Active Outline

General Information

Course ID (CB01A and CB01B)
EDAC D235W
Course Title (CB02)
Transition to Campus
Course Credit Status
Credit - Not Degree Applicable
Effective Term
Fall 2024
Course Description
This course is specifically designed for students with verified intellectual disabilities. This course focuses on campus culture and the expectations and rules for all students on a college campus. Students will learn how to access campus information and services. This course represents the core competencies of personal responsibility with an emphasis on respect for diversity. Students will explore the steps necessary to meet career choices and life goals and explore the requirements, coursework, and strategies to obtain a certificate or degree. There will be individualized instruction and training to meet the skills identified in the Student Educational Contract.
Faculty Requirements
Discipline 1
[Community College Counselor of Students with Disabilities]
FSA
[FHDA FSA - DEVELOPMENTAL DISABILITIES]
Course Family
Not Applicable

Course Justification

This is a stand-alone course that focuses on teaching students about college campus culture including appropriate behaviors and campus rules, necessary requirements for specific courses, and time management strategies. It provides reasonable and appropriate accommodations needed to be equal and effective for disabled student success.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Pass/No Pass
Repeat Limit
99

Transferability & Gen. Ed. Options

Transferability
Not transferable

Units and Hours

Summary

Minimum Credit Units
7.0
Maximum Credit Units
7.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours0.00.0
Laboratory Hours21.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
0.0
Laboratory
252.0
Total
252.0
Course Out-of-Class Hours
Lecture
0.0
Laboratory
0.0
NA
0.0
Total
0.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Discussion and problem solving performed in class

In-class exploration of Internet sites

Quiz and examination review performed in class

Field observation and field trips

Guest speakers

Collaborative learning and small group exercises

Demonstration and modeling of task

Classes may take place at the HOPE site

Assignments

  1. Group or individual presentations.
  2. Group or individual projects.
  3. Worksheets to be completed in class.
  4. Practice of basic academic skills.

Methods of Evaluation

  1. Presentations to be evaluated by a rubric for level of clarity and sensitivity to diversity.
  2. Projects to be evaluated by a rubric for level of proficiency, self-expression, and/or creativity.
  3. Short quizzes evaluated by a graded scale or rubric.
  4. Completion of worksheets.
  5. Behavior and attitude evaluated by a rubric for appropriate conduct in a college classroom.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None
Essential College Facilities:
  • None

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Getzel, Elizabeth Evans, and Paul WehmanGoing to College Expanding Opportunities for People with DisabilitiesBaltimore MD: Brookes Pub.2005
Grandin, Temple and Kate DuffyDeveloping Talents Careers for Individuals with Asperger Syndrome and High Functioning AutismShawnee Mission KS: Autism Asperger Pub. Co.2004
Shaw, Stan F., Joseph W. Madaus, and Lyman L. DukesPreparing Students with Disabilities for College SuccessBaltimore, MD: Brookes, Pub.2009

Examples of Supporting Texts and References

None.

Learning Outcomes and Objectives

Course Objectives

  • Identify vocational interests congruent with individual skills and abilities.
  • Determine types of courses/programs needed to support vocational goals.
  • Determine colleges and programs available that support vocational goals.
  • Discuss campus support services.
  • Discuss campus life.
  • Demonstrate appropriate behavior for a college campus including the incorporation of appropriate cultural, ethnic, language, disability, and/or gender issues.
  • Demonstrate a respect for social and cultural diversity on campus and in the community.
  • Demonstrate awareness of campus and community safety.
  • Discuss and demonstrate strategies for maintaining physical and mental health.
  • Practice using flexible thinking and problem solving skills.
  • Demonstrate collaboration and teamwork.
  • Demonstrate basic academic skills needed for appropriate tasks.

CSLOs

  • Identify the services and resources available for students with disabilities on campus.

Outline

  1. Identify vocational interests congruent with individual skills and abilities.
    1. Complete vocational interest inventory.
    2. Complete basic academic skills assessment.
    3. Determine if any academic accommodations are needed.
  2. Determine types of courses/programs needed to support vocational goals.
    1. Compare certificates versus A.A./A.S.
      1. Certificate of Completion
      2. Certificate of Achievement
      3. Certificate of Proficiency
    2. Compare units required for B.A./B.S versus M.A./M.S versus M.D./Ph.D.
  3. Determine colleges and programs available that support vocational goals.
    1. Identify colleges and programs within commuting distance from student's home.
    2. Identify colleges and programs providing dormitory or other living accommodations for people with disabilities.
  4. Discuss campus support services.
    1. Define role of academic counseling and tutorial services.
    2. Determine support available through Disabled Student Services.
    3. Determine eligibility for Financial Aid.
    4. Discuss services available through Health Office, medical insurance.
    5. Demonstrate ability to access information: library, bookstore, and related services.
    6. Determine accommodations and assistive technology that is available.
      1. Note taking.
      2. Text to speech technology.
      3. Test accommodations.
      4. Sign-Language interpreters and captioning services.
      5. Braille and low vision devices.
      6. Mobility assistance and architectural barriers.
  5. Discuss campus life.
    1. Describe the function of Student Body Government.
    2. Identify clubs and service organizations that are of interest to the student.
    3. Discuss the protocol of campus dances, concerts, and other events.
    4. Determine the types of performing and visual arts available on a typical campus.
    5. Determine the types of sports available on a typical campus.
    6. Discuss the purpose and resources found in the student newspaper, student handbook, and other publications.
    7. Identify the types of exhibits available on campus: planetarium, historical, artistic, scientific.
  6. Demonstrate appropriate behavior for a college campus including the incorporation of appropriate cultural, ethnic, language, disability, and/or gender issues.
    1. Determine when and where cell phone use is acceptable.
    2. Determine when and where it is acceptable to eat food.
    3. Determine when and where it is acceptable to smoke.
    4. Determine when and how it is appropriate to talk during class.
      1. Effective listening.
      2. Taking turns in a discussion.
      3. Staying focused upon topic.
      4. Respect for differing opinions.
      5. Non-verbal communication.
    5. Determine when and how it is appropriate to talk outside of class with faculty and staff.
    6. Determine when and how it is appropriate to talk outside of class with students.
  7. Demonstrate a respect for social and cultural diversity on campus and in the community.
    1. Define harassment and discrimination.
    2. Discuss formal and informal procedures to resolve complaints.
    3. Identify how to obtain help in an emergency.
    4. Role of Office for Civil Rights in providing equal access to education: www2.ed.gov/about/offices/list/ocr
  8. Demonstrate awareness of campus and community safety.
    1. Compare appropriate interaction with strangers, friends, and college staff.
    2. Identify strategies to protect personal identification information: phone, internet, face to face.
    3. Discuss internet safety: chat rooms, email, websites.
    4. Identify campus police and ways to report problems or obtain help.
  9. Discuss and demonstrate strategies for maintaining physical and mental health.
    1. Identify physical conditioning and sports programs on and off campus.
    2. Determine healthy food options available on campus or from home.
    3. Identify mental health counseling services and programs available on and off campus.
    4. Demonstrate techniques to deal with stress, anxiety, and concentration.
    5. Develop a time management strategy for completing coursework.
    6. Develop a time management strategy to balance work, school, and home.
  10. Practice using flexible thinking and problem solving skills.
    1. Employ creative expression techniques for communication.
    2. Demonstrate nonverbal communication.
    3. Demonstrate individual versus collaborative in-class activities.
  11. Demonstrate collaboration and teamwork.
    1. Demonstrate leadership skills.
    2. Develop ideas through group problem solving.
    3. Take part in different roles on the team.
  12. Demonstrate basic academic skills needed for appropriate tasks.
    1. Demonstrate level of reading needed for identified goals.
    2. Demonstrate level of math needed for identified goals.
    3. Demonstrate level of writing needed for identified goals.
    4. Demonstrate level of computer literacy needed for identified goals.
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