Active Outline

General Information

Course ID (CB01A and CB01B)
ICSD002B
Course Title (CB02)
Practicum in Peer Mentoring, Leadership, and Community Building
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This is a practicum in peer mentoring, including a focus on interpersonal communication, assessment of student needs, and the implementation of appropriate strategies to improve student success.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course fulfills general education and breadth requirements for °®¶¹´«Ã½ College. It also serves as an elective course for the Certificate for Leadership and Social Change. Additionally, it addresses the need for students to be culturally competent, and to put the knowledge gained in ICS 2A into practice in their mentoring work throughout the practicum.

Foothill Equivalency

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

Course Philosophy

Formerly Statement

Formerly Statement
(Formerly ICS D052B.)

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
2GDX°®¶¹´«Ã½ GE Area D - Social and Behavioral SciencesApproved

Units and Hours

Summary

Minimum Credit Units
2.0
Maximum Credit Units
2.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours2.04.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
24.0
Laboratory
0.0
Total
24.0
Course Out-of-Class Hours
Lecture
48.0
Laboratory
0.0
NA
0.0
Total
48.0

Prerequisite(s)

ICS D002A

Corequisite(s)

Advisory(ies)

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 readings.

Collaborative learning and small group exercises.

Discussion of course topics and videos in relation to real life examples drawn from students' experiences and observations.

Quiz and examination review performed in class.

Guest speakers

Field observation and field trips

In-class essays

In-class exploration of Internet sites

Assignments

  1. Required readings and preparation for in-class reading discussions.
  2. Analytical papers examining a course topic, such as group dynamics, problem solving and confidentiality.
  3. Preparation and delivery of group project or presentation, including oral presentation and individual written paper based on a course topic, that connects theoretical concepts to practical experience and mentoring projects.

Methods of Evaluation

  1. Participation in class and in mentoring projects. Evaluation will be based on students ability to put knowledge gained into practice during class and in their direct mentoring work with students.
  2. Quizzes and examinations that require students to demonstrate comprehension, application, and critical assessment of concepts, theories, and ideas introduced by the course.
  3. Group projects or presentations, including a final, cumulative project, that require students to demonstrate comprehension and critical examination of a contemporary social issues and their relevance to the °®¶¹´«Ã½ community.
  4. Reflective essays requiring students to employ critical thinking skills as they pertain to their own practice as peer educators and members of the community.
  5. Video self assessment to reflect upon and evaluate interactions with familia.

Essential Student Materials/Essential College Facilities

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

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Agee, Karen and Russ Hodges. Handbook for Training Peer Tutors and Mentors. Cengage Learning, Mason OH, 2012.
Bordas, Juana. Salsa, Soul, and Spirit: Leadership for a Multicultural Age. Second Edition. Berett-Kohler Publishers, San Francisco, 2012.
Gunn, Tim. Tim Gunn: The Natty Professor: A Master Class on Mentoring, Motivating, and Making it Work!. Gallery Books, New York, 2015.
°®¶¹´«Ã½ College Catalog

Examples of Supporting Texts and References

AuthorTitlePublisher
Darling, Felicia. Teachin' It: Breakout Moves that Break Down Barriers for Community College Students. Teachers College Press, New York, 2019.
Elias, Maurice J. and Joseph E. Zins. Promoting Social and Emotional Learning. Association for Supervision and Curriculum Development, Pennington, NJ, 1997.
Kouzes, James and Barry Posner. The Student Leadership Challenge: Five Practices for Becoming an Exemplary Leader. Second Edition. The Leadership Challenge, A Wiley Brand. San Francisco, 2014.
Komives, Susan R. The Handbook for Student Leadership Development. Jossey-Bass, San Francisco, 2011.
Lipsky, Sally A. A Training Guide for College Tutors and Peer Educators. Pearson. Boston, 2011.
Lucas, Lisa J. Practicing Presence: Simple Self-Care Strategies for Teachers. Stenhouse Publishers, Maine, 2017.
Melville, Diane. The Community College Advantage: Your Guide to Low-Cost, High-Reward College Experience. Sourcebooks, Inc., Naperville, IL, 2013
Sanft, Marni, Michael Jensen and Eldon McMurray. Peer Mentor Companion. Wadsworth Cengage Learning, Belmont, CA, 2008.
Selden, Scott. Mentoring Human Potential: Student Peer Mentors as Catalysts for Academic Success. iUniverse Inc. Bloomington, IL, 2011.
Smith, Buffy. Mentoring At-Risk Students through the Hidden Curriculum of Higher Education. Lexington Books, Lanham MA, 2013.
Suárez-Orozco, Carola and Olivia Osei-Twumasi. Eds. Immigrant-Origin Students in Community College: Navigating Risk and Reward in Higher Education. Teachers College Press, New York, 2019.
Varenhorst, Barbara B. Training Peer Helpers: Coaching Youth to Communicate, Solve Problems and Make Decisions. Search Institute, Minneapolis, 2011.
Wyner, Joshua S. What Excellent Community Colleges Do: Preparing All Students for Success. Harvard Education Press, Boston, 2014.
Zachary, Lois J. The Mentor's Guide: Facilitating Effective Learning Relationships. Jossey-Bass, San Francisco, 2011.

Learning Outcomes and Objectives

Course Objectives

  • Demonstrate ability to use effective interpersonal communication skills with students, faculty, staff and community members, based on an understanding of historical and social science research about race, ethnicity and social inequality.
  • Demonstrate ability to assess the needs of individual students at °®¶¹´«Ã½, and address those needs appropriately.
  • Demonstrate the ability to collaboratively design and implement student-led educational and civic engagement projects where peers are given the opportunity to use their own leadership skills.

CSLOs

  • Demonstrate effective interpersonal communication skills.

  • Assess students' academic and/or personal needs; identify and implement appropriate strategies for addressing these needs.

  • Collaboratively design and participate in civic engagement projects.

Outline

  1. Demonstrate ability to use effective interpersonal communication skills with students, faculty, staff and community members, based on an understanding of historical and social science research about race, ethnicity and social inequality.
    1. Maintain confidentiality and respect for student privacy.
    2. Understand basic principles of group dynamics and use best practices for facilitating group discussion and collaborative work.
    3. Maintain close communication at all times with students, faculty and staff, alerting faculty or staff as needed when issues or concerns arise.
    4. Foster a sense of familia—a meaningful relationship in an academic context, by including diverse perspectives on how community is built and sustained. These perspectives can include, but are not limited to gender, culture, values, or societal expectations.
    5. Use effective tools of conflict resolution as needed.
  2. Demonstrate ability to assess the needs of individual students at °®¶¹´«Ã½, and address those needs appropriately.
    1. Respectfully elicit information about students’ backgrounds, goals, concerns, and expectations.
    2. Inform students of opportunities for growth on campus and/or in the community; help students to create such opportunities for themselves when appropriate.
    3. Refer students to helpful campus resources when appropriate.
    4. Follow-up with students to assess ongoing and shifting needs, and to evaluate the effetiveness of previous intervention strategies.
  3. Demonstrate the ability to collaboratively design and implement student-led educational and civic engagement projects where peers are given the opportunity to use their own leadership skills.
    1. Identify, analyze and prioritize issues to be addressed- in class, on campus, or in the community.
    2. Work collaboratively to brainstorm and assess possible solutions to issues arising in class, on campus or in the community.
    3. Create a detailed plan of action, identifying who will be responsible for accomplishing what tasks.
    4. Manage time wisely to reach project goals within specified timelines.
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