- 1.1 Find specific faculty research interests and teaching specialties through department search.
- 1.2 Find specific faculty and staff responsibilities through various information sources, including the college catalog and department’s administrative pages.
- 1.3 Recognize available physical and virtual resources through a campus tour.
- 1.4 Discuss common questions and concerns, such as office hours and how to contact teachers and administrators in the office of Academic Affairs, Registrar’s Office, Department Deans, and Financial Aid Office.
This course is designed to provide the student with basic college navigation skills and the knowledge to participate in college successfully. This course is also expected to have a positive impact on student retention.
- 2.1 Explain how to use a course syllabus to outline a course of study.
- 2.2 Discover your learning style and select learning strategies that best suit your preferences.
- 2.3 List and summarize types of learning strategies for an online environment.
- 3.1 Discuss the techniques used for effectively organizing information from multiple sources.
- 3.2 Explain how to utilize the Morse-code method of note-taking.
- 3.3 List and identify the five steps used in the SQ3R method to improve retention of information.
- 3.4 Describe how to effectively prepare for exams, and discuss the different forums and apps available to improve exam outcomes.
- 4.1 Demonstrate how to use your school’s testing center.
- 4.2 Recognize the school’s roles and responsibilities in relation to your college education under the American Disabilities Act (ADA).
- 4.3 Define strategies for success when taking courses that have both a lecture and a lab.
- 4.4 Demonstrate how to use your school’s tutoring services.
- 5.1 Differentiate the three types of financial aid available to college students: scholarships, grants, and loans.
- 5.2 Describe the different sections of the Free Application for Federal Student Aid (FAFSA).
- 5.3 Discover sources for scholarships and recognize the eligibility requirements.
- 5.4 Distinguish the different types of scholarship applications.
- 5.5 Discuss your rights and responsibilities as a student loan recipient.
- 6.1 Differentiate between AS, AA, and AAS degrees.
- 6.2 Describe the process for adding and dropping classes.
- 6.3 Outline the steps for calculating GPA.
- 6.4 Explain the purpose of a degree check form.
- 6.5 Describe the items required when requesting transcripts.
- 7.1 List and prioritize important personal goals.
- 7.2 Formulate a sequential plan to accomplish goals.
- 7.3 Recognize the benefits of setting goals.
- 7.4 Explain the role of academic advisors and describe how to best utilize their services.
- 7.5 List and describe the steps for making a two-year plan.
- 8.1 Recognize the consequences of cheating and plagiarism.
- 8.2 List the online resources that illustrate the academic integrity policies.
- 8.3 Explain the importance of using the American Psychological Association (APA) Style and Modern Language Association (MLA) formatting and style guide when writing papers and citing sources.
- 8.4 Identify the variety of non-online resources acceptable for academic research.
- 9.1 Summarize the purpose of the college catalog.
- 9.2 Define payment deadlines, late registration, add/drop dates, and holidays.
- 9.3 Outline the mandated core curriculum requirements.
- 9.4 List and describe the programs available for a variety of professional and personal interests.
- 10.1 Answer common questions about the campus library.
- 10.2 Explain how to apply for and obtain a library card.
- 10.3 Demonstrate the ability to use the resources at the library for research, for example, computers and periodicals.
- 11.1 Compare the advantages and disadvantages to taking online versus in-classroom courses.
- 11.2 Discuss the ingredients for a successful online learning experience.
- 11.3 Explain the advantages and disadvantages of an online degree versus an on-campus degree.
- 12.1 List the common requirements for degree programs.
- 12.2 Review and summarize the standard set of core courses.
- 12.3 Identify elective and required classes that relate to a major area of study.
- 12.4 Recognize the core courses and electives that will transfer from your community college to a four-year university.
- 12.5 Describe how to use the CAS system.
- 13.1 Discover career interests by completing a career survey.
- 13.2 Explain occupational requirements and degree requirements for various programs.
- 13.3 Explain how to access information on major occupations and colleges.
What Faculty and Our Partners Are Saying
In my current class, we are using it for more than just homework. We use it way more, which is fantastic. I am doing a flipped classroom... I really like it. The students really enjoy it. Because it really is self-paced.
Assistant Professor, Penn State University
I keep laughing because you guys have the exact same videos that I’ve been using. But I’m angry because I’ve spent hours searching for them, and I’m thinking ‘oh, no, here they are!’
Instructor, Penn State University
I used to do 4 exams and my colleague said that was way too much content to ask them to cover. She said that students navigate the course better if you grade them more frequently. That’s why I started grading them on chapter quizzes. The students liked this better, and courseware makes it easier for me to do.
Assistant Professor, West Liberty State University
Students are reading differently than we did… they are reading in chunks. Their attention span is different. We’ve been fighting this and I think we’ve come around to “this is just the way they read”. Working through parts of reading and assessing as you go can be more effective. That’s why I like the self-checks because they apply to the “chunks”. You’ve catered to millennials. It’s active reading and it’s chunky reading.
Assistant Professor, Cuyahoga Community College
By partnering with Barnes & Noble Education, we are able to accelerate access for students through its tremendous network of institutions across the nation," said Harris. "Furthermore, we are particularly interested in evaluating usage metrics related to the OER materials so we can continue to improve learning outcomes
Editor in Chief, OpenStax