Set College Expectations Students will understand the Post-Secondary Bridging Program to be a collegiate environment, where they are treated as adults. Students recognize the program as a supportive opportunity to learn college standards before officially entering college.
Build Cohort Students interact with each other inside and outside of classroom, and feel connected by common goal of going to college. Students collaborate with and challenge classmates to uphold expectations and contribute to college atmosphere.
Self-Awareness/Advocacy Students begin to develop a clear sense of how they interact with and relate to others. Students feel responsible for their own actions and behaviors. Students will feel comfortable seeking supports they find necessary for their own success.
Goal Setting Students pinpoint motivations for continuing their education, and determine current and potential obstacles to their progress. Students actively engage with an intrinsic sense of resolve that they can call upon when challenged.
Intro to “College Knowledge” Students are introduced to general ideas about college. Students voice thoughts and misconceptions about college behaviors and standards. Students begin to conceptualize themselves as "college material."
Defining Personal Success Students formulate and articulate their own definition of success. Students define the measurements that indicate accomplishment of their goals. Students will identify behaviors and attitudes necessary to be successful and reflect on their own progress toward goals.
Understanding Path from College to Workforce Students link educational attainment with economic gains over time. Students conceptualize the amount of time and learning necessary to work in particular fields. Students feel comfortable hearing and using typical language used to describe college academics.
Accuplacer Prep Students view and feel comfortable with the layout of the Accuplacer exam. Students share and practice test taking strategies, both as a group and independently.
Financial Aid Literacy Students differentiate between loans and other types of financial aid in order to make informed decisions about how they pay for college. Students become familiar with resources that can help them pay for college, and thereby feel that attending college is an economically feasible option.
Priorities and Time Management Students identify their personal priorities and distinguish between obligations and leisure activities. Students will internalize the increased time commitments of college students and visualize ways to balance their current activities with schoolwork.
Note-Taking/Annotation Students will learn strategies for taking effective notes and annotations. Students will practice strategies and evaluate their utility and appropriateness for future schoolwork. Students will feel comfortable distinguishing between taking notes during lecture or class discussion, and annotating a text or material.
Course Map To follow, you will see the way in which our instruction and learning objectives were scaffolded to build toward our course goals. They have been broken down into “units” rather than “workshops” to allow for greater flexibility to adapt to differentiated schedules and programs. Practitioners may add, change, or omit aspects of the course map, based on the parameters of their own program. For example, a longer running workshop may cover more college
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