Southwestern Community College



C2CConnect TO College:ENGAGE, LEARN, CHANGEC2C Instructor’s GuideSouthwestern Community College2012Contents TOC \o "1-3" \h \z \u Course Outline PAGEREF _Toc322357732 \h 3Module 1: introduction PAGEREF _Toc322357733 \h 5Module 2: Academic planning PAGEREF _Toc322357734 \h 10Module 3: academic policies and terminology PAGEREF _Toc322357735 \h 18Module 4: resources PAGEREF _Toc322357736 \h 29Module 5: study skills PAGEREF _Toc322357737 \h 32Module 6: taking responsibility PAGEREF _Toc322357738 \h 36Major Student Outcomes Checklist PAGEREF _Toc322357739 \h 46Final Thoughts and Acknowledgements PAGEREF _Toc322357740 \h 47Course OutlineConnect to College (C2C)ACA 111 College Student Success 1-0-116 instructional hoursCourse DescriptionThis course introduces the college's physical, academic, and social environment and promotes the personal development essential for success. Topics include campus facilities and resources; policies, procedures, and programs; study skills; and life management issues such as health, self-esteem, motivation, goal-setting, diversity, and communication. Upon completion, students should be able to function effectively within the college environment to meet their educational objectives.Course ObjectivesUpon completion of C2C students will be able to:Design and explain their short term and long term academic plans.Effectively prepare for advising sessions by updating their academic plans, researching the classes offered each term, and considering work and life commitments that may impact their success.Identify and explain key academic policies that support student success and progress from first registration through commencement.Demonstrate use of at least three academic/student support resources.Apply academic success skills including note taking, test taking, writing papers, researching academic topics, and preparing presentations.Demonstrate understanding of importance of taking responsibility for managing time, finances, stress, and personal/professional interactions to promote college success. Required MaterialsBaldwin, Amy. The Community College Experience, Brief, 3rd ed. New York: Pearson, 2012. SCC Catalog (paper or online)SCC Student Handbook (paper or online)Supplemental MaterialPaul, Richard and Linda Elder. The Miniature Guide to Critical Thinking Concepts and Tools, 6th ed. Dillon Beach, CA: Foundation for Critical Thinking Press, 2009.Outline of InstructionModule 1: Introduction (1 hour)Who we are and why we’re hereModule 2: Academic planning (4 hours)Long term and short termPlanning for advising sessionsRegistration considerationsChoosing to staying on track with a 2-year program of study (or not)Understanding course offerings and rotationsPrerequisites and corequisites, including developmental placementOn campus, hybrid, and online coursesBalancing school, work, and life commitmentsModule 3: Academic policies and terminology (1 hour)Registration periodsDrop/add and withdrawalGPA and Satisfactory academic progress (SAP)Grade challengesAcademic forgivenessCommencement applicationModule 4: Resources (3 hours)Advisors and facultyLAC, tutoring, Smarthinking, E-Learning supportLibrary, including campus and online resourcesCareer servicesFinancial AidStudent Support Services, Disability Services, Student Success AdvocateStudent Life (events, clubs, organizations, honor societies)Access to resources at Macon Campus and onlineModule 5: Study Skills (4 hours)Reading and researching college level materialNote takingTest taking (preparation and test-taking strategies)Writing (general process and format of college papers)Preparing presentationsDiscipline-specific skills: Math, English, technical, etc.Module 6: Taking Responsibility (3 hours)Time managementBudgeting and personal finance (loans, credit, saving, etc)Stress managementDecision making/problem solvingConflict resolutionEnriching and extending education Module 1: INtroduction (1 hour)Who we ARE and why we’RE hereOutcomes Learn names of instructor(s) and class membersState reasons for attending SCC and broad goalsUnderstand the significance, objectives, and format of the C2C courseLog into MySCC and exchange introductory emails with instructor and class membersoverviewThe purpose of the C2C course is to engage students with planning, advising, study skills and resources that will support their success at SCC. Student engagement begins with admission counseling and New Student Orientation and is extended through first-semester experiences including C2C where students start using resources that are introduced during New Student Orientation. In the first module (hour one,) the instructor should introduce the course and explain its significance for promoting student success. Instructors should lead introductory discussions, activities, or games that ensure that all class members know each other’s names and how to contact each other. Finally, students should be reminded how to log into MySCC, access their Gmail and BlackBoard accounts, and should be required to send an email to instructor and classmates to demonstrate that they know how to use the MySCC portal and the college-issued email account.lesson planIntroduction We want students to be successful at SCC. That is the reason we require students to take ACA 111 C2C during the first semester with us. The Course introduction should introduce the instructor, the students, the significance of the course content, and should establish a positive learning atmosphere. Interactive learning (choose one or more methods or design your own that meet the module objectives)The following class activities have been selected because they are not only icebreakers that allow students to meet the instructor and one another, but they also will introduce students to content they will study in more detail later. Instructors should select activities with which they are comfortable, so several suggestions follow. The time needed is only an estimate. Many of the activities can be used later in the course when the content is appropriate if not used the first day. For example, the Terms of Success Puzzle Pieces can be changed for any of the learning modules. ONLINE instructors can easily adapt the SCC (Success Challenge Cheer), the Syllabus Scavenger Hunt or the Not So Common Sense Inventory as first assignments in a web-centered course.Title /TimeDescriptionMaterials/SourcesSCC:Success Challenge Cheer25 minutesAsk each student to write an answer to each of the following:Success – How will you know your time @ SCC was successful?Challenge – What are you most concerned or apprehensive about?Cheer –What are you most excited about as you begin your student career?Ask students to share in small groups and then have volunteers share with the class. Notice that this activity introduces Goal Setting. You may interject that we will learn more about student services, time management, study skills, etc, as they apply to student’s concerns. Source: Adapted from Northern Illinois University’s “Cheers and Fears” Orientation activity.Halves20 minutesBefore class, print pictures and cut them apart.Give each student one or more picture halves. Students mingle to find the other half of their picture(s). After halves are paired, have students show the class the picture. Instructor can tell about the people, place or event pictured.Many Thanks to Rose Garrett for the photos! Find them on the S:drive under ACA 111. Pictures include campus bldgs, folks to know as well as student activities, including graduation.Source: University of VermontSyllabus Scavenger Hunt25 minutesPrepare your syllabus and print a Syllabus Scavenger Hunt.In small groups, use the syllabus to answer 10 or so questions. Which group will complete the hunt first? Prizes are fun, but optional.Discuss not only the answers, but talk about the importance of the syllabus in any class.Prizes are fun, but optional.See the sample Syllabus Scavenger Hunt at the end of the section. You will want to adapt this to meet your own needs. Terms of Success20 minutesPrint the puzzle term halves before class. Follow directions given above for Halves. These terms are found throughout the text. Terms selected for this activity are some that students may have heard or are hearing during the early weeks of the semester.Puzzle File available on the S:drive and in Instructors Resources in the Web Course.Adapted from The Community College Experience, “Your Terms of Success” Pages 15, 66, 79, 98, 124, 154, 172, 197Same and Different20 minutesDivide class into small groups based on how they identified themselves before beginning college: High School, Self-Employed or Homemaker, or FT Employee. (Be sensitive to un-employed and Early College students, etc. The point is to have students meet others like them and learn to appreciate their strengths AND those of the other groups.)Have each group compile a list of things that they think will be the same/different in college. Then compare this to the chart on page 11 of the textbook. Discuss. Use as a time to encourage students from all backgrounds – all bring advantages & challenges with them. Adapted from The Community College Experience, page 11 “Differences Between High School, Full-Time Work and College.”See the examples at the end of the section. Life Boxes25 minutesBefore class, collect small objects or think of simple pictures that have symbolic meaning. List or draw these on the board.Have the students fold a sheet of paper in half and then in half again. Unfold and label each quarter: Childhood, School, College, Future. Then ask the student to select one of the objects or pictures to draw in each box. Then have students mingle to meet other students who have the same picture in the same box. Have them share the symbolic meanings with one another. Students meet each other, but you can also relate this activity to observation and note-taking skills. See the suggested picture/object list at the end of the chart. Source: Adapted from Northern Illinois University’s “Life Boxes” Orientation activity.Not So Common SenseInventory20 minutesBefore class, print or adapt the common sense statements related to the C2C course, some (or all) of which may be counter-intuitive. Individually, have students mark each statement true or false and then share their answers in small groups. Allow students to debate their differences. Instruct the groups to reach consensus and have a presenter from each group share their response to at least one question. Either provide the correct answers or take the cliffhanger approach and let the class wait for them to unfold throughout the semester (Nilson, 1998.) If you take the cliffhanger approach, you might consider re-administering this inventory at the end of the semester as a method of reviewing and/or reflecting on the course. Source: Adapted from Boston UniversitySee the sample Inventory at the end of the section.Syllabus Scavenger Hunt:What is the Instructor’s name?Is attendance required?List two things you expect to learn in this class.When is the first test/assignment due?When does the instructor have office hours?What is the penalty for a late assignment?What grade average must I have to make a B in this course?How is your grade calculated?What is the instructor’s email address? Phone number?What materials are needed for this class?Same and Different Examples:High SchoolFT EmployeeHomemaker or Self-EmployedSAMEIt is important to pay attention in class in both high school and college. DIFFERENTHW may be assigned, but not graded or collected. I’ll need to do it to prepare for tests.SAMEI’m expected to show up for work and be on time.DIFFERENTI’m paying to be here instead of being paid. SAMEI plan my work and make my own schedule in both places.DIFFERENTI may be asked to work on teams, etc. Life BoxesUse the playing pieces from Monopoly: car, hat, thimble, shoe, dog, iron, cannon – whatever the tokens are in your set at home. Other simple pictures: a tree, a key, and unhappy face, Not So Common Sense Inventory:Mark each as True or FalseToday, US colleges and universities enroll more than 81 million students.In 2003, full-time college and university students studied an average of 13 hours per week. In a national study, approximately 85% of students assessed themselves as ‘very successful’ at developing effective study skills in college. “Active Reading” means listening to a book while I am working out or driving in the car. The last day to drop a class is different from the last day to withdraw from a class.Students who engage in metacognition will learn more efficiently.It is wrong to create a ‘cheat sheet’ for tests.It is important to use the same note-taking strategies in all classes.If an issue arises with an instructor, I should speak to a Dean first.If SCC is on a 2-hour delay for inclement weather, it means all classes start 2 hours later. False. 18 million. Source: Arum and Roksa, Academically Adrift (University of Chicago Press, 2011). Sadly, this is True. Down from 25 hours per week in 1961. Source: Arum and Roksa, Academically Adrift (University of Chicago Press, 2011).False. 50%. Source: Arum and Roksa, Academically Adrift (University of Chicago Press, 2011).False. Active Rdg means reading with a purpose in order to understand and remember. Source: Baldwin, The Community College Experience, brief edition, page 98.True. Discuss difference with class. Mention Academic Calendar.True. Metacognition means thinking about thinking – something we’ll discuss more throughout the class.False. Creating a cheat sheet is an effective study tool. Just don’t bring it to the test unless allowed to do so. False. See The Community College Experience, brief edition, page 112-113.False. See the SCC Handbook. The first step is talk with your instructor. False. Be where you would normally be @ 10:00. Independent practice (Homework)Each student sends an email to instructor and classmates with the following information: reasons for attending SCC, one thing looking forward to about college, one question or concern about college (and anything else instructor wants to add.)Module 2: Academic Planning (4 hours)Making an academic planOutcomes Write and share long term and short term academic plansWrite a plan for an academic advising session including questions to ask the advisorDemonstrate understanding of major registration considerations, includingFollowing (or choosing not to follow) a 2-year program of studyUnderstanding course offerings and rotationsPrerequisites and co-requisites, including developmental requirementsOn campus, hybrid, and online coursesDiscuss challenges with and approaches to balancing school, work, and life commitments to stay on track toward academic goalsoverviewIn this module, students will receive guidance in how to design an academic plan for achieving their goals within a reasonable timeframe, given the program of study, course rotations, pre- and co-requisites, readiness for college level courses, and work/personal commitments. We may assume that students understand how to make an academic plan, use a catalog, and read the schedule of course offerings, but most students have little to no experience with these processes. Many students have little experience with making proactive decisions about how much academic load they can handle, given their work and personal commitments. They need us to help them anticipate and problem-solve some of the likely situations that might cause them to get off track and to help them be proactive in making schedule adjustments and academic plan revisions, rather than reactive in withdrawing from and failing classes, getting off track, losing sight of their goals, and dropping out. Over the next year or two, we will be moving to E-registration, where students will enter their own registrations each term, after communicating with and being cleared by their advisors. As we make the transition, advising sessions can move toward a focus on true advising versus registration. This module is designed to give students some of the tools they will need to better prepared for meetings with advisors and to start to take responsibility for their own progress and scheduling decisions. lesson planIntroductionStudents who take a proactive role in mapping out their educational and vocational plans are more efficient and successful in achieving their goals. In this module, you will be writing an academic plan for how to achieve your SCC program in a reasonable timeframe, given your readiness for college level work and your personal and work commitments. You will learn terms and processes you need to know to understand how to read the catalog and schedule of classes to make an effective academic plan. Finally, you will prepare for your next advising session by writing questions to ask your advisor to help you with your short and long term academic goals.Interactive Learning (choose activities or design your own that meet the module objectives)Title /TimeDescriptionMaterials/SourcesAcademic Plan1 hourShow students three sample academic plans. Demonstrate the act of drafting a plan, including the following considerations: placement (and how developmental coursework, if needed, will impact the plan.)program load expected in the program of study (explain class, lab, clinical, credit hours)program load as it might be adjusted by a student who has significant work/personal commitments.impact of pre and co-requisites, especially on variations from the program/plan of study (POS.)WebAdvisorProgram of Study (POS)Program advising sheetsAcademic Plan (draft)Registration FAQs/Virtual Tour1 hourDemonstrate how to read the schedule of offerings via the web. Compare the information available online with the course descriptions and POS in the catalog.Finish with a self-quiz or FAQ sheet (see sample under learning artifacts for this module)WebAdvisorClass schedule onlineCatalogFAQ/Guided Practice sheetAdvising session plan30 minutesGuide students though writing an academic advising session plan. Discuss sample questions students should consider asking their advisors. Require each student to write down a plan for their next advising session, including advisor’s location and contact information, and at least three substantive questions for the advisor. (And, “Can you design my schedule for me while I text my friend?” is not an acceptable question!)Program of studyAcademic Plan (draft)Class schedule onlineStudent responsibilities for advising sheetBalance: School, Work, and Life30 minutesDiscussion. Personal reflection. Writing a “balance sheet.”Anticipating possible problems (childcare, transportation, loss of employment or new job, family illnesses, etc) and solutions.Balance sheetAcademic Plan: Revisited1 hourShare the sample plans from earlier in the module and student drafts. Work through several “What if” scenarios to demonstrate how academic, work, and personal issues can throw off a plan and how it can be adjusted to get back on track. Examples of “What ifs” include:Enrolling part time vs. full timeWhat is full time in student’s POS?How would various PT scenarios impact progress? 10 hours vs. 2 hours, etc.Withdrawing from or failing ENG 111Prerequisite issue for ENG 114Withdrawal is usually better than failure, except in a few isolated circumstances “F” grade will impact GPA until the student repeats and earns a higher gradeHigher grade will automatically replace the F in GPA, but all grades will remain listed on transcript.Failing a program courseConsider course rotations and pre/corequisitesWithdrawing from (or failing) a course that has an alternative option such as a “humanities elective” or a program course that has an acceptable “or” option or substitutionA failure would usually have to be repeated because of the impact on GPA, but a withdrawal might allow for an acceptable alternative course in the next semester.Withdrawing from everything or taking a semester (or more) off.CHANGING MAJORSSimilar majors with some common coursesRadically different majors, particularly those that cross divisions (Career Technologies, Health Sciences, Arts & Sciences.)WebAdvisorProgram advising sheetsAcademic Plan (draft)Independent Practice (in class or homework)Title DescriptionMaterials/SourcesAcademic Plan, initial and revisedEach student will write an academic plan including revisions as needed to anticipate potential double-majors, change of major, or anticipated work/life commitments that might cause the student to have to adjust or delay the plan.WebAdvisorCatalogProgram advising sheetsAcademic Plan (drafts)Advising session planEach student will write a plan for their next advising session including advisor’s contact information, office/advising hours for the current semester, topics for discussion, and at least three questions for the advisor.WebAdvisorCatalogProgram advising sheetsAcademic Plan (drafts)STUDENT/CLASS LEARNING ARTIFACTSACADEMIC PLAN—SAMPLE AA College Transfer Two-Year PlanThis student placed at the college level in all areas and plans to be a full time student and transfer to WCU as an English major.Short term goal: Graduate with AA in May 2014. Long term goal: Transfer to WCU in Fall 2014 as an English major with professional writing emphasis, graduate in May 2016, then seek employment in professional writing, editing, or journalism.SCC Academic PlanFALL 2012SPRING 2013SUMMER 2013FALL 2013SPRING 2014ENG 111ENG 113HUM 160ENG 231ENG 232COM 231BIO 111HIS 131CHM 131/131AANT 210HEA 110MAT 151/151AMUS 110REL 111MAT 140PSY 150SPA 111SPA 112ACA 111PED 122SOC 210ENG 12513 credits15 credits6 credits16 credits15 creditsSubmit SCC commencement application by March 2014. Apply to the university by March 2014.ADVISING SESSION PLANMy advisor’s name is: __________________________________My advisor’s contact information:Office location__________________Office phone ___________________Office/Advising hours for current semester: ______________________________________________________________I will make an appointment with my advisor for the week of: __________________________Three things I need to discuss with my advisor are:1.2.3.Three questions for my advisor:1.2.3.REGISTRATION FAQsWhat’s the difference between a prerequisite and a co-requisite? Give an example of each from your program of study. (Some programs may not have co-requisites but all will have some prerequisites, particularly in general education and the program core.)What do the following course section designations mean?Where?When?SDSEMDMEHYWC**Add more, as applicable to your students.What’s the difference between these offerings of the same course:MAT 140 CD1 TTh 2:00-3:15MAT 140 IS1 TTh 2:00-3:15MAT 140 ME1 Th 5:00-7:30MAT 140 HYS1 Th 5:00-6:30MAT 140 WC1What’s the difference between credit hours and contact hours? Give example of courses from your program of study that have similar and different credit and contact hours.Given the following schedules, which student will have a greater commitment of time in class each week? COS 113, COS 114, ENG 111HIT 112, HIT 220, HIT 226, PSY 150BIO 111, ENG 114, MAT 271Sample from your program of studyInstructor note: Remind students that time in class is only one factor in determining difficulty which involves numerous factors such as: type of classes; reading, homework, writing, and assessment expectations; student’s interest, prior experience, and motivation regarding the content, etc. But, the point of this lesson is for students to understand the minimum expectations of their programs of study in terms of time committed to class/lab/clinical and how that is connected to credits and maintaining momentum toward graduation.Balance Sheet--SAMPLEName: Sample StudentStrengthsChallengesOpportunitiesIdeal hours per week focused in each areaAcademicI placed at the college level in all areas and I am a strong reader and I’m pretty good at writing papers.I am self-motivated.Pell Grant covers tuition and booksMy POS has an 18-hour semester next spring, but I’m planning a wedding for April. Maybe I should postpone it to June.If we stick with the April wedding, I can plan to take 2 of the spring courses in the summer and I will still stay on track with my prerequisites for fall classes. I’ll need to check with my advisor to be sure that the classes are offered in the summer.35WorkI work part-time at my family’s business. My bosses are my parents and they’re very supportive and they agree that work comes second to school.I don’t know how much longer part-time employment will work for me. My parents’ business is solid, but they don’t have need for me at the full time level. I would have to seek employment elsewhere and then I don’t know if a new employer would be as accommodating of my school schedule.I have some time before I have to seek full time employment. I can complete most (hopefully all) of my academic plan before I’ll need a full time job. I can use SCC resources like career services and my co-op placement within my program to help me with the job search process.20Life/HomeI am very lucky to have such strong family support. I live at home with my parents.When I get married next April, I’ll be moving out of my parents’ home for the first time and into a rental house with my husband. I am nervous about this, but excited about this new stage of my life.My fiancé just finished his college degree, so he understands what it takes to be successful in college. He has helped me with many study tips and he said that his advisor, the LAC, and his peers in his program were some of his best support resources. I will seek out these resources myself.50Sleep and healthI’m a pretty healthy person. I only get one or two colds a year and I miss very few days of school or work due to illness.I struggle with sleep. I get anxious before tests and I don’t get enough sleep. I’m sure this impacts my grades and my health.I’ll ask my C2C instructor and my advisor about SCC resources that might help with my test anxiety. 60Total hours for Sample Student’s commitments = 165Total hours in a week = 168There’s not much room in this balance sheet for emergencies, work conflicts, transportation problems, or illness. Student needs to have strong back-up plans and to reinforce her support network.Module 3: Academic Policies and terminology (1 hour)knowing the rules & talking the talkOutcomes Demonstrate understanding of major policies, processes, and forms including: Advising and registration periodsDrop/add/withdrawalGrade Point Average (GPA)Satisfactory Academic Progress (SAP)Grade challengesAcademic forgivenessCommencement applicationDemonstrate knowledge of location of policies and forms and identify the college personnel who can assist with processes.overviewStudents who haven’t attended college before aren’t familiar with higher education processes and jargon. Even earning college credit during high school doesn’t necessarily mean that students are familiar with academic policies and processes, as they often would have had assistance from counselors, college liaisons, and parents in following policies and completing processes. Students who have transferred from other colleges may have some experience with higher education processes and policies, but while we share many policies with other institutions, there are usually local nuances within each policy and procedure. This module is the shortest of the six segments of the course and it focuses on the key policies and procedures that are vital for student success. Instructors should feel free to add concepts as time and student interests and needs allow. The content should be covered in an engaging way that helps students learn the key concepts and also shows them where they can access more information about all college policies and procedures, particularly the student handbook and college catalog. Using a hands-on “scavenger hunt” approach to finding information may be helpful.lesson planIntroductionPart of success in any new organization is understanding the policies and procedures unique to the culture. In this module, we will focus on key policies and procedures that you need to understand and use in order to be successful at SCC. Some of these will be familiar from past educational experiences, but all have unique applications at SCC. There are dozens of additional policies and procedures that you will learn and use while a student at SCC and by the end of this module you will be familiar with the resources where you can find all SCC policies that apply to students: the student handbook and the college catalog.Interactive learningUse active learning methods to review key student policies and procedures in the student handbook/catalog, including advising and registration periods, drop/add/withdrawal, GPA, SAP, grade challenges, academic forgiveness, and commencement application. Choose one or more of the active learning methods below or design your own activities that meet module objectives and engage students in this material. Title /TimeDescriptionMaterials/SourcesTerms of SuccessHandbook/CatalogJigsaw50 minutesAssign individual students (or pairs/ groups) separate Terms of Success policies and procedures. Students locate their assigned concepts in the handbook or catalog and summarize in their own words.Individuals (or pairs/groups) share the concept and the explanation with the class. Instructor clarifies or elaborates as needed. SCC student handbookSCC catalogTerms of Success (end of section)Terms of Success Game Show50 minutesPlay a quiz-style game show as a class to learn the terms. Can play in teams or as individuals. Ensure individual learning and accountability by building in instructor-led or individual self-checks periodically during the game. (By calling on individuals, requiring some answers to be written, or by having individuals commit to responses by holding up cards, etc.) The college owns a quiz-show light/buzzer system which can be checked out from the library. (Eventually, we may have voting/gaming systems, as budget allows.)Instructor-prepared game-show style questions (Jeopardy, Millionaire, Smarter Than a 5th Grader, etc.) Quiz bowl gaming system available for check-out from the Holt Library.Terms of Success Guided Practice45 minutes Lead interactive discussion of the Terms of Success. Be sure to involve all students and check for understanding. The handout can be modified by cutting some of the terms or definitions for fill-in during discussion.Terms of Success handout (end of section)What’s my GPA? Am I making SAP?20 minutesModel for students how to calculate GPA (show, don’t just tell.) For example, show how Bs in three 4-hour courses leads to the same GPA as 2 As and 2 Cs in four 3-hour courses. Explain that developmental courses do not earn quality points and are not included in GPA, but that they are still important for financial aid and satisfactory academic progress.Explain that in order to maintain financial aid eligibility, students need to maintain a GPA above 2.0 and must complete at least 70% of the courses they attempt.Leave time for small group or independent practice calculating GPA and SAP with various scenarios.Chapter 1, “Grades” SAP handout (end of section)SAMPLE STUDENT/CLASS LEARNING ARTIFACTSTerms of Success4762515938500033337500Satisfactory Academic Progress At SCC～What you need to know to keep your financial aid∽Every year that you re-apply for financial aid, and at the end of each semester the SCC Financial Aid Office checks your transcript (record of your grades) to see if you are making Satisfactory Academic Progress (SAP). This is something the federal government requires to make sure you are making progress towards completing your degree, diploma or certificate.To make SAP:You have to earn a cumulative grade point average (GPA) of at least 2.0. Your GPA for financial aid purposes will include both passing and failing grades in developmental courses, so your GPA for financial aid may be different than the GPA on your SCC transcript.You also have to complete, on a cumulative basis, at least 70% of the credit hours you attempt (your course completion rate) so that you won’t exceed 150% of the credit hours in your academic program (the maximum time frame to complete your program).These grades count as hours attempted and earned— A, B, C, D, S (credit by exam) or TR (Transfer credits)These grades count as hours attempted, but not earned— W, F, I (Incomplete) or CS (Continued Study/failing developmental course)These grades don’t count as hours attempted or earned—AU (Audit) or NA (Never Attended)Since these measures are cumulative, that means we look at your results for all terms ever enrolled at SCC, and include all hours transferred to SCC, even if you didn’t receive financial aid during those terms.If you’re not making SAP you may get a chance to turn things around:You will be notified in a letter from the Financial Aid Office that you are being placed on financial aid warning for one semester. This is your opportunity to improve your academic results so that you will be making SAP by the conclusion of your warning term. You will continue to receive financial aid during this warning term.If you do not achieve a cumulative 2.0 GPA and a cumulative 70% course completion rate during your financial aid warning term, your financial aid will be suspended. You will then be required to pay for future classes on your own. During your suspension period, if you believe you have regained SAP, you should notify the Financial Aid Office. We will recheck your SAP to see if you can again be eligible for financial aid.If you have attempted more hours than the maximum time frame for your academic program (150% of the credit hours in the program), you will not receive a warning term. Financial aid will automatically be suspended.Satisfactory Academic Progress At SCC(continued)You may appeal a determination that you are not making SAP:After your warning term and when you receive your financial aid suspension letter, you may make a Financial Aid Appeal in order to receive financial aid for an additional term or terms on a probationary status.You should have mitigating circumstances outside of your control, such as a serious illness or injury, or a death in your immediate family during the semester(s) you failed to make SAP.If you cannot regain SAP in one additional semester on probation, you may be placed on a plan that will stipulate specific requirements you must meet in order to remain on probation under the appeal.If you are not making SAP because you have changed your academic program, you may be able to appeal if you have valid cause for withdrawing from your former academic program.You may be asked to provide documentation with the appeal form. Your request will be reviewed by the Financial Aid Committee and you will be notified of their decision.Tips to Make Satisfactory Academic Progress (SAP)These Tips will help you avoid excessiveW (Withdrawals) or F grades:Only sign up for the number of classes that you can successfully pass during one semester—it’s better to start off slower and add more during a later semester. Also, be sure the classes are scheduled at times you will be able to meet. Make back-up arrangements for transportation and childcare.Be sure to make any adjustments to your class schedule each semester before the end of the Drop/Add period. When you do this, the course is removed completely from your schedule and will not affect your SAP. If you start having trouble in a class, or if you have to miss more than one day of class in a row, take steps right away. Contact the instructor first, and if you need further help, see the Learning Assistance Center or Student Support Services about getting a tutor.If you must withdraw from a class, be sure to do so before the last day to withdraw. If you miss this date, you will receive an F grade instead of a W grade. Both grades count as hours attempted but not earned for SAP purposes, but an F grade also seriously hurts your GPA. See the Financial Aid Office if you are contemplating a change in academic program. We can discuss with you the implications for your SAP.Module 4: Resources (3 hours)connectING WITH PEOPLE & RESOURCES TO SUPPORT MY SUCCESSOutcomes Demonstrate understanding of major resources, including:Academic AdvisorAcademic AdvocateCareer ServicesDisability ServicesE-Learning SupportFacultyFinancial AidLearning Assistance Center (LAC)SmarthinkingStudent LifeStudent Support ServicesTutoring programDiscuss challenges typically faced by college students and the resources that could assist with each challenge. Show evidence of substantive interaction with at least three academic and student support resources.overviewStudents receive a brief introduction to academic and student support programs and staff during New Student Orientation (NSO), but we try to keep the NSO experience informative but brief in order to hold attention and provide students with just enough information to get started and to understand that SCC cares about their success, but not so much that they are overwhelmed. During face to face orientations, students engage in a campus tour which introduces most of the resources highlighted in this module. Online NSO includes a virtual campus tour covering comparable content. The intention of the module is to delve deeper into these resources, how and when students should access them, and, most of all, to ensure that each student has engaged with at least three of the resources. lesson planIntroductionDuring New Student Orientation, you were introduced to many resources that SCC has put in place to support student success. In this module, we will explore several key academic and student support resources in more depth and you will engage with at least three of these resources. You will show evidence of a substantive interaction with at least three resources and describe how and when you may use these resources to support your success in the future.Interactive learning (choose one or more methods)Title /TimeDescriptionMaterials/SourcesResource scavenger hunt2 hoursTeams (groups of 2-4) go on a scavenger hunt to engage with resources and return with evidence from each to share with the class.SCC student handbookSCC catalogSCC web siteProgram materials (brochures, flyers, registration forms, etc)“Field trips”(F2F or virtual)30 minutes eachClass engages with resources through on-campus or virtual field trips with discussion and Q&A with resource leaders and instructor.Campus tour (f2f or virtual.) Field trip highlights should include: Career Services, computer labs, E-Learning staff, Financial Aid, Learning Assistance Center, Library, Registrar’s Office, and Student Support Services. Guest presenters (F2F or virtual)30 minutes eachClass engages with resources through in-class or virtual guest presenters with discussion and Q&A with presenters and instructor.Guest presenters (f2f or virtual.) Possible presenters include: Academic Advocate, Career Services Coordinator, Disability Coordinator, E-Learning staff, Library staff, Student Life representative, and Student Support Services staff, Tutoring coordinator. Independent Practice (homework)Engage with at least three resources. Show evidence of the engagement and write a description of the benefits of the resource and how/when the student may use it in the future.SAMPLE STUDENT/CLASS LEARNING ARTIFACT Academic and Student Success Resources PortfolioResource: Learning Assistance Center (LAC), Macon CampusHow/when I used it: Took a test for my online MAT 140 course on Thursday, September 8, 2011.Evidence: Signed in to LAC and signed test proctoring agreement form. Math instructor can confirm that I took the test by the deadline.Benefits: I live in Franklin and work in Sylva, so I take classes on both campuses and online. The Macon LAC was a convenient place for me to take this exam on a day that I didn’t have classes on Jackson campus. How/when I’ll use it in the future: Any time I need to take a proctored exam. And, the LAC consultant encouraged me to use the LAC when I need assistance or when I need access to a computer to do my work. I plan to use it in the afternoons to work on my homework and online research.Resource: SCC Library online databasesHow/when I used it: Tuesday, September 13, 2011Evidence: Printouts from research using online databasesBenefits: Gathered strong background and evidence for my history paper.How/when I’ll use it in the future: Will use library on campus or online for every college paper/project requiring research.Resource: Faculty Office HoursHow/when I used it: Met with Jim Hippensteel in his office on Monday, September 12, 2011 Evidence: Jim’s signature___________________________________Benefits: Reviewed requirements for paper and discussed my outline and sources. I now know I’m on the right track.How/when I’ll use it in the future: I’ll meet with Jim to review a draft a week before I turn in the paper. And, I plan to meet with other faculty during their office hours as needed.Resource: Welcome Back EventHow/when I used it: August 9, 2011Evidence: Signed up for Herodotus (History) Club, filled out an information card with the WCU admission representative, and picked up a flyer about Constitution and Citizenship Day next week.Benefits: I loved the free lunch and the band. I had been meaning to sign up for history club, so I’m glad for this opportunity. I had fun playing some of the games and hanging out with my friends.How/when I’ll use it in the future: I plan to attend the Constitution Day event and I’ll look for more student life events later in the semester.Module 5: Study skills (4 hours)learning how to learn in collegeOutcomes Demonstrate understanding of study skills, includingReading and researching college level materialNote takingTest taking (preparation and test taking strategies)Writing (general process and format of college papers)Preparing presentationsStudy groupsDiscipline-specific skills for math, English, technical courses, etc.Demonstrate independent application of at least two study skills.overviewLearning and studying in college is different from past experiences students have had in school. Some of our students have done well in the past by attending class, listening, and turning in most assignments. Other students have done poorly in the past because they didn’t use any study strategies or they developed poor strategies. Still others did use study strategies in past experiences, but often find that these strategies are not as effective in college as they were in high school. College students need us to help them see that college learning processes, pace, independence, materials, assessments, and outcomes are going to be different from high school and from other experiences they may have had, such as workplace training. They need practice using several effective study strategies in the college context. Simply reading or hearing about the strategies is not enough; students can pass quizzes on study strategies and still not know how to apply them. They need us to demonstrate a strategy and then coach them in its use. They may find that some strategies are more effective than others which is the most significant learning in itself: learning how to learn and taking a proactive role in one’s own education.lesson planIntroductionIn this module, we will explore several key study strategies used by successful college students. Learning and studying in college is different from past experiences you have had in high school or in the workplace. The pace, processes, level of independence, materials, tests, and learning outcomes are all quite different from anything you may have experienced before. We know you can be successful with college learning, but you will need to reconsider your study habits and strategies and practice new ones. Interactive learning (choose one or more methods)Title /TimeDescriptionMaterials/SourcesReading1 hourDemonstrate active reading with selections from a variety of college textbooks/material. Show students effective annotating, highlighting, and notetaking. Have students demonstrate the skill with a variety of selections in their own textbooks or in instructor-created handouts from a variety of texts. (It’s not a copyright violation when you cite the source and it’s a brief selection for one-time instructional use.)Ch. 5Researching1 hourInvite library staff to class or visit the library for an introductory library instruction session.Invite Writing Across the Curriculum (WAC) coordinator to class for college research overview workshop.Ch. 7 “Information Literacy”Library instructionWAC instructionNotetaking1 hourDemonstrate at least three notetaking methods. Present two or three mini-lectures with student notetaking using at least two or three different methods. Compare student notes with each other and instructor. Discuss strengths, challenges, and areas for improvement. *Present another mini-lecture with practice and discussion of further refinement. Ask students to commit to using one of the methods in a class over the next week and to bring notes to class for discussion.Ch. 5 “Notetaking strategies”Test taking45 minutesReview test preparation and test taking strategies. Practice test taking with a sample test including a variety of question types. Ask students to commit to at least one new test taking or preparation strategy for their next test. Discuss in a future class. Ch. 6Writing1 hourReview effective college writing process and paper format. Show sample papers and analyze major parts. Show an ineffective paper and discuss how it could be improved. Ask students to bring sample papers/essays/writing projects to class for discussion. Make sure students know where/how to get help with college writing including English classes/instructors, LAC, Writing Across the Curriculum (WAC) program, tutors, and Smarthinking.Ch. 7, particularly “Top ten writing expectations in college” and “Writing prompts, definitions, and examples”WAC instructionPresentations45 minsDemonstrate an ineffective and effective 2-minute mini-presentation (example, an “elevator speech” or “tell me about yourself” interview response ). Discuss. Students prepare a mini-presentation and deliver to class with critique (what you did well/what you can improve.) Ch. 7Study groups30 minsRole play an ineffective and effective study group interaction. Discuss. Students list three classes where a study group would be effective and five strategies for making a study group work.Ch. 6 “Tips for making study groups work”Discipline-specific study skills45 minutesAs a class, make a chart of at least five different disciplines students are studying currently. Identify reading, notetaking, and study strategies that are most effective for each discipline (many will overlap, which is part of the point.) Individually, students should make a chart of at least three disciplines they expect to study next semester and write reading, notetaking, and study strategies most effective for these disciplines. (Many will overlap with class exercise. Remind students that thinking, writing, and repeating independently is an effective strategy for all types of learning.)Ch. 5 “Reading in the Disciplines” and “Notetaking in the Disciplines”Independent PracticeStudents demonstrate use of at least two learning/study strategies and show the ability to reflect on results and plans for future improvement. SAMPLE STUDENT/CLASS LEARNING ARTIFACTS Show evidence of application of at least two strategies and reflection on effectiveness and areas for improvement. Evidence may include: class or reading notes showing at least two different strategiesself-analysis of a test or quizinstructor and self-analysis of a class presentationreflection on a study group experiencea paper submitted for a grade that shows application of research or writing strategies covered in the module. Module 6: taking responsibility (3 hours)TAKING RESPONSIBILITY FOR my educationOutcomes Understand the importance of time management and develop a time management planCreate a personal budget and understand the importance of managing personal finances including credit cardsIdentify stressors and learn methods to deal effectively with stressUnderstand problem solving steps and methods to effectively evaluate problems.Learn about the process of resolving conflict in relationshipsRecognize the steps necessary to engage fully in the educational experience and complete goals at SCCoverviewWe know from our experience with SCC students and from the national persistence and retention data that non-academic issues are commonly cited as reasons that students aren’t successful and stop attending. Students may underestimate or have little experience with the need to budget their time and money, have back-up plans for potential transportation, work, and childcare issues, and learn to effectively think through problems and manage conflict. In this module, we highlight the key areas that can help students take responsibility for their own education and goal attainment. These issues are much larger than a 3 hour course module, but by exploring the issues and some strategies for approaching them and by knowing where to access support as issues arise we hope C2C students will be prepared to manage their time, solve problems, and stay in school.lesson planIntroductionMost community college students have complex schedules, diverse responsibilities, and many stressors in their busy lives. In this module, we will explore some of the common stressors and practice strategies for effectively managing potential problems. Our goal for all SCC students is that when “life happens” you know what to try and who to seek help from so you can stay in school and continue on the path toward your academic, career, and life goals.Interactive learning (choose one or more methods)Title /TimeDescriptionMaterials/SourcesTime Management NotesRead Chapter 3: Managing Your Time and Energy Get HOOKED on that great feeling of getting work/tasks? DONE and off your mind, schedule and conscience. It has to be done EITHER WAY, so why not just get it over with and live without the dark hovering, looming cloud? It's the better way.?Keep written lists-- where you can tackle items and CROSS them off—this helps with motivation and a sense of accomplishment.?Having something pleasant as a reward after you accomplish the chore?you want to avoid.?Divide large tasks into smaller chunks or enlist help.Chapter 3Activity:Priorities15 minutesUse the following Important/Urgent Prioritization Table to discuss common tasks and issues and priorities. Start with three or four instructor-created ideas and then, as a class, brainstorm additional ones and discuss prioritization. For example: My parents surprise me with a visit from out of town and want to take me to dinner, but I have a midterm exam tomorrow at 8 am that I’m not fully prepared for. Where does this fit on the prioritization table and how should I react in the best interests of my family relationships and my education?Extension idea: Develop scenario cards and use the prioritization table as a game board to place cards on in small groups. Encourage discussion of choices and alternatives.Important/Urgent Prioritization Table1Urgent and Important2Important, but Not Urgent4Urgent, but Not Important3Not Important and Not UrgentTime Management Plan Notes45 minutesUse the following as a guide for planning a lesson with student interaction and self-assessment of time management strengths and areas for improvement:List activities that you will need to consider when you create a time management plan.? How much time should you allow per class of time outside of class for studying and completing assignments?? Add those hours to the number of hours you are in class each week and list those plete Activity 3.1 Personal Time Assessment.? List your score rating. Did the results surprise you? Why/why not?Read the Procrastinator Types listed in Table 3.1 on p. 68 and explain which one you are.?Which strategies could you use to break the procrastination cycle?Using the Activity 3.3 on p. 63, identify your energy levels.? List here when? you have the highest energy levels.List here when you have the lowest energy levels.How could this discovery help you plan projects and assignments better?Analyze your time.? Using the Time Log example on page 59, Figure 3.7, create a time log for one week.? What are your greatest time management strengths?What are your time management weaknesses?What new strategies will you try during your first year of college to ensure efficient time management to promote your success?Chapter 3Budgeting1 hourUse the following notes and prompts to facilitate discussion and student engagement in budget planning and self-assessment.Budgets require three basic steps:1. Analyze how you are spending your money now.? Track purchases and record.2.? Set goals for what you want to spend and save.3.? Track the spending to make sure it is within those goals.If you receive a lump sum of money from financial aid, you need to figure out how long that money must last you.? It is best to determine a weekly or monthly amount you will need for basic necessities.? Using the above steps, you may learn that you are overspending in one area or another.? It is a great tool to look at where your money goes, so that you can better manage where you want it to go.? From CNN money, "Drawing up a budget is usually pure drudgery enlivened only by the reality of staring your foolish spending habits in the face. Why do you have a luxury sound system if neither you nor your spouse listens to it? In fact, one of the chief impediments to budgeting is that most people would rather not know how they really use their money."There are lots of online budgeting tools and resources available for free.? There are programs that make tracking your money easier as well.? On page 217 & 218 in your book, there is a sample budget form for you to use.Chapter 10, sample budget form, pp. 217-218.Stress Management Notes30 minutesUnderstanding stressStress is a physical and psychological response to outside stimuli.? Anything that stimulates you can stress you as well.Stress can motivate you to study for an exam, so not all stress is considered bad.Can you identify your own possible causes of stress?? Figure 8.1? on page 160 of the textbook lists some possible causes of stress.? Can you identify with any of those?Stress related illnesses include:Digestive problems, such as heartburn, constipation, diarrhea, and ulcersSevere headaches and migraineshigh blood pressure, heart attack, and strokemuscle and joint paincolds, flu, respiratory, and sinus infections.Managing stressThings that will help eliminate the effects of stress on the body include:eating well (tips for healthy eating listed on p. 169 Figure 8.2)exercising (tips for exercising in college listed on p. 171 Figure 8.3)getting enough sleepOther ways to help reduce the negative effects of stress include:breathing deeply in order to calm downvisualization of a relaxed time and place to help you quiet your mind and body.physical exercise can help release stressfinding things that make you laughspending time with friends doing things you enjoy such as going to dinner and the movies.Stress self-assessmentGo to the following link and complete the stress assessment quiz.? Print out and analyze the results. Write a paragraph explaining your major stressors and identifying at least three strategies you will use to reduce your stress this semester. 8Critical Thinking and Problem Solving Notes1 hour totalLet's divide this up into two distinct sections:THINKING (creative, analytical, & critical)andSOLVING (problem parts & decision making)Discuss the three types of thinking listed below and have students give an example of each.Creative Thinking - The act of creating ideas for the purpose of solving problems.Analytical Thinking - Involves breaking down a problem or decision into smaller, more digestible parts with the intent of arriving at the best solution.Critical Thinking - Thoughtful approach to problem-solving or decision-making from all perceivable angles.Chapter 6 powerpoint slides with notes on creative thinking, analytical thinking, critical thinking, and problem solving.Activity: Creative Thinking15 minutes Have students consider the following scenario and discuss as a class.You've taken your parents out for their anniversary dinner and the bill arrives.You reach into your purse or wallet and find that you are devoid of cash and your credit card is at home.Think about this problem and list 5 possible solutions to this dilemma.? (THINK OUTSIDE THE BOX!?? This is an exercise in CREATIVE thinking.)What are your options and which of these do you decide upon?Chapter 6Activity:Problem-solving15 minutesHave students consider the following scenario and discuss as a class.You've procrastinated as usual and now you have a five-page paper on Origami due tomorrow.You push the power button on your desktop computer button and .... nothing.After your initial burst of adrenaline to get the brain juices flowing, you use the 6 step approach to problem solving (Baldwin pp. 127-129) to save yourself from certain disaster.What would you do?What things do you check to rule out the simple stuff?What are your options?What will you do if nothing that you've tried is successful?Chapter 6, pp. 127-129Activity: Creative Thinking Game15 minutesWant to take your brain for a spin?Try this great Dyson Logic Puzzle / Game and see how good you are at ... problem solving with a vacuum ! level finally stumped you?Conflict Resolution Notes1 hour totalConflict is an inescapable facet of our existence.Everyone experiences it, but few people learn to master the manipulative art of conflict resolution.Imagine being able to somehow gain the upper hand in nearly every interaction you're part of !!Would that be something worth learning a new skill for?Read on ....If you're the master/mistress of all that you survey, an Emperor/Empress, you don't need this lesson because anyone who disagrees with you will soon find themselves missing their tongue or entire head. If you're mortal like the rest of us, you could benefit from understanding what conflict is, how it works, and how to best arrive at a resolution.We won't insult you with a definition of what Conflict is - it's when the ignorance of others does not enable them to see what is plainly obvious to you.? :-)One of these three things will be true:You are in a superior position to the person you have a disagreement with.You enjoy equal standing to the party you are contending with.You are vying against someone who has your fate in their hands.In any conflict, it's important to take a moment and ask yourself: ? "How important is this to me??? How big of a 'fight' is warranted here??? Is it worth it? ...."You've heard this before:? "Pick Your Battles."You won't learn all the skills you need here to become a master negotiator.? For that, you may want to enrich? your mind with the likes of one of these:? (clickable book links, btw)The correct strategy(ies) for dealing with your adversary will depend upon whether you are equal, superior to, or inferior to the contender.Your approach will understandably be bolder if your position is equal or higher than the person you're having a conflict with.The best outcome is always compromise and if you and your adversary are intelligent and reasonable, you two should strive for and work toward a 'Win-Win' resolution.If you're arguing with a completely insensitive, arrogant person who's on a power trip, the best advice is to cut your losses and retreat because no amount of begging, screaming, or worse - threatening - is going make a dent in their impenetrable armor.?? They may know you're in the right, but their pride will never allow them to admit that.Your options at this point are to 'pick your battle' and live to fight another day or go over their head.Bridges... Ask yourself if the battle is worth fighting.? Even if you DO ultimately win and going over their head resulted in you getting your way... Did you step in it? - because you now realize that you won't be able to count on this person as a much-needed job reference.? Think!? Don't let your emotions rob you of your ability to reason.? The calmer, cooler person is usually the victor - because their opponent’s red-faced screaming has deprived them of their mental acuity.Try to keep things in perspective and see the big picture.?Walk away and think about for a while.?? The distance and time may clear your head.A few last points:?Raising your voice results in an arms race for volume bragging rights and there's no winner of that war.?? Keep it to a low roar.Make your point clearly and emphatically and not repeatedly.? If they didn't hear or heed you the first time, the third repetition won't matter and it makes your position look weak.Argument Poker: Know when to hold (your ground) and when to fold (your tent).and finally....Breath Mints:? Use them... and if your opponent seems to be winning, grimace while waving your hand in front of your face and hand them a breath mint... with a genuine smile.?? :-)Chapter 4, pp. 88-90Activity: A Page from Your Life: A study in conflict resolution30 minutesHave students discuss or write a document describing 3 instances when they engaged in conflict with another person, agency, or organization.In the first example, keeping names and personal details private, discuss how you emerged victorious and managed to make your adversary see your side of the matter. What did you learn from this experience?In the second example, report about a compromise that you were able to reach where neither of you got your way entirely.? You reached an agreement - possibly an agreement to disagree. What did you learn from this experience?In the third example, write about a conflict where you fought the good fight but wound up losing.? How did you handle that loss? What did you learn from this experience?Enriching and Extending Your Education30 minutesDiscuss the following with students.The minimalist approach to college would be to invest as little of yourself as possible.?? Attend what classes you must and shoot for a passing grade in all classes so that you can walk across the stage and hang sheepskin on the wall of your den.That's an option and it's your choice, but you'd be cheating yourself out of a rewarding and enriching experience.There is so much more to college above and beyond taking courses, reading, tests, papers, studying, etc.Allow us to mention just a few of the things available to you which can vastly improve your collegiate experience:Honors CoursesInternshipsCourse AuditingTargeted EmploymentStudies AbroadProfessional ResearchOrganizations and ClubsSeminarsWorkshopsJob FairsCommunity ServiceWe’re not advocating that you stretch yourself beyond sanity as you juggle your responsibilities at home, at work as well as at school.? We’re suggesting that you pay heed to the statement that MANY people find their jobs via NETWORKING.?? If you keep your nose in the books and your head in the sand, you will make zero personal connections and will, like most college graduates, have nothing but the classified ads and the internet job sites to look to for employment opportunities.?? The more activities - the better and being involved with campus organizations will put you in contact with people who may be in a position to inform you of a position that is about to be open.?? You'll apply for it with other qualified job-seekers, but YOUR edge will be the fact that you can fill in the blank where it asks if you know or are related to anyone within the organization.?? Trust us when we tell you that it makes an enormous difference and many of jobs we have had since college come to fruition because we knew someone within the organization.Activity:Extending your education15 minutesHave the students complete the following:Which extracurricular activities interest you?What activities are you already involved in?What are some ways that you can extend your education beyond the classroom?Search the college web site and student handbook for extracurricular activities and organizations. Choose at least three activities that interest you and write down the contact/club information. Independent PracticeTime management planBudgetProblem-solving/conflict resolution applicationSTUDENT LEARNING ARTIFACTS Time Management Plan: Students should use monthly, weekly, and daily calendars to plan academic, extracurricular, work, and personal commitments for a certain time period, preferably at least one to two months or the remainder of the semester. Refer to samples in the text, but encourage students to use SCC Student Handbook as a planner. Students should maintain a detailed daily calendar for at least a week, including the weekend, then analyze use of time and brainstorm (individually, in small groups, or as a whole class) ways time could be planned and utilized more efficiently.Budget: Use sample budget form in text (chapter 10) to create a budget. Conduct self-analysis of estimated and actual expenses. Students who are dependents (of parents, guardians, etc) should research expenses and write a realistic, predicted budget as if they were paying all of their own expenses. (This helps all students appreciate whatever support they are receiving, whether from family, financial aid, government assistance, etc.) *Be sensitive to students’ privacy—i.e. no whole-class sharing of details—while facilitating their predictions and analysis.C2C Major Student Outcomes Checklist____Academic Plan____Advising Session Plan____Academic and Student Success Resources Portfolio____Study Skills Applications____Time Management Plan____BudgetFinal ThoughtsThe C2C Instructor’s Guide was written by the C2C committee during the 2011-2012 academic year with input and feedback from the Student Success committee and faculty. As the College Student Success course requirement takes effect in 2012-2013, we will have several creative faculty and staff members teaching the C2C content and we will seek instructor and student feedback on the curriculum and outcomes. We look forward to adding many more applications, activities, and student learning artifacts to future versions of the Guide. AcknowledgementsC2C CommitteeKurt Berger, Susan Cain, Eric Hester, Dennis Keough, Meg Rollins Petty, Barb Putman (chair), and Hilary Seagle. Retention CommitteeScott Baker, Dominique Benson, Mary Bradley, Thom Brooks, Janet Burnette, Cheryl Contino Conner, Cheryl Davids, Christy Deaver, Mitch Fischer, Jennifer Forrester, Dennis Keough, Deb Klavohn, Patty Kirkley, Elizabeth Haynes, Fairley Pollock, Carolyn Porter, Barb Putman (co-chair), Amy Russ, Jay Sain, Phil Weast (co-chair), and Robin Whitley.Dr. Thom Brooks, Vice President for Instruction and Student Services, for his learning-focused leadership and inspirational support of student success. ................
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