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GGC 1000 – First Year of College Seminar
Course Outline
Course Description:
GGC 1000 is a 1 credit hour seminar course designed to help students transition to college life. It will increase student success in
college by providing students the knowledge and practical skills necessary to reach their educational objectives and beyond. Topics
include expectations of college, time utilization, test-taking and communication skills, study techniques, listening and note-taking
skills, library use, use of College resources and personal issues that many college students face. This course is mandatory for all first
year college students and transfer students with less than 30 credit hours.
Course Learning Outcomes:
Upon completion of this course, students should be able to:
 Understand and articulate the academic experiences for success in college
 Understand and articulate the social, emotional physical and financial issues that contribute to or detract from success in
college
 Access College academic and student life support resources
Course Values:
GGC 1000 helps first year students understand the contribution of their personal, academic, and community lives to success in college.
 Personal Life – students are in charge of their lives in decision-making, taking responsibility for their actions and possible
consequences
 Academic Life – students internalize the importance of academic integrity, study skills, time management and organization
 Community Life – students understand the importance of diversity and citizenship in the college community; students actively
engage in on-campus activities, with faculty/staff and peers, and develop awareness of surroundings and potential risksituation
Required Text: Welcome to the Campus of Tomorrow - Today
Supplementary Materials: Lead faculty generated
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Weekly Schedule
Week 1
8/20-8/24
Topic
Readings
In class activities
Welcome to a community of learners
Relationship building using Lifeline project
Lead Faculty
Homework and out of class activities
 Visit the following website and take self assessment:
(http://college.hmco.com/collegesurvival/downing/on_course/4e/students/assess/index.html)
 Sign up for BCSSE Beginning College Survey of Student Engagement. Both websites can be accessed from any computer
 Sign up for Educational Technology workshop to cover Vista and Jovo
Lesson Outcomes:
 Learn to interact with college faculty and classmates
 Begin to gain a sense of belonging and begin to actively participate in the college community
Week 2
8/27-8/31
Topic
Readings
In class activities
What it means to be a college student
Chapter 1;
Syllabus overview & intro to textbook; differences
Lead Faculty and AVP for Student
Glossary;
between high school and college; GPA computation; intro
Affairs
College Catalog to academic integrity; higher ed. language; Gen.Ed.
Homework and out of class activities
 Write a reflection paper on self assessment.
 A reflection paper should not be a summary of the readings or the presentation. A reflection paper involves looking back on
experiences and creating new knowledge. It requires an organized, creative and insightful response to the information
presented, and how the information enhanced your academic and personal growth as a college student You may choose to go
to the Academic Enhancement Center B2400 and work with one of the English tutors on your paper.
 Due date: Week 3
Lesson Outcomes:
 Understand the differences between high school and college
 Begin to understand self
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Week 3
9/4 -9/7
Topic
Exploring majors and careers
Lead Faculty and Student Affairs
Readings
Readings
Chapter 10
In class activities
Discuss different majors
Learn general information on how to use Occupational
Outlook Handbook, Occupational Outlook Quarterly,
Guide for Occupational Exploration published by the U.S.
Department of Labor.
Internet sources
http://www.bls.gov/oco/home.htm
Homework and out of class activities
 Interview a faculty member or a member of the community on chosen career. Interview should include questions on degrees
held, time in position, reasons for choice of career, positive and/or negative aspects of career. Please refer to Career Project
Guide and rubric for assistance.
 Due date: week 13
Lesson Outcomes:
 Develop and understanding of careers and how to access career information
 Know how to access information on majors
 Develop a strategy for choosing a major
Week 4
9/10-9/14
Topic
Readings
In class activities
Learn about service learning
Chapter 2
Discuss service learning; what it means for the student;
Lead Faculty
what it means for the community
Homework and out of class activities
 Develop three personal objectives for your service learning project and hand them in to your teacher (Due date: week 4)
 You will be required to write a summary of the service learning project after completion of the project. A rubric is provided
to guide you in the process. (Due date: week 9)
 Participate in Gwinnett Great Days of Service on October 5 or 6 for service learning project
 Visit following site for more information (http://gwinnettgreatdaysofservice.org)
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Lesson Outcomes:
 Understand what service learning is
 Develop a sense of civic responsibility and commitment to the community
 Develop self confidence and self awareness in new settings
Week 5
9/17-9/21
Topic
Learn the importance of personal
wellness
Readings
Chapter 3
In class activities
Lecture on: How to maintain a healthy body; steps to stay
safe; ways to achieve good mental health; and learn how to
cope with stress; what drugs and alcohol can do for your
wellness;
Sex and the college student
Lead Faculty and Student Affairs
Guest Speaker
Homework and out of class activities
 Participate in a wellness activity or join a student club or organization
Lesson Outcomes:
Same outcomes as week 5
Week 6
9/24-9/29
Topic
Readings
In class activities
Personal wellness cont.
Chapter 3 cont. Discussion on week 4 content and participation in stress
Lead Faculty & Dr. Holly Haynes,
management activity
Psychology faculty
Homework and out of class activities
 Write a one page reaction paper on what information was new to you, what you learned and the changes you will need to
make to maintain your personal wellness.
 Due date: week 6
 Students are strongly encourage to participate in a wellness activity
Lesson Outcomes:
 Know the importance of wellness in a college environment
 Know the risk factors for wellness
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Week 7
10/1-10/5
Topic
Readings
In class activities
Know yourself
Chapter 4
Identify and clarify your values;
Lead Faculty
Prioritize goals; Manage time
Homework and out of class activities
 Create master calendar for semester to include work, study, rest and fun. (Due date: week 7)
 Visit the following sites and be ready for discussion week 7 (http://www.ncsu.edu/felder-public/ILSpage.html)
 Read page and follow the link to the ILS Questionnaire; Complete the questionnaire
(http://www.infed.org/thinkers/gardner.htm#howard_gardner)
 Take the LEAD pp 111, the MIS pp105-106; tally scores. Make sure you have completed the assessments and tallied
your scores before week 7.
Lesson Outcomes:
 Understand the importance of setting personal and academic goals for the college experience
 Understand the importance of time management in college
Week 8
10/8-10/12
Topic
Readings
Know your learning style
Chapter 5
Lead Faculty
Homework and out of class activities
 Write a reflective paper on personal learning style.
 Due date: week 8
Lesson Outcomes:
 Describe different personality types
 Describe different types of intelligence
 Describe different learning styles
 Understand personal learning style
In class activities
Discussion on multiple
intelligence, learning styles,
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Week 9
10/15-19
Topic
Know your budget
Guest Speaker
Readings
Chapter 6
In class activities
Lecture and discussion on money/ creating a budget;
avoiding debt
Homework and out of class activities
 Sign up for ONE study skills workshop,
 Sign up for ONE library information session. You can sign up on line through JOVO.
Lesson outcomes:
 Know the importance of money management in college
 Know how to develop a budget
Week 10
10/22-26
Topic
Readings
In class activities
Strategies for success in college
Chapter 7
Listening and note-taking skills
Lead Faculty
Academic Integrity lecture by lead faculty
Homework and out of class activities
 Visit: How to Study website (http://www.howtostudy.org/resources.php)
 Visit the above website and be ready to discuss material on week 10
 Due date for service learning summary: week 9
Lesson Outcomes:
 Understand the importance of academic integrity
 Learn how to take notes from lectures
Week 11
10/29-11/2
Topic
Strategies for success in college cont.
Lead Faculty
Readings
Chapters 8 & 9
In class activities
Improving critical and practical thinking
Solving problems and making decisions
Class discussion on how to study based on website
Homework and out of class activities
 Create a 20 question test for a course you are currently taking and write the answers to each question. Include 5 questions for
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each of the following question type:
1. true-false
2. matching
3. fill in the blanks
4. essay questions
 Due date: week 11
 Reminder: Sign up for library information session. Session must be completed by week 12 of the semester
Lesson Outcomes:
 Learn reading strategies
 Learn test-taking strategies and Q & A strategies
Week 12
11/5-11/9
Topic
Readings
In class activities
Career Report
Chapter 11
Work independently in the library on your career report.
Lead Faculty available in office
Follow instructions on the Career Project handouts :
Homework and out of class activities
 Complete: “Enjoying and Respecting Differences Inventory” Pg 276
Lesson Outcomes:
 Understanding the process of gathering data for a report
 Organizing material for a report
 Writing a report
Week 13
11/12-16
Topic
Diversity matters
Lead Faculty
Readings
Chapter 12
In class activities
1. Discuss the process of giving an oral presentation
2. Selecting a topic (in this case topic assigned by
faculty)
3. Defining purpose (informative, persuasive, etc.)
4. Identifying questions for the interview
5. Researching the interview topic
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6. Organizing speech
7. Organizing delivery notes
8. Choosing technology if required
9. Rehearsing the delivery
10. Discussing the do’s and don’ts of a cross cultural
interview
Homework and out of class activities
 Interview a student, faculty or other member of a different cultural or lifestyle background.
 Prepare an oral presentation on the results of the interview to the class. Sign up for oral presentation in class.
 Write a reflective paper on your personal cultural growth. Paper due the week following your oral presentation. Rubric
provided for guidance
 Due dates: weeks 15 and 16
Lesson Outcomes:
 Begin to develop cultural competency through recognition and appreciation of own as well as others’ perspectives
 Understand the value of diversity and living in a diverse learning community
 Learn how to give an oral presentation
Week 14
11/26-12/7
Topic
Readings
In class activities
Oral presentations
Oral presentation
Lead Faculty
Homework and out of class activities
 Work on oral presentation, diversity paper and projects.
Lesson Outcomes:
 Gain confidence in oral communication
 Understand and gain confidence in giving constructive feedback
Week 16
12/10-14
Topic
Finals week
Readings
In class activities
Final exam: A two page reflective paper on what the
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Lead Faculty
student learned about being a successful college student.
Refer to the course outcomes and the rubric provided?
Course assessment
Out-of-Class Activities:
1. Students are required to sign up for and attend three workshops:
 Classroom technology information session . ( 1 hour)
 Reading/study skills/test taking skills workshop (1.5 hours)
 Library information session, (1 hour) dates
2. Complete Downing’s On-Course self assessment (.5)
3. Take the BCSSE survey (1 hour)
4. Complete the Index of Learning Styles at the Academic Enhancement Center. (1 hour)
5. Visit How to Study Website and be ready to discuss in class
6. Conduct an interview with a member of the community or a college faculty. (1 hours)
7. Conduct an interview with a person from a different cultural background (1 hour)
8. Join one college student club or attend one cultural event off-campus. (on-going)
9. Participate in a civic or service learning activity. (4 hours)
Reaction and Reflective Writing and Homework:
You are expected to:
 Write 4 one page reaction/reflective papers (2 hours)
 Create a 20 question test for a course you are currently taking (2 hours)
 Write a career project paper on an intended career (5 hours)
A rubric is provided for the career project
● Write a two page minimum paper on the service learning activity. (2 hours)
8/20 – 9/1
10/8 – 10/13
10/8 - 10/27
9/24 – 9/29
10/15 – 10/20
10/29 – 11/3
11/13 – 11/17
Complete by end of semester
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A rubric is provided for the service learning project
Present an oral presentation on diversity to be followed by a reflective paper
Rubrics on oral presentation and reflective paper on diversity are provided to guide students.
Final Examination:
Write a two page minimum reflective paper on being a successful student. Paper should address the following course outcomes:
1. Student understands and articulates academic experiences that promote success in college
2. Students understands and articulates the social, emotional, physical and financial issues that contribute or detract from
success in college
3. Student knows and can access college academic and student life support systems
A rubric is provided to guide students in their writing
Grading:
Letter grades ABC or F
A = 90 – 100
B=
80 – 89
C=
70 - 79
F = 69 or below
4 Reflective Papers
Master Calendar
20 Question Exam
Service Learning
Career Project
10%
5%
10%
15%
20%
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Oral Presentation
Diversity paper
Class participation
Final Exam
10%
10%
10%
10%