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Viewing: USC 111 : Strategies for College Success

Last approved: Fri, 19 Feb 2016 20:45:53 GMT

Last edit: Fri, 19 Feb 2016 20:45:44 GMT

Catalog Pages referencing this course
Change Type
USC (University Studies Course)
111
032266
Dual-Level Course
Cross-listed Course
No
Strategies for College Success
Strategies for College Success
Division of Academic and Student Affairs
University Studies Course (24UC)
Term Offering
Fall, Spring and Summer
Offered Every Year
Spring 2015
Previously taught as Special Topics?
Yes
2
 
Course Prefix/NumberSemester/Term OfferedEnrollment
USC 298Spring 201529
USC 298Fall 201512
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
1
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture1
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Victoria Silvestri
Lecturer

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture3015YesN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
No
This course is intended for students who need to improve their academic standing, with enrollment priority given to students readmitted on academic probation. Students will acquire policy and resource knowledge, practical skills, and strategies to improve their academic standing at NC State University. Students will address the academic and personal challenges that may have impacted progress towards their chosen degree. Department Consent Required

This course provides academic support and skill-building to students who are continuing after an academic suspension. It addresses such issues as: low non-cognitive factors (resiliency, organizational skills, communication skills, self-control, self-regulation, etc.), academic major mismatch, and inadequate study skills. Students indicate that these issues are huge factors in their academic difficulties.


This course gives students a structured environment in which they can learn success strategies and reflect on their academic path. It brings key resources to the student in order to improve their chances of success. 


The new suspension and continuation regulation  (REG 02.05.01, 4/28/15) allows suspended students an immediate appeal to continue without time away. This may mean that they have not had the time to truly reflect on the factors that contributed to their difficulties, or to develop a comprehensive plan for success upon returning to campus. The first offering of this course was a part of a pilot program requested by EMAS to support this population of students. Suspended student data clearly indicates the need for some intervention in order to improve the likelihood of future success and degree completion.


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

The current instructor will teach all sections as a part of her regular course load. The instructor is working closely with several campus offices, such as the Counseling Center, to secure guest speakers and structured opportunities for students to engage with these offices. No new resources required.

This course is designed to assist undergraduate students with acquiring policy and resource knowledge, practical skills, and strategies to improve their academic standing at NC State University.  Students will address the academic and personal challenges that may have impacted progress towards their chosen degree.


Student Learning Outcomes

Upon completion of this course, students will:



  • Develop an Academic Success Plan documenting their growth and improvement needs, strategies for academic success, and short and long-term academic and personal goals.

  • Identify strategies to build academic skills, including time management and study skills, that they can implement to improve their academic standing.

  • Identify campus resources to support their academic and personal growth.

  • Accurately perform GPA projection calculations and understand the impact of their course grades on their academic standing.

  • Identify and apply academic policies and regulations important to progress and academic recovery.

  • Identify majors and careers that would be potential good fits based on academic performance, interests, abilities, experiences, and values.


Evaluation MethodWeighting/Points for EachDetails
Project125Part I – Academic History and Behaviors (20)
Part II – Meeting with Instructors (15) & Behavioral Self-Assessment (20)
Part III – GPA Calculation (15) & Goals (20)
Part IV – Advisor Meeting (15)
Part V – Strong Interest Inventory Reflection (20)
Written Assignment105This is a mix of in-class and out-of-class work:

Self-Assessment (5)
Discover Questions (10)
Syllabus Assignment (20)
ONE Word Assignment (5)
Instructor Meeting (10)
Academic Update Report #1 (15)
Academic Update Report #2 (15)
Various In-Class Assignments / Reflections (25) (5 points each)
• Healthy Relationships Reflection
• Reality Check Reflection
• Recreation Reflection
• Stress Management Refection
• Strengths Reflection
Oral Presentation35Mid-term Presentation (Personal Strengths)
Other35Final Conference
TopicTime Devoted to Each TopicActivity
Introductions, Academic Success Plan Part 1 (Academic History & Behaviors)Week 1• Introductions / Ball of Questions
• Academic Recovery Program
• Course Syllabus & Course Schedule
• Academic Success Plan Part 1
• Complete Self-Assessment – bring results to class next time
• Counseling Center Guest – Mary Baker: Academic Specialist
Academic Success Plan Part 2 (Instructor Meetings & Self Assessment)Week 2• Class Activity – Academic Success Plan Part 2
o Meeting with Instructors
o Email / Etiquette
• Syllabus Assignment
o Academic Update Report
• Video: Ted Talk – Grit


Academic Success Plan Part 3 (GPA and Goals)Week 3• Academic Success Plan – Part III
o GPA Calculation
• Academic Success Plan – Part III
o Goal-Setting Strategies
• Goal Setting Assignment (in class, submit on Moodle)
• Strong Interest Inventory Overview
Time Management & MotivationWeek 4• Guest Speaker: Counseling Center - Time Management / Academic Motivation
• Apps for success
Alcohol and Substance Abuse PreventionWeek 5• Guest Speaker: Chris Austin: Coordinator: Alcohol and Substance Abuse Prevention
Healthy RelationshipsWeek 6• Guest Speaker: Rose Jerome: Counseling Center – Healthy Relationships
• Healthy Relationships Reflection (5 points)
Strong Interest InventoryWeek 7-8• Strong Interest Inventory Part I
• Strong Interest Inventory Part II
• Occupational Outlook Handbook
• Resources for Exploring Majors / Minors
Mid-Semester Assessment and Registration PrepWeek 9• Academic Policies
• Reality Check
• Reality Check Reflection
• Academic Success Plan Part IV
o Preparing for Registration Advising
Wellness and Academic SuccessWeek 10• Guest Speaker – Stacy Connell – Recreation
• Recreation Reflection
StrengthsWeek 11• Dreams / Strengths
o Trombone Player Wanted
• Review of Mid-term Presentation (Strengths)
Stress ManagementWeek 12• Guest Speaker – Noah Martinson: Counseling Center – Stress Management
• Stress Management Reflection
Midterm PresentationsWeek 13• Midterm Presentation
o Personal Strengths (35 points)
Personal ResponsibilityWeek 14• Victim vs. Creator
• “Don’t Settle” Questions
• Reflection
Evaluations and ReflectionWeek 15 Semester reflection
After review from the Office of General Counsel, it was deemed that the course description does not violate FERPA.
kkharris (Tue, 13 Oct 2015 14:41:52 GMT): Approved at University College CCC on 10/13/15.
gmneugeb (Fri, 30 Oct 2015 13:51:25 GMT): Rollback: Tabled at the 10.21.2015 UCCC Meeting
Key: 7978