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General Information

Course ID (CB01A and CB01B)
HUMAD020.
Course Title (CB02)
Life Skills for Higher Education
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
A multitude of life skills and strategies for success, with emphasis on attaining professional, personal and academic goals in a diverse society will be addressed. Topics covered include creative and realistic goal setting, academic and life management, cultural relevant learning styles, college and community resources, library and internet use, time management, and techniques to reduce math and science anxiety. Evaluation and application of academic study methods to achieve subject matter mastery. Development of critical thinking skills, and application of reading, writing, note taking and test taking methods to improve personal strategies. Exploration of personal lifestyle and health factors, including the causes and management of stress, as it relates to academic success. Assessment of academic and career goals, selection of majors, and development of education plans.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course meets °®¶¹´«Ã½ General Education and CSUGE, transferable to CSU and UC and part of the Liberal Arts degree. Identifies strategies to increase success in college and in life. Examines personal learning styles, career aspirations, life goals, time management and decision-making skills.

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
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GEX°®¶¹´«Ã½ GE Area E - Personal DevelopmentApproved
CSU GEArea(s)StatusDetails
CGEXCSU GE Area E - Lifelong Learning and Self-Development (Non-Activity)Approved

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class and online

In-class and online essays

Quiz and examination review

Homework and extended projects

Guest speakers

Assignments

  1. Reading assignments
  2. Final paper
  3. Weekly Journal entries
  4. Develop an Education Plan
  5. Weekly in-class exercises including applied use of critical thinking, reading and writing skills using current course material and readings when appropriate.

Methods of Evaluation

  1. Quizzes/midterm/final demonstrating knowledge and application of various study skills

    strategies, including essay, multiple choice and objective questions
  2. Weekly evaluation of students exercises and discussions on life skills for higher education.
  3. Exam of written paper to assess students understanding of life skills.
  4. Writing assignments such as weekly journals, discussions, research paper

    to evaluate ability to analyze critically and synthesize course materials.

Essential Student Materials/Essential College Facilities

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

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
None.

Examples of Supporting Texts and References

AuthorTitlePublisher
*Carter, Bishop, Bishop, Carol, Kravits, Sarah Lyman. Keys to Effective Learning: Study Skills and Habits for Success. 7th edition. Boston, MA: Pearson Education, 2017.
Banks, James A., Banks, Cultural Diversity and Education: Issues and Perspectives. 6th edition. Pearson Education, Inc 2015.
Corey, Gerald, Corey, Marianne S. I Never Knew I had a Choice: Explorations in Personal Growth. 9th edition. Belmont, CA: Thomson Brooks/Cole, 2010
°®¶¹´«Ã½ College catalog
Downing, Skip. On Course. 7th edition. Boston, MA: Houghton Mifflin, 2013
Ellis, Dave. Becoming a Master Student. 14th edition. St. Charles, IL.: Houghton Mifflin, 2013
http://www.ASSIST.org
http://www.deanza.edu/transfer
http://www.eureka.org
Kahil, Carolyn. Follow Your True Colors to the Work You Love: The Popular Method for Matching Your Personality to Your Career. Wilsonville, OR: BookPartners Inc. 2004
Valverde, Leonard A. The Latino Student's Guide to College Success, Revised and Updated. Westport, CT: Greenwood Press, 2012
Van Berkom, Dianna L. Orientation to College Learning. 7th edition. Boston, MA: Thomson Wadsworth, 2013

Learning Outcomes and Objectives

Course Objectives

  • Examine personal learning styles, career aspirations/life goals, time management and decision making strategies within one's own cultural framework
  • Apply memory, note-taking strategies and test-taking techniques to improve study habits and learning of subject matter
  • Apply critical thinking, reading and writing processes to gain comprehensive understanding of academic subjects
  • Discuss issues of intercultural communication within an academic and professional environment
  • Examine educational/career options, campus resources and develop a individual educational plan.

CSLOs

  • Synthesize and construct a plan with identified strategies to increase success in college and life. Plan includes topics such as: goal setting, time & money management,learning style, major/career selection and communication.

Outline

  1. Examine personal learning styles, career aspirations/life goals, time management and decision making strategies within one's own cultural framework
    1. Critical thinking and problem solving - including how to think critically about texts
      1. Examine the processes of critical thinking including: recall, translation, interpretation, application, analysis, synthesis and evaluation
      2. Develop critical thinking skills through individual and group exercises, problem solving using case studies and self-analysis
    2. Reading comprehension strategies
      1. Identify differences between narrative and expository text
      2. Develop and apply pre-reading techniques: learning to read information text
      3. Learn to locate the main idea by identifying organizational patterns of a text
    3. The writing process
      1. Revising: rewriting, proofing and learning to be concise
      2. Examine the writing process:
      3. Planning: brainstorming and refining ideas, including synthesizing sources and process, preparing an outline, identifying and categorizing information
      4. Drafting: composing initial work
      5. Apply process to writing assignments
  • Apply memory, note-taking strategies and test-taking techniques to improve study habits and learning of subject matter
    1. Compare life skills development theories and practices for historical and contemporary perspectives.
    2. Learning strategies and styles
      1. Examine types: visual, auditory, kinesthetic, collaborative
      2. Identify preference among learning styles and apply strategies to support learning when teaching styles differ from preference
      3. Discuss learning styles as they relate to socio-economic and cultural groups
    3. Goal setting, decision-making and time management in the context of cultural measurements of time
      1. Define long term, short term and immediate goals: examine decision-making strategies and assess the value of decision-making and importance of goal setting. Apply techniques to accomplish personal and educational goals
      2. Assess personal concept of time: develop understanding of time within a cultural context
      3. Develop time management strategies and learn how to adjust daily, weekly, quarterly schedules to balance academics, work, family and social activities
    4. Develop a system of assessing personal values and applying them to important life decisions such as college and career goals.
  • Apply critical thinking, reading and writing processes to gain comprehensive understanding of academic subjects
    1. Memory and memory enhancement techniques
      1. Define difference between short-term and long-term memory
      2. Examine and apply techniques to increase retention such as mnemonic devices, acronyms, visualizations and concentration techniques.
    2. Note-taking strategies
      1. Examine and apply outline formatting methods: organizing information from text and lecture
      2. Examine and apply the Cornell Method: specific method of effective note-taking
      3. Examine and apply visual mapping strategies: organizing information for visual learners
      4. Examine and apply active listening techniques to identify cues which indicate important material during lectures
      5. Incorporate new vocabulary from lectures/texts
    3. Test-taking techniques
      1. Examine and apply strategies to taking subjective and objective tests
      2. Investigate alternate resources for problem solving techniques
  • Discuss issues of intercultural communication within an academic and professional environment
    1. Effective communication techniques in the classroom
      1. Discuss issues of campus diversity including: gender, sexual orientation, ageism, race and class
      2. Examine student-student and faculty-student interactions
    2. Discuss instructor requirements and student responsibilities
      1. Speaking and listening in the classroom
      2. Networking with other students
  • Examine educational/career options, campus resources and develop a individual educational plan.
    1. Define characteristics and causes of math and science anxiety
    2. Identify obstacles that affect learning such as previous experiences in math and science classes
    3. Examine individual beliefs to evaluate his/her degree of math and science anxiety such as self-defeating thoughts before and during tests
    4. Recognize individual patterns and attitudinal systems such as defense mechanisms that contribute to math and science anxiety
    5. Learn techniques such as individualized preparation, practice tests exercises, inner communication skills, biofeedback and physical response conditioning to stress factors
    6. Apply techniques and identify successful strategies through various exercises such as journaling before and after taking tests.
    7. Discuss the effects that math and science anxiety has on intellectual development and balance
    8. Discuss learning disabilities issues and support services available on campus
    9. Identify and discuss the different educational philosophies and mission of the UC, CSU and select private transfer institutions
    10. Discuss importance of general education and major course requirements
    11. Discuss university requirements for admissions and transfer
    12. Select major based on interest/skill assessment and career research
    13. Identify and utilize campus resources such as Learning Resource, Tutorial, Career and Transfer Centers
    14. Develop individual education plan based on education/career goal
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