Computer Science Technology Department
Houston Community College
Department Phone Number: 713.718.6776
LEAD 1200 Workforce Development and Critical Thinking
Course Syllabus
Houston Community College
Instructor
Na me: E liz ab et h Se a ton
O f f i ce: 7 13 .7 1 8. 6 77 6
Em a il: e liz ab et h .s e at on@h c cs . edu
Course Reference
Number (CRN)
65754
Course
Description:
Development of leadership skills and critical thinking strategies that promote
employment readiness, retention, advancement, and promotion
This course is designed to assist the student to perform successfully in
college, and in the workplace.
Course
Prerequisite(s)
None.
Course Semester
Credit Hours (SCH)
(Lecture, Lab)
Credit Hours 2.0
Course
Location/Times
Online
Instructional
Materials
Reaching Your Potential Personal and Professional Development Fourth Edition
Robert K. Throop, Marion B. Castellucci
Wadsworth Cengage Learning ISBN-13: 978-1-4354-3973-3 ISBN-10: 1-4354-3973-2
Instructional
Methods (select
one)
Online - Distance
Course Length (number of weeks)
Course Level
Total Course Contact
Hours
Type of Instruction
Beginning
32
Read & Discuss
12 Weeks
Course Requirements, Policy, and
Course Calendar
ATTENDANCE
Many of you are amazed to discover that the tuition that you pay to HCCS is only a small portion of
what your
college course actually costs. The state of Texas is paying for most of your tuition. Therefore, you are
required
to attend this class. Class attendance is the responsibility of the student. It is also your responsibility to
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notify me
regarding your absence from class, preferably prior to the absence.
Class attendance is monitored daily by the instructor. As stated in the HCC Catalog, all students are
expected to
attend classes regularly. Students in DE courses must log into their Eagle Online class and actively
participate or
they will be counted as absent. Just like an on-campus class, your regular participation is required.
Although it is the responsibility of the student to withdraw officially from a course, the professor also has
the authority
to block a student from accessing Eagle Online, and/or to withdraw a student for excessive absences or
failure to
participate regularly. DE students who do not log into their class by the Official Day of Record will be
AUTOMATICALLY dropped for non-attendance. Completing the DE online orientation does not count
as attendance.
Reports of excessive absence will be sent, when appropriate, to the Veterans Administration, the Social
Security Office
and/or other agencies responsible for financial aid to the student.
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Instructor's
Requirements
I am requiring you, as an adult learner, to be responsible for your grade in
this class. I require that you balance your time obligations as an adult;
juggling work, family and other classes in which you are enrolled.
Although I am a compassionate person, I cannot factor your life
emergencies into the grading process. You will earn your grade; I will not
‘give’ you a grade. You should spend 2 to 3 hours studying for every one
hour that we spend in class.
Critical Thinking Activities / Class Participation 40%
Assessments
40%
Final Exam
20%
TOTAL
100%
Instructor
Grading Criteria
Grading RUBRIC will be distributed for each assignment, detailing exactly what type of
work is required to earn an A, B, C, etc.
EGLS3 –
Evaluation for
Greater Learning
Student Survey
System
At Houston Community College, professors believe that thoughtful student feedback is
necessary to improve teaching and learning. During a designated time, you will be asked
to answer a short online survey of research-based questions related to instruction. The
anonymous results of the survey will be made available to your professors and division
chairs for continual improvement of instruction. Look for the survey as part of the Houston
Community College Student System online near the end of this term.
COURSE CALENDAR
DATE
Sept 21
Sept 28
Oct 5
Oct 12
Oct 19
Oct 26
Nov 2
Nov 9
Nov 11
Nov 16
Nov 23
Dec 7
Dec 14
TOPIC DESCRIPTION
Course Overview, Syllabus, Expectations
Your Personality – On-Line Assessments
Ch. 1– The Power of Self-Belief
. 2 Goal Setting for Personal & Professional Life
Ch. 3 Thinking Skills
Ch. 4 – Study Skills
Ch. 5 – 6: Eating Well & Staying Healthy
Ch. 7 - Communicating Effectively Ch. 8 Improving Your Listening Skills
Ch 9 Improving Your Speaking Skills
Chapter 10 - Getting Along with Others
Last Day to Withdraw (4:30 pm)
Ch. 11 - Functioning in Groups
Chapter 12: Handling Change and Stress Chapter 13: Managing Money
Chapter 14: Your Career;
Final Exam
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Learning Objectives, Students Learning Outcomes, and Program Spec
Note: This section of the syllabus provides the general course learning objectives, the expected
students learning
outcome, the course scope in terms of the department program, and the instrument used to evaluate
the course.
If you have any question, contact the instructor or the department.
HCC Grading Scale
Grade
A = 100- 90
B = 89 - 80:
C = 79 - 70:
D = 69 - 60:
59 and below = F
IP (In Progress)
W(Withdrawn)
I (Incomplete)
AUD (Audit)
GPA Points
4 points per semester hour
3 points per semester hour
2 points per semester hour
1 points per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
0 points per semester hour
IP (In Progress) is given only in certain developmental courses. The student must
re-enroll to receive credit. COM (Completed) is given in non-credit and continuing
education courses. To compute grade point average (GPA), divide the total grade
points by the total number of semester hours attempted. The grades "IP," "COM"
and "I" do not affect GPA.
Course Student
Learning Outcomes
(SLO):
1.
Learning Objectives
Upon completion of this course, the student will:
• Identify school policies and procedures
• Recognize sound practices to perform well in college
• Identify departments within the college such as Admissions, Counseling, Student
Support, Financial Aid, and Job Placement
• Identify effective communications techniques
• Recognize time management and prioritization techniques
• Demonstrate effective reading, listening and note-taking strategies
• Illustrate effective study and test taking techniques
• Demonstrate critical thinking strategies
• Describe roles, tasks, employment opportunities, and outlook for various workforce
careers
• Identify educational requirements, and licensing for various occupations
• Distinguish various degrees and certificate plans offered
• Enumerate various occupations involved in a given field (business, accounting,
health, education, engineering, transportation, construction)
• Match personal interests and abilities with careers and majors
• Describe long term growth and opportunities for various careers
Student Assignments
Refer to the course calendar
LATE ASSIGNMENTS and MAKE-UP POLICY
 You are expected to adhere to the weekly schedule of assignments printed in
the course syllabus. Assignments are correlated with student learning
Identify characteristics of employees who are qualified for employment and
worthy of promotion and retention in the workforce;
2. Explain critical thinking strategies within the context of strong leadership;
3. Apply effective business communication skills; utilize data and information to
make effective decisions; and
4. Identify roles and strategies used in group processes and team building.
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


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
Student Assessment(s)
objectives.
All assignments have a specific due date. All assignments for each session are
due on that due date, at beginning of the class session.
Late assignments will not be accepted No make-up exams will be given.
If there is a documented catastrophic event, an extension may be granted.
Under no circumstances will an extension be granted for more than two (2)
days.
Any assignment or quiz which is not submitted will earn a grade of zero.
It is your responsibility to obtain any handouts, material or course supplements
that were distributed in class or posted to the Internet during your absence.
Assessment criteria under development
1. Identify characteristics of employees who are qualified for employment and
worthy of promotion and retention in the workforce;
2. Explain critical thinking strategies within the context of strong leadership;
3. Apply effective business communication skills; utilize data and information to
make effective decisions; and
4. Identify roles and strategies used in group processes and team building.
Assessment criteria under development
Program/Discipline
Requirements:
Instructors will use syllabus that will satisfy CurricuUNET requirements and improve
on-going assessment of student-centered learning and teaching.
Academic
Discipline/CTE Program
Learning Outcomes
1. Identify characteristics of employees who are qualified for employment and
worthy of promotion and retention in the workforce
2. Identify the components of a computer system;
3. Use common business applications software
4. Explain the impact of computers on society
5. Identify computer careers; identify fundamental programming structures
6. Identify ethical use of computers
SCANS and/or Core
Curriculum
Competencies
The Secretary’s Commission on Achieving Necessary Skills (SCANS) from the
U.S. Department of Labor was asked to examine the demands of the workplace
and whether our young people are capable of meeting those demands.
Specifically, the Commission was directed to advise the Secretary on the level of
skills required to enter employment. In carrying out this charge, the Commission
was asked to do the following:
homes.
SCANS research verifies that what we call workplace know-how defines
effective job performance today. This know-how has two elements:
competencies and a foundation. This report identifies five competencies and a
three-part foundation of skills and personal qualities that lie at the heart of job
performance. These eight requirements are essential preparation for all students,
whether they go directly to work or plan further education. Thus, the
competencies and the foundation should be taught and understood in an
integrated fashion that reflects the workplace contexts in which they are applied.
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The five SCANS workplace competencies identified by the Commission are the
following:
1. Resources—An ability to identify, organize, and allocate time, money,
materials, space, and people. Much of what you do in the classroom can help
students develop competency with resources. Emphasize planning skills in
relation to preparing, working, and completing assignments.
2. Interpersonal—Skills to participate as a member of a team, teach others,
serve customers, exercise leadership, negotiate, and work with others possessing
diverse backgrounds. Cooperative/collaborative learning activities are an
effective way to teach interpersonal skills. In discussions after group activities,
emphasize interpersonal lessons and challenges of the activities.
3. Information—An ability to acquire, organize, evaluate, interpret, and
communicate information along with using computers to process information.
Competency with information is basic to any classroom. Emphasize those efforts
to master information skills prepare students for future employment.
4. Systems—An understanding of social, organizational, and technological
systems; an ability to monitor and correct performance; a competence in the
design and improvement of systems. Look for opportunities for students to use
critical thinking skills to identify and analyze systems in their school,
community, nation, and world.
5. Technology—The knowledge and skill to select equipment and tools, apply
technology to specific tasks, and maintain and troubleshoot software and
hardware. Although there are many forms of technology that can be used in your
class, computers create real interest and opportunities for your students.
Encourage your students to make computers an important part of their education,
whether the computers are used in self-paced learning or in group projects.
The following skills will be developed in the Workforce Development with
Critical Thinking course:
—Plan—Manage
—Negotiate—Lead
—Apply—Enhance
—Support—Improve
—Communicate—Apply
The three SCANS foundation skills identified by the Commission are the
following:
Basic Skills—Reading, writing, mathematics, listening, and speaking. classroom
activities can develop and reinforce all these basic skills. Teaching these skills in
the classroom can provide cross-curricular opportunities.
Thinking Skills—Creative thinking, decision-making, and problem solving,
seeing things in the mind’s eye, knowing how to learn, and reasoning. During
their careers, students will need this foundation to adapt to a rapidly changing
society. Helping students to think critically becomes very important so that they
may adjust to change. Seek opportunities for students to stretch their minds, find
new answers, ask hard questions, and lay foundations for lifelong learning.
Personal Qualities—Responsibility, self-esteem, sociability, self-management,
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and integrity. Throughout their lives, your students will need to get along with
others: with classmates, friends and family, customers, and coworkers. Look for
chances to reinforce good personal qualities. And remember the power of
teaching by example.
HCC Policy Statement
Student Services
Policies
http://hccs.edu/student-rights
Student Accommodations
Students experience difficulties in courses for a variety of reasons. "Any student with a documented disability (e.g.
physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must
contact the Disability Services Office at the beginning of each semester. Instructors are authorized to provide only
the accommodations requested by the Disability Support Services Office." If you need course adaptations or
accommodations because of a disability, please let me know as soon as possible.
The Distance Education Student Handbook contains policies and procedures unique to the
DE student. Students should have reviewed the handbook as part of the mandatory orientation. It is
the student's responsibility to be familiar with the handbook's contents. The handbook contains
valuable information, answers, and resources, such as DE contacts, policies and procedures (how to
drop, attendance requirements, etc.), student services (ADA, financial aid, degree planning, etc.),
course information, testing procedures, technical support, and academic calendars.
Refer to the DE Student Handbook by visiting this link:
http://de.hccs.edu/de/de-student-handbook
For questions, contact one of the following Counselors:
 Jette Lott

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
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Central ADA Counselor
Jaime Torres
Central ADA Counselor
Martha Scribner
Central ADA Counselor
Andrea Guerrero
Deaf & Hard of Hearing Services Supervisor
John R. London
Central ADA Technician
Raj K. Gupta
Coleman ADA Counselor
Kim Ingram
Northeast ADA Counselor
Mahnaz Kolaini
Northwest ADA Counselor
Norma Jean Brand
Northwest ADA Technician
Dr. Becky Hauri
Southwest ADA Counselor
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At any point in the semester, if you encounter difficulty with the course or feel that you could be performing at a
higher level, consult with me. For problems with writing skills or time management, contact the Student Support
Services Program at 713-718-7799.
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