problems?
  • Add your own thoughts about the obstacles you think students may face in getting help for mental health issues.

Module 10: Financial Management 

Worksheet Assignment: Practice Resume

Complete a resume that describe your past experiences. Use the worksheet as your guide of information to incorporate into your resume. Practice Resume Worksheet

Interview Assignment: Employment Advisement

Instructions: Schedule a brief interview with a college representative from the university who works with students to help them locate jobs or prepare for a career. This representative might be your academic advisor or from Career Services. 
 

Considering your field(s) of interest, personal skills, and lifestyle, ask the college representative the following questions:

  • What types of jobs would you recommend based on my interests and skills as me? Why?
  • What types of jobs would be most compatible with my availability/schedule?
  • What are the pros and cons of these jobs?
  • How would I prepare for a job interview? 

After the interview, write a short paper (1–2 pages) summarizing the information provided. Include Title of Paper, Name and Course Day/Time. Explain the following:

  • Are any of the jobs/careers the college representative mentioned opportunities you might pursue? Why or why not?
  • Explain concerns, pros and cons of suggested jobs/careers.
  • What valuable tips were provided on how to prepare for an interview? 

Course PowerPoints

Attached Are Course PowerPoints.

Course Videos

Video: Transition from School to University

Video: Choosing Your Electives

Video: The Power of Motivation 

Video: Feeling All The Feels

Video: Setting SMART Goals

Video: Study Spaces in College

Video: Five Rules of Setting SMART Goals

Video: Should You Ever Skip Class? 

Video: Why College?

Video: How to Select Your College Major 

Video: Difference Between Job, Work, & Career

Video: 10 Top Skills That Will Get You a Job

Video: The True Reasons College Students Use Social Media

Video: Surface Level vs. Deep Level Diversity

TedX Video: How to Think, Not What to Think

Video: Bloom's Taxonomy

Video: Critical Thinking

Video: 21st Century Skills in Action

Video: What is Metacognition? (Exploring the Metacognition Cycle)

Video: How to Get the Most Out of Studying (Using Metacognition)

Video: Theories of Learning: Behaviorism, Cognitivism & Constructivism

Video: Connectivism Learning Theory

Video: VARK: Applying the Fleming-Mills Learning Style

Video: College Reading Strategies

Video: Vocabulary Reading Strategies

Video: Using Sources

Video: Listen, Note Taking, and Studying Tips

Video: Exam Strategies - Study Skills

Video: Cornell NoteTaking System 

Video: What is Academic Integrity and Academic Dishonesty?

Video: Professors & Teacher Assistants

Video: Body Scan Meditation

Video: Exercise and The Brain

Video: A Student With Mental Illness 

Video: College Smart: Healthy Student, Healthy Life

Video: College Crime and Safety

Video: College Students Struggle With Money Management

Video: Students Working Through College

Video: Cash Budgeting Using The Envelope System

Video: How to Build a Good Credit Score

Course Assessments

There are 10 question banks with a total of 447 multiple choice questions (Question Banks)

Lumen Learning provides quiz banks as QTI files, a standard format that allows educators to import questions, build, and customize quizzes in most learning management systems (Canvas, Blackboard, etc.). These files cannot be opened outside of an LMS.

According to Lumen company policy, they do not provide quizzes in written (e.g. MS Word) form, in order to preserve the academic integrity of our quiz banks on behalf of everyone using their materials. They adopted this policy after observing how easy it is for quiz banks in written formats to find their way onto websites that promote academic cheating.

Click the name of your LMS to prompt the download of the file.

Once you’ve downloaded the file, visit the Quiz Imports page and click through to the directions for your LMS.