READ115 Academic Support Seminar

Department of Language & Literature: Reading

I. Course Number and Title
READ115 Academic Support Seminar
II. Number of Credits
1 credit
III. Number of Instructional Minutes
IV. Prerequisites
V. Other Pertinent Information

The academic and personal needs of the enrolled cohort of students will determine the focus of the course. The students' desired outcomes will determine the specific topics and learning activities. Possible topics include effective decision making, personal responsibility, goal setting, time management, test preparation, reading skills, and study strategies.

The instructor will serve as the students' advisor and closely monitor the students' work habits and academic progress in their other courses.

To meet course objectives, students are expected to spend a minimum of two hours a week completing homework assignments. These two hours are in addition to the one-hour of class time. Tutoring and computer-assisted instruction is available outside of class. Transferability determined by the transfer institution.

Enrollment in designated sections requires permission of the Reading Coordinator.

VI. Catalog Course Description
This course helps students identify, acquire, and adapt the skills necessary for academic and personal success. Emphasis is on self-assessment, self-management, goal-directed behavior, effective study strategies, and relevant information concerning college resources. The course includes intensive, individualized advising. The focus of instruction varies based on the specific population enrolled.
VII. Required Course Content and Direction
  1. Course Learning Goals

    The student will be able to:

    1. state their objective for enrolling in the course and define their desired outcome;
    2. write both academic and personal goals that are specific, measurable, realistic, and timely;
    3. assess and identify their personal learning style;
    4. determine areas of personal and academic strengths and weaknesses that affect their academic performance;
    5. present a solution to a self-identified problem using an effective decision-making model;
    6. select and implement specific strategies to enhance academic and personal success;
    7. monitor and adjust their selected strategies for success;
    8. demonstrate ability to effectively utilize the College website to locate information; and
    9. identify and effectively utilize BCCC learning resources, such as the Tutoring Center, Transfer and Career Center, and Library to support their success.
  2. Planned Sequence of Topics and/or Learning Activities

    Students will:

    1. read and discuss demonstrated success strategies;
    2. use guided journal writings, assessments, conferences, and class discussions to identify academic and personal strengths and deficiencies;
    3. engage in self-assessments and surveys to determine learning style preference;
    4. develop a daily, weekly, and semester schedule;
    5. engage in interviews, surveys, exercises, and reflective essays to identify obstacles and academic deficiencies that may impede the achievement of their goals;
    6. participate in small group discussions, face-to-face and computer-based instructional exercises, collaborative learning experiences, conferences, and advising sessions to eliminate personal and academic obstacles to success;
    7. write reflective essays that evaluate their progress and then suggest necessary adjustments to their course plan;
    8. identify the roles and location of various student support services and effectively utilize at least one service;
    9. collaborate with instructor to effectively use WebAdvisor to select courses and create a class schedule for the following semester; and
    10. monitor their progress and document their achievement of course outcomes by compiling a portfolio of work that demonstrates effort, progress, mastery, and reflection on the learning process.
  3. Assessment Methods for Course Learning Goals

    Students will be evaluated by quizzes, assignments, class presentations, essays, teacher interviews, and self-evaluation. Students will select material from these assessments to construct their portfolio and to document achievement of course outcomes. Students' portfolios will be reviewed throughout the semester to provide both formative and summative assessment of the process and outcomes of learning.
  4. Reference, Resource, or Learning Materials to be used by Student:

    Departmentally-selected textbooks, computer-assisted tutorials, skills packets, authentic materials, such as newspaper and magazine articles, college textbook chapters and websites, internet resources, and videos. See individual course syllabi for specific information.

Review/Approval Date - 5/06; Name change- 3/2011; New Core 8/2015