Cornerstone Presentation - October 29, 2014

Cornerstone Experience:
Building First Year Students Foundation for Success

Presented at the 2014 College Readiness Summit

Eileen DeLuca, Ph.D.
Assistant Vice President, Academic Affairs
Florida SouthWestern State College

Florida SouthWestern State College
Open access, baccalaureate-granting state college.
19 Associate Degrees
10 Bachelors Degrees
10 Certificate Programs (computer science, health professions,
fire science, EMT, etc.)

Residence Hall on main campus

Two Charter Collegiate High Schools (Lee Campus, Charlotte
Campus)

Five-county service district comprises three counties along
Floridas southwestern Gulf coast, and two inland counties.

Service Area for FSW

FSW Students: Fall 2013
Headcount 15,800

Full-Time 33.9%; Part-Time 66.1%

65.4% of students are 24 years old or younger
34.6% of students are over the age of 24

Female 60.1%; Male 39.9%
58.2% White
26.7% Hispanic/Latino
12.4% African American
2.7% other minorities

Achieving the Dream Risk Factor Data: AY 2011-2012
Source: FSW Institutional Research, Planning and Effectiveness (2012). Focal Point.
Five risk factors from the July 2009 Achieving the Dream report (July/August 2009, Data
Notes) were applied to FSW FTIC students.
Achieving the Dream Risk Factor Data: AY 2011-2012
Source: FSW Institutional Research, Planning and Effectiveness (2012). Focal Point.

FSW College Faculty
180 Full-time Faculty

376 Adjunct Faculty

FSW Faculty Federation Union (Chapter of United
Faculty of Florida)

Foundations of Excellence: Where We Began

Fall 2008 Identification of critical student learning issues

2009-2010 Foundations of Excellence Study (FoE)
Committees formed for each of the nine dimensions

7 out of 9 committees chaired or co-chaired by faculty
(committees composed of 38%-73% faculty)

Approximately 120 faculty and staff participants on all
committees

FOE RECOMMENDATIONS
STUDENT
LEARNING
STUDENT SUPPORT
ORIENTATION
ASSESSMENT &
EVALUATION
COMMUNICATION
TRAINING &
DEVELOPMENT
120 FOE RECOMMENDATIONS DIVIDED INTO 6 COMPONENTS
FYE COURSE/QEP
STUDENT LEARNING
STUDENT LEARNING
FIRST YEAR EXPERIENCE COURSE /
QUALITY ENHANCEMENT PLAN
Finding a Path-FOE/FYE/QEP
2011-Steering Committee (QEP/FYE) Co-chaired by a Faculty
Member and Administrator

Six-subcommittees with faculty participants on all committees:
Student Learning (with a Lead Faculty identified)
Student Support
Training and Development
Orientation
Communication
Evaluation and Assessment

Spring 2012 Initial implementation Cornerstone Experience Course.

Fall 2012-Full implementation of the Cornerstone Experience Course and
FYE Program.

The Cornerstone Experience
Student Learning Outcomes based on Frameworks
Critical Thinking assists students in developing the skills of
analysis and evaluation to improve thinking and guide attitudes
and behavior.
Apply the intellectual traits, standards, and elements of
reasoning in the context of their personal and academic lives
Demonstrate intellectual rigor and problem-solving skills by
analyzing and evaluating information, generating ideas, and
resolving issues
Explore how background experiences impact their values and
assumptions and explain how they influence personal
relationships

Applied Learning enables students to reinforce skills learned in
Cornerstone Experience by applying them in other classes and
settings.
Enhance their awareness of the larger diverse community
both inside and outside Edison State College
Apply one or more skills learned in the FYE course to other
academic endeavors

Student Learning Outcomes based on Frameworks (continued)

Relevancy promotes student engagement in learning activities that connect
course content to each students own academic and career objectives.
Through purposeful connections and meaningful experiences, students will be
guided toward successful completion of educational goals.
Construct a plan for a successful path into and through completion of a
degree or certificate
Evaluate student-to-student and student-to-faculty interactions, and
reflect on their relationship to academic, career, and social development
Reflect on the General Education competencies at Edison State College
and articulate their application to academic and career goals
Success Strategies help students achieve their personal and educational
goals, acquire skills and knowledge, become more mature in their thinking,
assume greater responsibility for their own lives and learning, and develop
understanding of diversity and multiculturalism in preparation for the
professional world.
Develop strategies for effective written and verbal communication, use
of technology, listening, reading, critical thinking and reasoning
Demonstrate independence and self-efficacy through effective personal
management, use of college resources and the development of positive
relationships with peers, staff and faculty

QEP Goal and Program Outcomes

The primary goal of Edison State Colleges QEP is:

to enable first-time-in-college students to become self-
reliant learners imbued with critical thinking skills.

1. The QEP will facilitate an increase in student retention
rates, rates of persistence, and graduation rates.
2. The QEP will foster increased rates of student
satisfaction and student engagement.
3. Faculty will apply newly obtained knowledge to their
practices to promote critical thinking and enhance the
likelihood of success for first-year students.
4. Staff and administrators will apply practices that
promote critical thinking and success to their
interactions with first-year students.
.
Cornerstone Experience Five-Year Implementation Timeline
Cornerstone Experience
Implementation Timeline 2012 2017
Initial Implementation
Beginning Spring 2012
All FTIC degree-seeking students testing into 2 or more developmental
courses will be required to enroll in Cornerstone Experience course
Open sections for students electing to enroll in an SLS course
YEAR 1
2012 - 2013
All FTIC degree-seeking students testing into 2 or more developmental
YEAR 2
2013 2014
All FTIC degree-seeking students testing into any number of developmental
YEAR 3
2014 - 2015
All FTIC degree-seeking students will be required to enroll in and
successfully complete Cornerstone Experience course
YEAR 4
2015 2016


YEAR 5
2016 - 2017

Faculty Teaching Cornerstone
Course
Staff and Administrator Training
Required Modules Through TLC:

QEP Course Overview and Objectives
QEP Course Assignments and
Assessments
Universal Design Strategies
Understanding the First-Year Student
Diversity on the College Campus and Beyond
The Way I Learn
Introduction to College Services, Programs,
Support
Constructivist Pedagogy and the Student-
Centered Classroom
Critical Thinking
Discipline Paradigms and Career Goals
Required Modules Through TLC:

QEP Course Overview and Objectives
Understanding the First-Year Student
Diversity on the College Campus and Beyond
Introduction to College Services, Programs,
Support
Critical Thinking
Training Module Completers

As of August 2014, 140 faculty and staff have completed
the ten Cornerstone Instructor Training Modules.

602 faculty, staff and administrators have attended one or
more QEP Cornerstone Module.

All departments are encouraged to set training
completion goals in the 2014-2015 Unit Plans.

Additional In-House Training Framework
Understanding the First Year Student
This annual summer conference is held at FSW and open to all faculty, staff and administrators. The
content is similar to the module for teaching faculty, but presented as a half or full-day seminar and
conducted by a nationally-known expert.
Critical Thinking
Applied Learning
Relevancy
Success Strategies
Critical Thinking
This annual summer conference is held at FSW and is open to all faculty, staff and administrators.
The content is similar to the module for teaching faculty, but presented as a one or two-day
seminar and conducted by a nationally-known expert.

Critical Thinking
Communities of Practice
Communities of Practice are open to participation by all faculty, staff and administrators for SLS
1515 Cornerstone Experience and occur twice a month throughout the academic year.
Critical Thinking
Applied Learning
Relevancy
Success Strategies
Professional Conferences Framework

International Critical Thinking Conference
A contingent of faculty and QEP administrators attend this conference
annually.

Critical Thinking
Annual Conference on the First-Year Experience
A contingent of faculty and appropriate staff attend this conference
annually.

Critical Thinking
Applied Learning
Relevancy
Success Strategies
SLS 1515 Enrollment
Campus
Semester
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment Sections Enrollment
Charlotte
3 43 1 29 1 13 5 113 4 74 1 9 9 210

Collier
6 124 4 64 2 30 13 347 10 157 3 54 26 608

Hendry/
Glades
1 15 1 19 1 19 2 52 2 40 1 11 5 94

Lee
20 430 11 191 7 138 34 902 20 379 8 160 68 1619

College
Total 30 612 17 303 11 200 54 1414 36 650 13 234 108 2531
SLS 1515 Section Coverage
Semester
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Campus
Total #
of
Sections
% Taught
by full-
time
faculty or
staff
Total #
of
Sections
% Taught
by full-
time
faculty or
staff
Total #
of
Sections
% Taught
by full-
time
faculty or
staff
Total #
of
Sections
% Taught
by full-
time
faculty or
staff
Total #
of
Sections
% Taught
by full-
time
faculty or
staff
Total #
of
Sections
% Taught
by full-
time
faculty or
staff
Total #
of
Sections
% Taught
by full-
time
faculty or
staff

College
Total 30 50% 17 65% 11 18.% 55 65% 37 84% 13 69% 108 74%
Course Grades Based on

Critical Thinking Journal 25%
Group Presentation 15%
FSW GPS (Go, Picture, Scribe) 15%
Final Essay Assignment 25%
Attendance and In-Class Assignments 20%
Peer Architects are student leaders who help students with their
transition to Florida SouthWestern State College. Each Peer
Architect will act as a mentor for first-year students. Peer Architects
are assigned to a specific section of the Cornerstone Experience
Class (SLS 1515), have office hours in the First Year Experience (FYE)
office, and put on workshops throughout the semester specifically
geared towards enhancing a first year students overall experience.
Navigating the Path: Peer Support

Showcasing the Talent

Faculty-Driven
Committee Work

Implementation Team

Advisory Committee
Faculty-Driven
Committee Work

Orientation, Registration,
Advising Committee

Assessment Committee

Cornerstone Curriculum
Committee
Faculty-Driven
Committee Work

Marketing Committee

Early Alert Committee

Faculty-Driven
Committee Work

Marketing Committee

Early Alert Committee

Faculty-Driven
Committee Work

FYE Programming
Committee

Training and
Development Committee
Quantitative and Qualitative Measures of Success
Within course completion rates

Term-to-term and Year-to-year retention reports

Cohort graduation reports.

Survey of Entering Student Engagement (SENSE) weighted
scores

Community College Survey of Student Engagement
(CCSSE) weighted scores

Mean scores on the Student Instructional Report (SIR II)

Critical Thinking Journal assessment scored with the
faculty-designed rubric
Quantitative and Qualitative Measures of Success
Results of the Final Essay Assignment scored with the
faculty-designed rubric

Pre and Post-test scores on the California Critical Thinking
Disposition Inventory (CCTDI)

Pre and post-test scores on the Scores Smarter Measure
Learning Readiness Indicator

Results of the Success Strategies presentation scored with
the faculty-designed rubric

Student self-report on the Success Strategies Survey

Qualitative data from student focus group sessions

Professional Development Surveys completed by faculty,
staff and administrators

View Annual Reports
http://www.fsw.edu/fye/qep
Success Strategies Survey
Table 1
Percentage of Respondents Reporting Utilization of Cognitive and Goal Attainment Strategies
Support Service
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Academic Success Centers 92.5% 94.6% 82.0% 85.0% 86.76% 96.30%
Career Services 47.5% 55.4% 54.0% 32.8% 48.53% 70.37%
Peer Mentoring 40.0% 60.7% 58.0% 47.2% * *
Peer Tutoring 27.5% 37.5% 34.0% 22.2% 33.82% 48.15%
FYE Staff or Academic Coaching 40.0% 75.0% 62.0% 49.4% * *
Advising Staff 55.0% 69.6% 76.0% 63.9% 79.41% 81.48%
Financial Aid Staff 50.0% 60.7% 72.0% 48.3% 69.12% 77.78%
Library Staff 60.0% 67.9% 66.0% 48.3% 58.82% 81.48%
New Student Programs * * * * 72.06% 88.89%
*Item did not appear on survey. The "New Student Programs" category was added in spring 2014 and replaced two categories that were formerly
measured separately, "Peer Mentoring" and "FYE Staff or Academic Coaching."
Table 2
Percentage of Respondents Reporting Participation in Campus Engagement Activities

Activity Type
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
FYE Activities 38.2% 78.9% 68.8% 74.1% 80.30% 92.59%
Student Life Activities 67.6% 61.4% 64.6% 74.1% 69.18% 55.56%
Academic Success and FYE Workshops 44.1% 63.2% 89.6% 69.3% 89.39% 85.19%
Clubs 26.5% 29.8% 10.4% 16.9% 15.15% 14.81%
Service Saturday 35.3% 26.3% 0.0% 15.7% 27.27% 18.52%
Intramural sports 5.9% 7.0% 4.2% 4.2% 4.55% 11.11%
Career Events 58.8% 29.8% 6.3% 21.1% 30.30% 25.93%
Lighthouse Commons Activities or
Events 11.8% 21.1% 20.8% 9.6% 12.12% 25.93%
Table 3
Percentage of Respondents Reporting Improvement in Goal Attainment Strategies

Success Strategy
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Time Management 87.5% 85.2% 84.1% 77.1% 80.3% 80.77%
Goal Setting 87.5% 87.0% 84.1% 77.6% 83.1% 80.77%
Organizational Skills 82.1% 85.2% 81.8% 75.1% 81.8% 76.92%
Persistence 82.5% 83.3% 84.1% 73.5% 81.5% 80.77%
Avoiding activities and
behaviors that may make me
unsuccessful 82.5% 70.4% 72.7% 70.6% 81.5% 76.92%
Table 4
Percentage of Respondents Reporting Improvement in Communication
Strategies
Success Strategy
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Communication and Listening
Skills 76.9% 83.3% 86.4% 77.7% 83.6% 84.61%
Considering opinions different
from my own 87.2% 81.5% 86.4% 82.1% 84.8% 80.77%
Relating to people that are
different from me * * 86.4% 73.7% 84.8% 84.62%
Working in a small group to
complete a task or assignment * * 97.4% 72.5% 82.1% 88.46%
Forming a social network with
other students * * 97.4% 64.7% 79.1% 73.08%
*Item did not appear on survey.
Table 5
Percentage of Respondents Reporting Application of Communication, Goal Attainment,
and Cognitive Strategies
Success Strategy
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Note-taking 74.4% 80.8% 81.8% 75.2% 85.0% 75.00%
Critical Thinking 84.6% 86.5% 86.4% 81.2% 86.7% 83.33%
Study Skills 71.8% 76.9% 88.6% 81.2% 86.7% 91.67%
Creating a schedule 69.2% 78.8% 90.9% 72.5% 76.7% 83.33%
Creating a budget 56.4% 59.6% 70.5% 51.7% 61.7% 70.83%
Test-taking strategies 79.5% 86.5% 72.7% 73.2% 78.3% 87.50%
Forming study groups 43.6% 46.2% 68.2% 42.3% 50.0% 62.50%
Table 6
Percentage of Students Reporting Application of Communication and Goal Attainment
Strategies
Success Strategy
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Choosing a major 69.2% 56.9% 83.7% 63.3% 66.1% 76.00%
Choosing a career goal 59.0% 68.6% 88.4% 64.6% 57.8% 84.00%
Forming relationships 66.7% 72.5% 76.7% 57.1% 69.4% 64.00%
Changing study habits 79.5% 80.4% 81.4% 72.1% 74.2% 88.00%
Communicating with others 71.8% 80.4% 83.7% 68.7% 83.9% 80.00%
Researching professors for future
classes 56.4% 64.7% 67.4% 61.2% 62.9% 68.00%
Appreciating diversity 61.5% 78.4% 81.4% 65.3% 79.0% 72.00%
Table 7
Percentage of Respondents Reporting Substantial Improvement in Goal Attainment, Communication,
and Cognitive Strategies
Success Strategy
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Arriving to class on time. 5.0% 7.3% 6.3% 6.3% 11.8% 7.69%
Attending class. 10.0% 7.3% 4.2% 6.9% 8.8% 11.54%
Reviewing the course schedule. 10.3% 20.4% 18.8% 12.6% 21.7% 19.23%
Using the calendar or lists. 17.5% 25.9% 25.0% 20.1% 13.2% 26.92%
Working on large projects incrementally 22.5% 27.3% 20.8% 18.3% 29.0% 24.00%
Using small group communication skills. 35.0% 52.9% 25.0% 21.3% 34.9% 38.46%
Participating and asking questions when
appropriate. 22.5% 52.9% 26.7% 20.6% 35.8% 15.38%
Forming a relationship with other students. 20.0% 24.1% 22.2% 18.3% 29.9% 19.23%
Meeting with the professor outside of class for
help. 10.3% 27.8% 20.0% 21.9% 36.4% 23.08%
Thinking critically about texts and lectures. 35.9% 38.9% 20.0% 19.0% 40.3% 30.77%

Honors Sections
Fall 2014
Spring 2015
Linked Courses
SLS 1515 Linked Courses
Fall 2014 SLS 1515 (13190)
linked to
BSC 1010 (21835) and 1010L (21841)
Spring 2015 SLS 1515 (22251)
linked to
BSC 1010 (21835) and 1010L (21841)
Spring 2014 Career Interest by Meta-Major

Meta-Major Declaration Fall 2014
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%
Industry/Manufacturing and
Construction
Public Safety
Education
Social and Behavioral Sciencs and
Human Sciences
Arts, Humanities, Communication,
and Design
Business
Science, Technology, Engineering
& Math
Health Science
Critical Thinking in Careers
QUESTIONS?

Connect with the Cornerstone Experience

http://www.fsw.edu/fye/contact
References
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interests, academic preparation, and first-year academic performance. Research in Higher Education, 49(1),
62-79.

Ash, S. & Clayton, P. (2009). Generating, deepening, and documenting learning: The Power of critical
reflection in applied learning. Journal of Applied Learning in Higher Education. Vol. 1, pp. 25 48.
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for learning as a nation foes to college. http://www.greaterexpectations.org/

Barton, A., & Donahue, C. (2009). Multiple assessments of a first-year seminar pilot. The Journal of General
Education, 58(4), 259-278.

Charles A. Dana Center, Complete College America, Inc., Education Commission of the States, Jobs for the
Future (2012). Core Principles for Transforming Remedial Education: A Joint Statement.

Coughlin, K, and DeLuca, E. (2014). The Impact of a First-Year Experience Course on the
Retention and Academic Achievement of Students with Remedial Needs. Manuscript in preparation.

DeLuca, E. and Coughlin, K. (February 26, 2013). Using Mixed Methods to Assess the Efficacy of
a First-Year Experience Course and Program Presented at the Annual Conference on The
First-Year Experience Orlando, Fla.

Derby, D. C., & Smith, T. (2004). An orientation course and community college retention. Community
College Journal of Research and Practice, 28(9), 763-773.

Edison State College. (2012). Cornerstone Experience: Building the Foundation for Success, A
Quality Enhancement Plan Prepared for the Commission on Colleges of the Southern Association
of Colleges and Schools Revised-April, 2012
(http://www.edison.edu/assets/pdf/fye/QEP%20FINAL%20with%20Bookmarks.pdf)

Edison State College Institutional Research, Planning and Effectiveness (2012). Focal Point.

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learning and democratic outcomes. Journal of College Student Development, 48(3), 241-258.

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Review, 8(3).

Jenkins, D. and Cho, S. (2012). Get With the Program: Accelerating Community College
Students Entry into and Completion of Programs of Study. CCR Working Paper No. 32.

Jamelske, E. (2009). Measuring the impact of a university first-year experience program on
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Experience & Students in Transition, 19(1), 9-25.

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college students. Journal of College Student Retention: Research, Theory and Practice, 12(1), 69-86.

Miller, J. W., Janz, J. C., & Chen, C. (2007). The retention impact of a first-year seminar on
students with varying pre-college academic performance. Journal of the First-Year
Experience & Students in Transition, 19(1), 47-62.

Murray, J., & Summerlee, A. (2007). The Impact of Problem-Based Learning in an
Interdisciplinary First-Year Program on Student Learning Behaviour. Canadian Journal of Higher Education, 37(3).

Porter, S. R., & Swing, R. L. (2006). Understanding how first-year seminars affect persistence.
Research in Higher Education, 47(1), 89-109.
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Division of Academic Success and Learning Resources

VPAA: Revised 2/24/12, 3/23/12, 1/25/13 Page 1

PROFESSOR: Eileen DeLuca, Ph.D. PHONE NUMBER: 239-985-3498
OFFICE LOCATION: H-205 E-MAIL: Eileen.DeLuca@fsw.edu
OFFICE HOURS: By Appointment SEMESTER: Fall 2014

I. COURSE NUMBER AND TITLE, CATALOG DESCRIPTION, CREDITS:

SLS 1515 CORNERSTONE EXPERIENCE (3 CREDITS)

The Cornerstone Experience course at Florida SouthWestern State College is an integrative and
interdisciplinary course designed to help first-year students acquire critical thinking and decision-making
skills that promote academic success. In this course, students will learn about college resources and
requirements, explore career objectives and programs of study, establish relationships with mentoring
faculty and develop a support group among peers. This course is a College requirement for First Time in
College (FTIC) students. To successfully complete this course, a minimum grade of C or better is
required.

II. PREREQUISITES FOR THIS COURSE:

None

CO-REQUISITES FOR THIS COURSE:

None

III. GENERAL COURSE INFORMATION: Topic Outline.

Learning to Apply Critical Thinking Skills to be Successful Academically, Personally and
Professionally (The Elder Paul Critical Thinking Model)
Critically Assessing Your Readiness for College (Time Management, Learning Styles, Emotional
I.Q., Using technology)
Thinking Critically About Success Strategies (Study skills, Test Taking Strategies, Effective
listening, Note-taking Methods, Working Effectively in Groups)
Locating and Accessing Resources and Managing the Information Highway to Become a Self-
Reliant Learner (Locating and accessing resources on campus, information literacy)
Thinking Critically About Choosing A Career (Occupational Outlook, Work Ethic, Selecting a
Career Choice based on Personality, Interviewing Skills, Resume Writing, Cover Letter, How to
Dress For Success)
Thinking Critically About Your Education Plan (General Education Competencies, Student
Learning Outcomes and Rubrics, Long term Education Plan)
SLS 1515 CORNERSTONE EXPERIENCE

Thinking Critically About Diversity and Social Justice ( Appreciating College and Community
Diversity, Raising Awareness to Combat Insensitivity, Advocating For Social Justice)

IV. LEARNING OUTCOMES AND ASSESSMENT:

GENERAL EDUCATION COMPETENCIES:
General education courses must meet at least four out of the five following outcomes. All other courses
will meet one or more of these outcomes.

Communication (COM): To communicate effectively using standard English (written or oral).

Critical Thinking (CT): To demonstrate skills necessary for analysis, synthesis, and evaluation.

Technology/Information Management (TIM): To demonstrate the skills and use the technology necessary
to collect, verify, document, and organize information from a variety of sources.

Global Socio-cultural Responsibility (GSR): To identify, describe, and apply responsibilities, core civic
beliefs, and values present in a diverse society.

Scientific and Quantitative Reasoning (QR): To identify and apply mathematical and scientific principles
and methods.

ADDITIONAL COURSE COMPETENCIES:
At the conclusion of this course, students will be able to demonstrate the following additional
competencies:

LEARNING OUTCOMES ASSESSMENTS GENERAL EDUCATION
COMPETENCIES
Apply the intellectual traits,
standards, and elements of
reasoning in the context of their
personal and academic lives
Students will complete journal entries that will
be evaluated based upon the course critical
thinking rubric to demonstrate their ability to
apply the Elder-Paul model of critical thinking in
their personal and academic lives.

Students will take the California Critical Thinking
Skills Test after completing the critical thinking
module of the course and again near the end of
the Cornerstone Experience.
CT

Demonstrate intellectual rigor and
problem-solving skills by analyzing
and evaluating information,
generating ideas, and resolving
issues
Students will participate in a final group
presentation assignment (How to Succeed in
College) and will be evaluated using a rubric
designed to assess the following skills: time
management, small group communication skills
and problem-solving skills.



Explore how background
experiences impact their values and
assumptions and explain how they
influence personal relationships
Students will complete a Myers-Briggs type
personality profile to increase self-awareness.
They will reflect upon how their profiles
influence personal relationships, career choices
and success skills in their critical thinking
journal. Entries will be evaluated based upon the
course critical thinking rubric.
COM, CT

Evaluate student-to-student and
student-to-faculty interactions, and
reflect on their relationship to
academic, career, and social
development
Students will participate in a final group
presentation project in which they will apply
effective group communication skills. Students
will reflect upon the lessons learned from this
experience and relate them to their academic,
career and social development in their critical
thinking journal entry which will be evaluated
based upon the course critical thinking rubric.
CT
Reflect on the General Education
requirements at Florida
SouthWestern State College and
articulate their application to
academic and career goals
Students will engage in career exploration
assignments and will learn how to develop an
education plan to help them achieve their career
goals. They will critically reflect upon suitable
career choices and how to develop an education
plan to accomplish their career aspirations in a
critical thinking journal entry which will be
evaluated based upon the course critical
thinking rubric.
CT

Enhance their awareness of the
larger diverse community both
inside and outside Florida
SouthWestern State College
Students will engage in a variety of classroom
assignments including a passport activity to
enhance awareness of the diverse community
inside and outside Florida SouthWestern State
College to encourage an appreciation of
diversity. They will critically reflect upon how
valuing diversity will contribute to success in
their personal life, academic success and
obtaining future career goals in a critical
thinking journal entry which will be evaluated
CT


Apply one or more skills learned in
the FYE course to other academic
endeavors
Students will complete journal entries
demonstrating how two or more of the skills
learned in the FYE course apply to assignments
in other courses. Entries will be evaluated
CT
Develop strategies for effective
written and verbal communication,
use of technology, listening,
reading, critical thinking and
reasoning
Students will demonstrate their ability to engage
in critical listening as they learn to utilize a
researched-based note taking method.

Students will explore the use of technology to
research databases for college assignments,
complete assessments in SMARTERMEASURE,
and to navigate FSW Portal and/or the learning
management system adopted by the college.
COM
Demonstrate independence and
self-efficacy through effective
personal management, use of
college resources and the
development of positive
relationships with peers, staff and
faculty
Students will write an essay in which they reflect
upon the journals entries completed throughout
the course and extract those ideas that they
found most influential or important. Students
will then create a new plan for achieving
success in college and for establishing positive
relationships with peers, staff and faculty. The
essay will be evaluated using the course critical
thinking rubric.

COM, CT

V. DISTRICT-WIDE POLICIES:

PROGRAMS FOR STUDENTS WITH DISABILITIES
Florida SouthWestern State College, in accordance with the Americans with Disabilities Act and the
Colleges guiding principles, offers students with documented disabilities programs to equalize access to
the educational process. Students needing to request an accommodation in this class due to a disability,
or who suspect that their academic performance is affected by a disability should contact the Office of
Adaptive Services at the nearest campus. The office locations and telephone numbers for the Office of
Adaptive Services at each campus can be found at http://www.fsw.edu/adaptiveservices.

VI. REQUIREMENTS FOR THE STUDENTS:

Critical Thinking Journal

The purpose of the Critical Thinking Journal assignment is to reflect upon the topics below demonstrating
Critical Thinking skills (see specific outcomes on the Critical Thinking Rubric).

Each entry should include a standard heading with your name and date in the upper left-hand corner. The
journal number (example: Journal #1) should appear centered as a title. The journal should be written in
paragraph form with appropriate indentation. Entries should be double-spaced.


Students must use Standard English grammar and mechanics in all college assignments.

Journal Entries

1. Reflect and analyze why you are attending college. What motivated you to enroll? What goals do you
hope to achieve?
2. Look at your results of the California Critical Thinking Disposition Inventory (CCTDI). What are your areas
of strength? How do your strengths make you a better student? Which area has room for improvement?
Describe action steps you will take to improve.
3. Based upon your Personality Type report, identify three possible career choices that are suitable for you,
and explain how one of those relates to your personality type, personal values, career interests and
success factors.
4. Florida SouthWestern State College has established the following General Competencies:
Communications (COM), Critical Thinking (CT), Technology/Information Management (TIM), Global-
sociocultural responsibility (GSR) and Scientific and Quantitative Reasoning (QR) as listed in your syllabus.
Please choose TWO and explain how developing each of these competencies will help you achieve
academic, and career success.
5. Discuss how time management and financial responsibility will help you successfully complete your
college education.
6. Describe how your participation in the GPS (Go Picture Scribe) has helped you feel more connected to
FSW. How has your participation helped you develop an understanding of diversity?

(Minimum word requirement: All journal entries should be no less than 250 words for each topic.)

Group Presentation

The purpose of this assignment is to reflect upon what it takes to be successful at Florida Southwestern
State College in order to build a foundation for lifelong learning.

Groups must analyze, evaluate and demonstrate what it takes for a student to be successful at FSW. This
includes applying effective success strategies, developing higher level communication, and utilizing critical
thinking skills. The conclusions drawn by the group must be shared with the whole class in a final project.

Brainstorming is the first step demanded for a successful group project. Some of the best projects have
been creative/outside the box and based on students' personal experiences.

Think Critically!

Final Essay Assignment

The purpose of this assignment is to write an essay that reflects upon the main themes /topics of the
course that were most influential or important to you. The essay will conclude with a description of a
new plan for achieving success in college.

The essay will be evaluated on the demonstration of Critical Thinking (see specific outcomes on the
Critical Thinking Rubric). It is our expectation that all college written work must adhere to Standard
English grammar and mechanics.

Final essay guidelines:


Write an essay that is a minimum of 500 words that includes the following components:

1- Introduction-Start by describing your thoughts and feelings at the beginning of the term. Then
introduce your main topics/ideas that you found most influential across the semester. (1-2
paragraphs)
2- First idea/topic that was influential to you. Develop with specific examples and discussion. (1-2
paragraphs)
3- Second idea/topic that was influential to you. Develop with specific examples and discussion. (1-2
paragraphs)
4- Third idea/topic that was influential to you. Develop with specific examples and discussion. (1-2
paragraphs)
5- Conclusion- Describe your plan for achieving success and summarize the three topics/ideas that you
found to be most influential. (1-2 paragraphs)

FSW GPS (Go-Picture-Scribe)

The purpose of this activity is to engage and connect you to FSW (Florida SouthWestern State College).
FSW offers many great activities and resources. To be a successful college student requires that you utilize
the resources to enhance your overall college experience. To successfully complete this assignment you
will participate in the following:

1- Academic Advising: Schedule and meet with an academic advisor prior to registering for classes for
the next term.
2- Workshop requirements: Attend a minimum of TWO academic or informational workshops at FSW
such as FYE, Academic Success, Student Life, Career Center, and Financial Aid Workshops.
3- Academic Support and Peer Tutoring Centers: Utilize the ASC or Peer Tutoring for math, reading,
writing or oral communications assistance.
4- Choose six from other resources: FYE social events, Service Saturday events, Student Life
activities/events, use of the library services, use of the Tech Help Center, attendance at art events,
plays, and any FSW-sponsored community event or activity.
A minimum of TEN activities must be included in a digital media representation. Each activity needs to
include date, description, and purpose. Students can utilize video, Prezi, PowerPoint or a combination of
any media. Creative deviations are encouraged; please consult your professor.

Requirement Minimum number of events
Workshops 2
Academic Advising 1
Academic Support Centers 1
Other resources (1, 2) 6
Total 10

1) Attending a Service Saturday will count for two events in the Other Resources category.
2) It is possible to receive credit for participating in a non-FSW-sponsored community service event with prior approval from your instructor. Please
consult your instructor to verify that the event will count towards Other Resources.



Critical Thinking Disposition Inventory (pre & post test)
The CCTDI is specifically designed to measure the disposition to engage problems and make decision using
critical thinking. It is administered with a preset time of 30 minutes and test takers are asked to indicate
the extent to which they agree or disagree (6 point Likert scale) with 75 statements. No educational
preparation is required and items can be easily read by the late adolescent and adult population. The
CCTDI measures the attitudes and values that influence a test takers capacity to learn and to effectively
apply critical think skills, disposition towards:
truth-seeking or bias,
anticipating possible consequences or being heedless of them,
proceeding in a systematic of unsystematic way,
being confident in the powers of reasoning or mistrustful of thinking,
being inquisitive or resistant to learning,
mature and nuanced judgment, and
rigid simplistic thinking.
An overall thinking disposition score is also calculated.

Smarter Measure (pre & post test)
SmarterMeasure is a web-based learning readiness tool which indicates the degree to which an individual
student possess the attributes, skills and knowledge that contribute to success in higher education. The
six major assessment components measure:
On-screen reading rate and recall
Technical competency
Individual attributes
Life factors
Preferred learning styles
Typing speed and accuracy

SmarterMeasure helps students to recognize their strengths and provides resources to strengthen their
weaknesses.

VII. ATTENDANCE POLICY:
The professors specific policy concerning absence. (The College policy on attendance is in the Catalog,
and defers to the professor.)

VIII. GRADING POLICY:
Each assignment is listed below along with how your score will impact the percentage of your total grade.

Critical Thinking Journal 25%
Group Presentation 15%
Final Essay Assignment 25%
FSW GPS (Go Picture Scribe) 15%
Attendance and In-Class Assignments 20%

Your final grade will be based upon the following Scale:

90 - 100 = A
80 - 89 = B
70 - 79 = C

60 - 69 = D
Below 60 = F

IX. REQUIRED COURSE MATERIALS:
Cornerstone Experience. A customized version of College and Career Success by Marsha Fralick. Dubuque:
Kendall Hunt, 2011.

X. RESERVED MATERIALS FOR THE COURSE:
Other special learning resources.

XI. CLASS SCHEDULE:
See attached.

XII. ANY OTHER INFORMATION OR CLASS PROCEDURES OR POLICIES:
Technology Policy:
When class is in session, you, the student, are expected to be alert, attentive, and actively engaged.
Technology such as cell phones, tablets, notebooks, etc. should be put away unless for class use. If you
plan to take notes on a tablet or notebook, the wireless facility should be turned off.

Syllabus:
The professor reserves the right to change this syllabus at any time. If changes are made, students will be
notified in class and through email.

Class Engagement:
Bring textbook, writing utensil and paper to each class. I suggest you use a three-ring binder or folder to
keep all classwork and handouts.

Canvas:
Students will submit Critical Thinking Journals, the GPS, the Group Project, and the Final Essay through
Canvas (an online Learning Management System). Students requiring technology support are encouraged
to consult with a Peer Architect in the First Year Experience Office (Building Q Room 127).

Late Work:
Any work submitted late will receive no more than 50% than the maximum points allowed.

SLS 1515- Cornerstone Experience
Tentative Course Schedule
*All assignments must be submitted to Canvas by 11:59 p.m. on the due date.
Exception: Final Essay due by 9:00 p.m. on the due date.
Date Class Activities and Topics Homework Assignments
8/25/14
Monday
Introduction Activity: Something We
Couldnt Guess by Looking at You
Directions for accessing syllabus and
completing homework assignment.
Letter to your future self
Read Syllabus/Schedule and respond to
survey.
Complete letter to your future self.
8/27/14
Wednesday
Syllabus Q&A
Think-Pair-Share: Why are you here?
What do you want from college?
Inventory (pp.33-34)
The value of a college education.

Read Chapter 1
Work on Journal Entry 1 (Due 9/3):
Reflect and analyze why you are attending
college. What motivated you to enroll? What
goals do you hope to achieve? Response
must be a minimum of 250 words.
9/1/14
Monday
LABOR DAY-COLLEGE CLOSED Enjoy the Holiday!
9/3/14
Wednesday
Journal Entry 1 Due!
CCTDI Pre-test-Meet in Lab, Q-128
SmarterMeasure Pre-test
Explore Canvas in lab
Read Chapter 2

9/8/14
Monday
Group Share: CCTDI & Smarter
Measure Results
Think-Pair-Share: Who is responsible for
your success in this class?
Optimist vs. Pessimist Activity (p. 10)
Group Activity: Intrinsic vs. Extrinsic
motivation

Continue Reading Chapter 2
Look at your results of the California Critical
Thinking Disposition Inventory (CCTDI). What
are your areas of strength? How do your
strengths make you a better student? Which
area has room for improvement? Describe
action steps you will take to improve.
Response must be a minimum of 250 words.
9/10/14
Wednesday
Video: Stuck on an Elevator
Internal or External Locus of Control
activity (p. 15)
Open Sort and Closed Sort: Ten Habits
of Successful College Students
Read Chapters 3 & 4

9/15/14
Monday
Whats your passion?
Finding your passion in a career.
Type Activities (pp.44-51)
Continue Reading Chapters 3 & 4
Dont forget to work on GPS Activities
9/17/14
Wednesday
Get in Type groups and review
occupations (pp. 57-69). Is there a
match?
Group Activity: Personality Types (Home,
School, Work, Play)
Careers and Salaries (p. 70)
Continue Reading Chapters 3 & 4
Based upon your Personality Type report,
identify three possible career choices that are
suitable for you, and explain how one of those
relates to your personality type, personal
values, career interests and success factors.
Response must be a minimum of 250 words.
9/22/14
Monday
Field Trip-Career Center and
Presentation by Dr. Kennedy
Looks, Yells, Runs Activity
Learning Style Inventory (pp. 103-104)
Read Chapters 3 & 4
Work on Journal Entry 3 (Due 10/1)
9/24/14
Wednesday
Learning Techniques (pp. 82-83)
Group Activity: Learning Styles and
Study Techniques
Personality and Learning Styles
Read Chapter 5
9/29/14
Monday
Video Clip-What do you remember?
Taking Notes-What our own tricks?
Styles of note taking: Cornell, Outline,
Mind Maps (pp. 266-268)
Group Activity: Work in a group to
prepare notes from a text.
Note taking checklist (p. 287)
Read Chapter 5
10/1/14
Wednesday
Think-Pair-Share: Share your worst test-
taking experience.
Test-taking Strategies (pp. 294-297)
Jigsaw: Cornell Notes
Reducing Test Anxiety
Read Chapter 5
10/6/14
Monday
Guest Speaker: Vanessa Mayse:
Developing Financial Literacy

Read Chapters 8 & 9
10/8/14
Wednesday
General Education Competencies: Open
and Closed Sort
Think-Pair-Share: What is Critical
Thinking?
Group Activity: Critical Thinking
Definitions

Continue reading Chapters 8 & 9
Edison State College has established the
following General Competencies:
Communications (COM), Critical Thinking
(CT), Technology/Information Management
(TIM), Global-sociocultural responsibility
(GSR) and Scientific and Quantitative
Reasoning (QR) as listed in your syllabus.
Please choose TWO and explain how
developing each of these competencies will
help you achieve academic, and career
success. Response must be a minimum of 250
words.
10/13/14
Monday
Critical Thinking: Blooms Taxonomy
Critical Thinking: The Elder Paul Model
Critical Thinking: The RED Model
Crime and Punishment (p. 381)
Tips for Critical Thinking
Read Chapter 11
10/15/14
Wednesday
Critical Thinking and Digital Literacy
Social Media Revolution-RED Model
What is real?
General Education Competencies
Open/Close Sort

Read Chapter 11
10/20/14
Monday
Advising Presentation
Assign Groups for Group Project
Class time to begin Group Project
Planning
Group Project Planning Template

Read Chapter 11
10/22/14
Wednesday
Critical Thinking Continued
The Case of Jayne-RED Model
You are Dismissed-Plus/Delta
Successful Failures
Read Chapter 11
Discuss how time management and financial
responsibility will help you successfully
complete your college education. Response
must be a minimum of 250 words.
10/27/14
Monday
Video: Getting Stuff Done!
Goal vs. Fantasy
Successful Goal Setting
T-chart: What I value/How I spend my
time
Read Chapter 6
10/29/14
Wednesday
Creating a Successful Schedule
Estimating Study and Work Time

Read Chapter 6
11/3/14
Monday
Video: Multi-tasking
Time Bandits Activity (pp.189-190)
Time to work on Group Project: Revisit
Group Project Template: Fill in Steps
and Appropriate Timeline
Read Chapter 6
Describe how your participation in the GPS
(Go Picture Scribe) has helped you feel more
connected to FSW. How has your participation
helped you develop an understanding of
diversity? Response must be a minimum of
250 words.
11/5/14
Wednesday
How to become a millionaire (p. 194)
Think Thrifty! (pp. 194-195)

Read Chapter 13

11/10/14
Monday
Think-Pair-Share: What does diversity
mean to you?
Generalizations, Stereotypes
Exploring Stereotypes (p. 449)
My Groups Activity

Read Chapter 13

11/12/14
Wednesday
Diversity Statistics: US and Global
Different and the Same
Cultural Diversity Profile
Metaphors for Cultural Diversity

Read Chapter 13
Continue to Complete GPS Activities
(Due 11/19)
11/17/14
Monday
Intercultural Communication
Activity: Cultural Conversations
Activity: Can you recognize racism?
How to Appreciate Diversity: Open and
Closed Sort
Read Chapter 10
Continue to Complete GPS Activities
(Due 11/19)
Work on group presentations (Due
11/24)
11/19/14
Wednesday
GPS Assignment Due!
Communication: Group Communication
I-Messages (p. 338)
Write an I-message to a group member
Think-Pair-Share: Rules for Online
Communication
Nettiquette
Group Activity: Write an effective e-mail
to respond to scenario
Read Chapter 10
Work on group presentations (Due
11/24)
11/24/14
Monday
Group Presentations Due!
View Presentations

Remember to submit Peer Review form
to Canvas in order to receive grade on
Group Presentation.
11/26/14
Wednesday
View Presentations Remember to submit Peer Review form
to Canvas in order to receive grade on
Group Presentation.
12/1/14
Monday
CCTDI and SmarterMeasure Post-tests
Meet in Lab, Q-128
Review Final Essay guidelines (Due
12/8)
12/3/14
Wednesday

Course wrap-up
Video: Stop it!
Stop, Keep, Start Activity!
Ladder of Powerful Speaking (p. 340)
Final Review of Final Essay Guidelines
Work on Final Essay assignment (Due
12/8)
COLLEGE FINAL EXAMS BEGIN DECEMBER 5
12/8/14
Monday
*Finals
Week
Last Day
Class
Meets
There is no final exam for this course.
The Final Essay Assignment is Due to
Canvas by 9:00 p.m.
Read and Discuss Future Me letters
GPS Share
Plus/Delta
Have a wonderful break!

Cornerstone Presentation - October 29, 2014

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Cornerstone Experience:

Building First Year Students Foundation for Success

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