Course Syllabus

IHE | WGSS 1010 (section 1): Introduction to Higher Education

Tuesday and Thursdays

10:10 am – 11:00 am

MUS 256 (Music Building)

College of Arts & Letters

Fall 2026

Introduction

With great respect, I honor and promote rebuilding reciprocal relations with local and original caretakers of our lands/waters/fire/air; CSULA occupies areas belonging to Tongva / Gabrieleño (TONG-Vah/GabBREE-Lane-Oh) and Acjachemen /Juaneño (Ah-HAH-CheeMen / Wah-NAIN-Yo) community members. Consistent with our values of community and diversity, we have a responsibility to acknowledge and make visible the university’s relationship to Native peoples. I thank them for their strength, perseverance and resistance.

The historical record indicates that the first Governor of the State of California explicitly called for the extermination of Native peoples, and there continue to be eighteen (18) unratified treaties with California tribes that the federal and state governments refused to honor. The Chancellor’s Office and every one of the 23 CSU campuses, as well as all satellite campuses, are situated on and were built on Native land, contributing to the history of erasure, displacement, dispossession and attempted eradication of all original and tribal peoples to this land.

By offering this Land Acknowledgment, I affirm Indigenous sovereignty and will work to hold Cal State LA more accountable to the needs of Indigenous Peoples. Los Angeles is home to many Indigenous Peoples from all over the world, including CSULA faculty, students, and staff, and I am grateful to have the opportunity to work on these homelands. Please take a moment to consider the many legacies of violence, displacement, migration, and settlement that brings us together here today. And join me in uncovering such truths at any public event and all public spaces.

This is my land acknowledgment; I encourage you to look up whose lands you are on: https://native-land.ca/

Instructor	Dr. Jessica Gutierrez Masini Lecturer Department of Women’s, Gender & Sexuality Studies
Instructor’s Email	jgutie261@calstatela.edu
Office Hours Scheduling	on Zoom and by appointment
Office Hours Days	Mondays and Tuesdays
Office Hours Time Window	11:00 AM – 12:30 PM
Office Hours Zoom Link	https://calstatela.zoom.us/j/81771330312?pwd=oR5I4WvicbBC8dQhtrMOOl3KmD9o9I.1

Office Hours 

Office Hours is the time available to you outside our scheduled class meetings, when you can seek help with any aspect of the course or discuss aspects of related to “life” as a college student. During this time, you can ask questions related to the course, the campus broadly, and how social factors external to, but related to, your life as a college student. 

Office Hours are on Zoom during the above days and times or by appointment. To schedule an appointment, please email me your availability. 

 

Honor and Credit 

I appreciate the labor, creativity, and pedagogical expertise from Dr. David B. Green Jr. and Dr. Nidhin Patel in the redesign of “Introduction to Higher Education.” I credit them for the class description, student learning outcomes, and influence on some of our class policies outlined below. Throughout the semester, I may borrow activities or worksheets from Dr. David Green, and they’ll be indicated as such. However, I draw the majority of my material from accompanying open source resources to our textbook, College Success (2020), based on OpenStax’s open (CC BY-NC-SA) license. 

 

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Course Description

IHE | WGSS 1010 introduces students to college by exploring two distinct but related questions:

“What the hell is college?” and “What have I gotten myself into?”

The goal of these questions is to introduce students to the complexities, challenges, and excitement of college life while providing students with a solid foundation for academic and social success, intercultural enrichment, and personal growth. Together, we explore campus resources, engage in academic planning, discuss the meaning of academic learning and the importance of skill-set development, all while unpacking the hidden aspects of college that can make or break a student’s collegiate journey (and success). In “everyday speak” then, this course offers honest conversations and learning strategies about the good and the bad of collegiate life, because, simply put: there ain’t no need to lie about any of it!

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Student Learning Outcomes

Upon successful completion of the course, students will be able to:

• Develop an awareness of and utilize the resources available at Cal State LA to support your learning, academic planning, and a sense of belonging.
• Illustrate essential skills in communication, teamwork, research and writing, and time and fiscal management that are necessary to succeed in higher education.
• Recognize the importance of community as a student, and practice relationship-building through active listening, group work, and intentional communication. 
• Cultivate skills that sustain life-long learning, and particularly the abilities to think both critically and responsibly to access, evaluate, and integrate information. 

 

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Course Content

Pedagogical Approach -- Or, How I Will Teach This Course...

Our classroom community is built on making space for active listening and compassionate learning, and taking space by speaking our minds and being accountable for our own ideas. I encourage students to confidently try new things, defend their ideas, learn from mistakes, and express pride in their education.

 

First Year Experience, or FYE:

• IHE-WGSS 1010 is a First Year Experience FYE Course. 
• As an FYE course, we approach learning through conversations that are honest, welcoming, safe, and brave. 
• Our learning activities are based in this honesty and are all designed to introduce you to higher education—and specifically how to navigate your first and subsequent semester. 

 

Teaching Method: Integrative Learning + Thinking & Feeling

This is an integrative learning course—which means that, fundamentally, our learning journey and questions are not rooted in “route memory” or “yes/ no” answers, or trekked along “easy roads.” Instead, this course invites your curiosity, which leads to an exploration of ideas that, in turn, raise more questions than answers. Yes, we will have answers provided to some questions, but the goal is to develop a life-long learner’s mindset as we apply course information to the “real world,” the spaces/places in and beyond this classroom and higher education. Thus, many of your assignments are based in creativity and collaboration. They are community-centered without compromising personal reflection. Additionally, several assignments provide you space to personally reflect on ideas that emerge across discussions. In short, our assignments require you to feel and think simultaneously.

 

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Textbook:

Great news: your textbook for this class is available for free online!
College Success from  OpenStax (Links to an external site.), ISBN 978-1-951693-16-9

You have several options to obtain this book:

• View online  (Links to an external site.)(Links to an external site.)
• Download a PDF (Links to an external site.)

You can use whichever formats you want. Web view is recommended -- the responsive design works seamlessly on any device.

 

FILMS/VIDEOS:

Throughout the semester, I will assign/recommend several films and videos to watch; it will be a non-graded activity, but often mandatory, to complete an assignment and/or deepen the understanding of a class topic. 

 

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Course Policies 

Communication Policy

• I will send a weekly email every Monday with course updates and reminders. 
• Do not hesitate to email me with any questions or concerns, and I will respond within 48 hours, Monday-Friday. I may not be available on weekends, but please send your emails, and I will respond promptly by Monday.
• Keep in mind that email does not replace office hours! If you have questions that require a long, detailed response, please bring them to class or come talk to me during office hours.
• I reserve the right not to respond to emails from non-CSULA addresses, and emails not following this etiquette: 

When emailing me, please include:

1. A Proper Heading…(Dear Dr. Jessica Gutierrez Masini, Dear Professor Gutierrez Masini, etc.)
2. Your Course Title and Section (in the Subject and body)
3. A Proper Sign off…(I look forward to your reply, thank you for your time, etc.) followed by your first & last name.

Please do not include student ID #s or disrespectful language in your emails.

 

 

DIVERSITY, EQUITY, INCLUSION, AND BELONGING

Cal State LA, which historically provided access to students from minoritized communities, has one of the most diverse student populations. In addition to access, Cal State LA students must be prepared to live thoughtful, productive lives to build a just society rich in cultural and ethnic diversity and respectful of both the individual and society's values. To realize the promise of diversity, equity, and inclusive excellence in terms of race, ethnicity, gender, sexual/affectional orientation, class, and disability, we commit to the pursuit and practice of social justice. We strive to have a curriculum and pedagogy that honor and incorporate the diversity of cultures, languages, and traditions, enhancing students' critical, analytical, and creative skills and improving the quality of the educational experience.
I am committed to creating an inclusive environment in my class where a diversity of ideas and values is welcomed and considered necessary for success. My class is a space for everyone to be "heard" and supported. I will occasionally reach out to get feedback on the classroom environment. Please inform me of your personal pronouns.

COVID-19 and Flexibility 

Put simply, Covid-19 has changed (and continues to change) our world. We cannot just proceed with our course (or this semester) as we normally might. Some assignments are no longer possible. Some expectations are no longer reasonable. And some objectives are no longer valuable. Nevertheless, I am committed to fostering intellectual nourishment and providing the best instruction possible under these circumstances. I ask that all of us remain flexible and generous with one another this term. I will communicate any challenges that I have to you, and I request that you communicate any challenges you may be facing with me.

Academic Conduct and Honesty

Information on student rights and responsibilities, standards of conduct, etc., can be found by visiting the Cal State LA University Catalog here.

Many incidents of plagiarism result from students’ lack of understanding about what constitutes plagiarism. However, you are expected to familiarize yourself with the Cal State LA Academic Honesty Policy, including Appendix D – Academic Honesty and Appendix E - Student Conduct / Student Conduct Procedures.

All work you submit must be your own scholarly and creative efforts. Cal State LA plagiarism as follows: “At Cal State LA, plagiarism is defined as the act of using ideas, words, or work of another person or persons as if they were one’s own, without giving proper credit to the original sources.”

The Cal State LA Academic Honesty Policy identifies academic honesty as a fundamental value of the university. When academic researchers and writers cheat, plagiarize, misrepresent themselves and their actions, and/or collude with others for unfair and unearned personal or academic gain, they undermine the trust and respect of their students, colleagues, administrative leaders, and the many members of the community who make policies and decisions based upon what they expect is ethically conducted work. ChatGPT and AI programs fall into this area. When faculty ask students to uphold academic honesty, they are not asking for anything more than is asked and expected of themselves, and they are trying to instill in students the high regard for truth and honesty that any thriving society needs to function.

On a personal note...

I understand the pressure of numerous classes and other priorities, but that does not excuse submitting online work as your own. This includes GPT, Claude, and other AI writing. More importantly, I wanted to share from a Native, environmental perspective in case you were not informed. 

This is an Indigenous, Environmental Issue as Data Centers not only displace communities but contaminate and consume natural resources! We’ll be learning more about this in Week 13 of our class. 

Here are some points from Sahana Chattopadhyay in a Medium article, "AI, Colonialism, and Water" : 

• ChatGPT consumes 500 milliliters of water for every five to 50 prompts.. 

• Data centers provide the physical infrastructure for training and running AI, and their energy consumption could double by 2026. Technology firms using water to run and cool these data centers potentially require water withdrawals of 4.2 to 6.6 billion cubic meters by 2027. 

• Google’s data centers used over 21 billion liters of potable water in 2022, an increase of 20 per cent on its 2021 usage. 

Read more here: https://medium.com/age-of-emergence/ai-colonialism-and-water-d6bb0cfb8df0  

Indigenous Peoples had their intellectual property (art, languages, traditions) stolen without their permission, often for AI training (capitalistic success) and then culturally appropriated. This is a continuous problem as copyright laws cannot keep up with technological innovations. However, the issue becomes a little more nuanced when Indigenous Peoples are also using technology for example to revitalize languages, art and more in their own communities or personal computers. See a short 2-part explanation series by Danielle Boyer, a 22-year-old Ojibwe robotics inventor and advocate on Instagram: 1) https://www.instagram.com/p/DIAJDJgSL5Z/?hl=en 2) https://www.instagram.com/reel/DD0XqE6S2uW/?hl=en

Late Work Policy

Dates of Assignments are posted clearly on assignments and in the course Announcements via Canvas. Assignments turned in within 24 hours of the due date will be accepted without penalty. No work will be accepted more than 24 hours after the due date (unless there is a documented emergency and Instructor approval).

Religious Holidays

It is the policy of the University to excuse student absences resulting from religious observances and to provide for the rescheduling of examinations and any additional required classwork that may fall on religious holidays without penalty.

• It is the student's responsibility to make alternative arrangements with the instructor at least one week before the religious holiday.

Grading Policy and Criteria 

In this course, the plus/minus system will be used. Your final grade will be based on the percentage of points received as follows:
The grade breakdown is as follows:

97 – 100% = A+ (this grade is not possible for final grades, but you’re beyond outstanding!)
93 - 96% = A

90 – 92% = A- (outstanding performance)
87 – 89% = B+

83 – 86% = B 

80 – 82% = B- (good performance)

77 – 79% = C+

73 – 76% = C 

66 – 72% = C- (acceptable performance)

0 – 65% = No Credit (failing performance) 

You can view your grades using the GRADES button in the Canvas course navigation. Please check your grades regularly to ensure I have received all your assignments. If you have a question about a grade, email me. Please do not post your personal concerns in a discussion forum.

Incomplete grades will only be granted to students who complete at least 50% of the course and must be requested before the final week of class instruction (before finals week). 

 

Grade Breakdown

 

Grade Elements	Details	Grade Percentage	Due Date
Attendance and Participation	Completing assigned readings and listenings before class	15%	Tuesday and Thursdays from 10:10 - 11:00 AM
Assignments	Periodic check-in questionnaires (surveys)  In-class activities   Most of this will be completed in class, with the occasional homework assignment	40%	Weekly
Presentations	Two Oral Presentations	20%	Weeks 6 and 9
Final Project Peer-Review Workshop	Complete a Rough Draft of Final Project (whatever the state) and bring to class for a Peer Review Workshop	5%	Week 16
Final Project	Video Reflection Journey	20%	TBA
Optional Extra Credit Opportunities	Attend Hybrid or in-person campus events and complete a 300-word reflection with captioned photos Join and participate in an organization on campus (e.g., one of the cross-cultural center groups) Volunteer at campus events	2% boost per event + reflection 2-5% boost per volunteer event (depends on circumstances) limited to 20% total	Weeks 1 - 15
TOTAL	everything completed during the semester	100%

Your Final Grade is determined by your performance on: Participation, Assignments, Presentations, and a Final Project. 

 

Attendance and Participation (15%)

Attendance

Attendance is mandatory, but please never come sick!

• You may miss up to 3 classes, as Self-Care Days, no questions asked. You must email me in advance, letting me know you'd like to be excused for the day. I may not respond in time (like right before class). Rest assured, I will respond and excuse your absence as long as you email me before class. More details below.
• Exceeding 5 missed and unexcused classes will result in a 0 in Attendance and Participation.
• If you need to miss a class for any reason, it is up to you to find out what was missed from another student or come to office hours.
• After 3 excused absences, students must make up for lost attendance and participation credit in alternative assignments or extra credit.

Self-Care Days:

• Three Self-Care Days per student, outside of the one in our class schedule in Week 7. 
• Anytime you take a “self-care day,” whatever In-Class Activity will be waived for you. You’ll be excused for that assignment in the Gradebook and you will not be required to complete the activity sheet. Think here: Paid Time Off (PTO)
• In the case that the In-Class Activity has multiple parts, you will write “self-care day,” on whichever part you miss on this self-care day. Meaning you do not have to complete that portion of the activity. 
• Once you email me, I will send you the activity sheet with specific instructions if you wish to earn the points rather than automatically excused. 
• NOTE: You must alert me prior to taking a Self-care day. These are not retroactive and cannot be declared after-the-fact.

 

Extreme Weather Days:

On extreme weather days—excessive heat, heavy rains—we won’t meet in person, and class will more than likely be canceled. Please use this time to study!

Tardiness Policy: 

Students who are late may miss crucial information about the course. 

• If this is a one-time occurrence, just be respectful of the other students when you arrive late. 
• If this continues to be an issue, it will affect your participation and attendance grade. 
• Students who arrive 20 or more minutes late (10:30 AM or later) will not receive attendance credit for that day. 

Participation

Participation is one part of building an intellectual community in our class. We will be discussing a variety of topics, some of which are politically and socially contentious. Engaging in discussions of this material will require respect for one another. This respect will be built by talking to each other and being in class every single day.

• Disagreement may happen – but do it in a manner fitting for a university classroom.

Criteria for these grades:

• A Student comes to class, makes regular, informed contributions, and demonstrates excellent knowledge of course themes. Well prepared.

• B Student comes to class and contributes in a prepared manner.

• C Student comes to class, contributes occasionally, minimally prepared.

• D Student a warm body in a chair.

• F Student absent.

• Note that there are still opportunities to participate without speaking in class (written responses, group activities, etc.)

 

Oral Presentations (20%)

Students are responsible for presenting at least twice during the semester, in Week 6 and Week 9. Presentations invite you to apply and integrate classroom learning through a show-and-tell opportunity that demonstrates your understanding of key concepts from our discussion of Academic Planning and Student Resources. In the second presentation, you may work with a partner.

 

Assignments (35%) 

Assignments offer you three benefits: 

1. They offer you structured activities that introduce you to key words and critical concepts. 
2. They provide space for you to take notes.
3. They serve as study guides that help you craft your larger projects 

 

Assignments are crafted using an organizing structure that incorporates all Student Learning Outcomes.

In-Class Activity Worksheets provide you with structured ways to discuss learning objectives, course readings, and related instructional material. 

• These are graded according to completion and accuracy—I am checking for your understanding!
• Depending on the Activity’s depth, these can range between 10 and 20 points.  

• These total over 100 points by the end of the semester!

• These are sometimes collaborative—you’ll have opportunities to work in small teams to complete and discuss them.
• These activities serve as weekly checkpoints to assess your understanding of the learning material. I use the data collected on them to inform and enhance my teaching effectiveness. I share the data with you in a report.
• If you take a Self-Care Day (Course Policies) then you are not required to complete all or sections of In-Class Activity Sheet that you missed. In the “business world,” a self-care day is often referred to as “paid time off” (PTO). However, you will be required to, upon receiving the In-Class activity sheet through email, write your name, write self-care day, and hand this activity sheet back to me. 
• Self-care days are not retroactive and cannot be used after you’ve missed class. In this regard, you can still complete the activity sheet for a score, but scores will not be waived.

 

Final Project: Learning Journey Reflection Video (20%)

Our class final project requires you to reflect on your learning journey in a 5-7-minute video essay. It is an effective way to help make meaning of your progress. To ensure depth, you should move beyond simple descriptions of what you did in our class to analyze how you have changed and what you plan to do next. Your final project reflection video should move beyond personal feelings to engage with intersectionality/positionality, application of class concepts, growth, and future plans. More details to come.

 

We got this! You Matter. Your Health Matters

 

If you are struggling with any assignment, feel overwhelmed or emotionally drained by the demands of the semester or life (because we all know that life and school and balancing everything can just be so much) then please reach out to me as early as you can.

 

I will do my very best to monitor your participation and may personally reach out to you if I feel the need to do so. The email subject line will read: RED FLAG EMAIL! My intention will be to ensure your emotional wellness and success, and to identify any resources that you may need to ensure your resilience in this manner, and/ or to discuss your course performance and grade.

________

 

“I Didn’t Get the Grade I expected: Grievance Policy

 

So, you didn’t get the grade you were expecting? No worries. Here is what you do.

First, wait 24 Hours after receiving the grade back. Sometimes we just need to breathe. 

Then:

• Read over any comments I have provided on your assignment. Then--
• Think about them. Make sure you understand my comments.

• Review the Rubric and Guidelines. Ask yourself: “Did I follow them?”

• If so—then respond to my comments by showing exactly how you met an assignment guideline, or accurately conveyed a point that I may not have understood.
• After completing these steps, email me with “Grade Grievance” as the Subject Line and schedule an appointment for Office Hours.
• Resubmit your assignment to me via email.
• Please give me 48 hours to re-read the assignment.
• We will discuss your concerns together in Office Hours.
• I will then decide if a grade change is due and change it immediately
• You have only a week to address a “Grade Grievance.” After this time, the opportunity closes. 
• This means that if you receive feedback on a graded assignment on a Tuesday, you have until the following Tuesday to notify me. Waiting until the following Thursday is too late.
• Note: B’s are good starting grades! (C’s, too). Besides, you will have ample time to improve your performance to achieve your goal grade.

 

Important Reminders

• Any student needing accommodations should inform the instructor. Students with disabilities who may need accommodations for this class are encouraged to notify the instructor and contact The Office for Students with Disabilities (OSD) early so that reasonable accommodations may be implemented as soon as possible. All information will remain confidential.
• Academic dishonesty and plagiarism will result in a failing grade on the assignment. Using someone else's ideas or phrasing and representing them as our own, either on purpose or through carelessness, is a serious offense known as plagiarism. 
• Any students with food insecurities or who need other support should contact their campus support services or visit the campus food pantry.

 

I.C.E. in LA

• If you or anyone in your family becomes detained by ICE, please let me know.

• Please share my email address with friends or family so that, if necessary, they can email me about your status or your family’s status.

• This is an extreme case where your coursework will be adjusted immediately.

• If you fear leaving your house and need to attend class via Zoom, then please let me know via email. 

• Your Safety is my highest priority!

 

Helpful Student Resources

Remember, you are a human being first. Please take care of your well-being.

https://www.calstatela.edu/WellBeingU

  (general)

https://www.calstatela.edu/deanofstudents/cal-state-la-food-pantry

  (food insecurity)

https://www.calstatela.edu/studenthealthcenter/services

  (wellness services including physical, sexual health, mental health, and more)

https://www.calstatela.edu/library

 (Libraries are essential) 

 

Student Centers and Spaces

For a full list, see here or here

• The Educational Opportunity Program helps first-generation undergraduate students from California overcome social and economic barriers to attaining a higher education. Services include free printing, study spaces, peer mentoring, laptop loaner program, workshops, and more. 
• The Office for Students with Disabilities (OSD) works to provide an equitable learning environment for students with disabilities. In accordance with the Americans with Disabilities Act (ADA), reasonable accommodation(s) will be provided to any student who is registered with the Office of Students with Disabilities and requests needed accommodation. Services and programming are available in-person and virtually.
• The Center for Academic Success (CAS)supports all students throughout their educational journey. You are encouraged to visit a CAS tutor for STEM, social science, or writing tutoring early in the semester. The academic services CAS provides are inclusive, engaging, challenging, and impactful. CAS tutors offer a one-on-one opportunity to discuss your assignments and will provide you with tools to become an independent scholar. The appointments are 30 minutes long. Log on to the Student Success Collaborative portal to make an appointment online.
• The Cross Cultural Centers (CCC) provide an inclusive and friendly space that allows students to be themselves. The Centers are open to individuals from all ethnic and gender backgrounds. Please stop by to find out more information or to relax and meet with friends.

CCC Provide:

• Support groups and workshops
• Library including books, journals, magazines, and website listings
• Cross-cultural video, audio library, and media center for educational purposes
• Study spaces
• Microwaves and refrigerators
• Culturally relevant programming events throughout the year
• Information on community organizations, job opportunities, and scholarships
• Friendly staff and volunteers to answer questions and discuss ideas

• The Erika J. Glazer Family Dreamers Resource Center promotes the success of undocumented students and students from mixed-status families at Cal State LA through a variety of resources, services, and community engagement opportunities. Such programs and services are weekly immigration legal clinics, California Dream Act Application for Financial Aid Assistance, and professional and academic development workshops. Immigration services are also available for immediate family members (not only students).

 

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COURSE SCHEDULE

**Subject to Revision as Needed

 

Unit 1 - Supporting Student Transitions 

Week 1: Welcome to College!

Tuesday, August 25

Learning Agenda:

• First Day Introductions and Course Overview
• Ice Breaker 

Readings/Listenings:

• Course Syllabus

Activities and Homework:

• Read Course Syllabus

 

Thursday, Aug. 27

Learning Agenda:

• Describe the differences between high school/work and college
• Explain expectations of college courses and faculty 

Readings/Listenings:

• College Success (2020) “Chapter 1: Exploring College” 
• Introduction
• 1.1 Why College?

Activities and Homework:

• The Five Whys. This assignment is included in Chapter 1: Exploring College. It allows students to delve deeper into the reason why they are in college and to practice a strategy for deeper thinking.  

Week 2: What is College?

Tuesday, September 1

Learning Agenda:

• Discuss how relationships will change when they are in college
• Identify campus resources for assisting with their transition

Readings/Listenings:

• College Success (2020) “Chapter 1: Exploring College” 
• 1.2 The First Year of College Will Be an Experience
• 1.3 College Culture and Expectations
• College Success (2020) “Chapter 2: Knowing Yourself as a Learner”
• 2.7 The Hidden Curriculum

Activities and Homework:

• Lost in Translation. This activity provides students with insight into “hidden curriculum” and the language that higher education uses. Students first complete the definitions individually or in small groups, and then to discuss together as a class.

 

Thursday, Sept. 3

Learning Agenda:

• Discuss how relationships will change when they are in college
• Identify campus resources for assisting with their transition

Readings/Listenings:

• Finish reading College Success (2020) “Chapter 1: Exploring College”

Activities and Homework:

• Who’s in Your Circle. Because students’ networks and relationships will shift and expand, this activity allows the opportunity to explore who and how. Start thinking about people on campus who can be added to your network or circle. We'll also spend some time talking about relationships that may not be supportive or helpful and discuss strategies for navigating those changes.  

 

Week 3: Knowing Yourself as a Learner

Tuesday, September 8

Learning Agenda:

• Define growth and fixed mindset
• Use Bloom’s Taxonomy to identify the levels of their course work

Readings/Listenings:

• College Success (2020) “Chapter 2: Knowing Yourself as a Learner” 
• Introduction
• 2.1 The Power to Learn
• 2.3 It’s All in the Mindset
• 2.4 Learning Styles

Activities and Homework:

• Bloom’s in the Classroom. This activity can be completed individually or in small groups. Students should provide specific examples from their own classes. In class, students first fill in the Example Assignment column and then share what they wrote. The end goal of the activity is not to create experts in Bloom’s Taxonomy, but to help students identify the levels in their work and realize that as they move up the Bloom’s Taxonomy from lower-level to higher-level assignments, they will need to schedule more time for the task

 

Registration Note Last Day to Add or Drop a Class Drop Class 🡪 Partial Refund $$$

Wednesday, September 9

Withdraw Period begins.  “W” on Transcript Require Signature from Professor & Department Chair to Drop Course Require Completing Withdrawal Form

Sample Transcript Fall 2026 MATH 1101   B+ ENG 2000      A WGSS 1010    A BIO 2010        W

 

Thursday, Sept. 10

Learning Agenda:

• Discuss how learning types and practices may influence learning
• Recognize the presence of the “hidden curriculum” and how to navigate it. 

Readings/Listenings:

• Tesia Marshik (2015) “Learning styles & the importance of critical self-reflection” TEDx video on YouTube https://youtu.be/855Now8h5Rs?si=ZZq8mwSeLg1MA_7r 
• College Success (2020) “Chapter 2: Knowing Yourself as a Learner”
• 2.5 Personality Types and Learning
• 2.6 Applying What You Know about Learning

Activities and Homework:

• Change Your Mindset for Success. This assignment is best used after learning about growth and fixed mindset. While changing your “words” as they relate to mindset doesn’t mean students will automatically adopt a growth mindset, it does demonstrate the power of perspective in how they frame challenges.
• OR 
• Passion Planner “Mindset Mastery Worksheet: Transforming Limiting Beliefs”. Unlock your full potential with this transformative FREE Mindset Mastery Worksheet. Discover how beliefs shape reality and learn to replace limiting beliefs with empowering ones. Author Geminelle, creator of “Mantra Loops”, created this PDF to help us explore the power of visualizations and mantras in reprogramming the subconscious mind for success. Embark on a journey of self-discovery and transformation, and step into true brilliance today! https://passionplanner.com/collections/free-downloads/products/transforming-limiting-beliefs-worksheet 

Unit 2 - Academic Planning and Advising 

Week 4: Managing Your Time and Priorities

Tuesday, September 15

Learning Agenda:

• Identify time management strategies that best suit their needs
• Discuss strategies for avoiding or minimizing procrastination

Readings/Listenings:

• College Success (2020) “Chapter 3: Managing Your Time and Priorities” 
• Introduction
• 3.2 Time Management in College
• 3.3 Procrastination: The Enemy Within
• 3.4 How to Manage Time

Activities and Homework:

• Self-Evaluation of Time Management Habits with Reflection. This activity comes from Chapter 3: Managing Your Time and Priorities and provides students with an opportunity to rate their habits and reflect on their answers. 
• Backdating Time Management Exercise. This activity is done in small groups so that students can divide the tasks. Provide an overview of the “assignment,” and remind them it is not a real one for your course! If students have difficulty getting started, then brainstorm all the potential subtasks before scheduling them on the calendar provided. Questions to guide class discussion: When did they schedule certain tasks such as editing or brainstorming? Did they include time to meet with a professor or a tutor? Did they schedule to complete the paper the day before?

 

Thursday, Sept. 17

Learning Agenda:

• Determine priorities and motivation
• Describe the goal setting process

Readings/Listenings:

• College Success (2020) “Chapter 3: Managing Your Time and Priorities” 
• 3.5 Prioritization: Self-Management of What You Do and When You Do It
• 3.6 Goal Setting and Motivation
• 3.7 Enhanced Strategies for Time and Task Management

Activities and Homework:

• What Is Your Perfect Week? This activity is started individually for homework and then discussed in class. Create a “fantasy” week that includes student’s courses, activities, and obligations. This is not a true fantasy weekly calendar! The reflection questions are for in-class reflection and discussion with the rest of the group. 
• Student choice due Monday, September 21:

• Group Assignment: Annotated Bibliography of Time Management Resources

• OR

• Individual Assignment: Procrastination Paper

 

Week 5: Planning Your Academic Pathways

Tuesday, September 22

Learning Agenda:

• Create a specific, measurable, long-term academic goal

Readings/Listenings:

• College Success (2020) “Chapter 4: Planning Your Academic Pathway” 
• Introduction
• 4.1 Defining Values and Setting Goals
• 4.2 Planning Your Degree Path

Activities and Homework:

• Passion Planner

• College Major Analysis. This exercise will require some in-class work and some research that can be done outside of class. In class, we will walk through an example for each answer so students can see what kind of information they should look for. In some cases, students want to brainstorm with another student to generate possibilities. The goal of this activity is to get students to think beyond the major's name or a clear career path, considering the different ways their major may prepare them for life beyond college.

 

Thursday, Sept. 24

Learning Agenda:

• Identify co-curricular options at the institution
• Create a plan to participate in co-curricular activities

Readings/Listenings:

• College Success (2020) “Chapter 3: Managing Your Time and Priorities” 
• 4.3 Making a Plan

Activities and Homework: 

• Making a Plan. This exercise is adapted from Chapter 4: Planning Your Academic Pathway, Figure 4.16. In class, we will discuss what terms mean (e.g., co-curricular) and how best students can explore the possibilities (e.g., reviewing the institution’s bulletin or course catalog). Students provide answers with items they are just thinking about but are not yet committed to. For example, a student could identify an internship in computer science/data analysis as a co-curricular experience in the Third Term. The student doesn’t have to determine yet if it is realistic, but it encourages them to identify a range of activities, experiences, and opportunities.

Week 6: Roadblocks and Pathways & Student Planner Presentations

Tuesday, September 29

Learning Agenda:

• Planner Presentations

Readings/Listenings:

Activities and Homework:

• Class Planner Presentations

 

Thursday, October 1

Learning Agenda:

• Discuss ways to reroute if faced with a challenge to the academic plan

Readings/Listenings:

• College Success (2020) “Chapter 4: Planning Your Academic Pathway” 
• 4.4 Managing Change and the Unexpected

Activities and Homework:

• Roadblocks and Pathways. This activity will be completed in small groups, then as a whole class. The instructor will provide a few examples of common roadblocks that students may experience at our institution, whether small (not getting a class at a time of day they prefer) or big (not getting into the prestigious nursing program), and potential pathways around the roadblock. In class, we’ll debrief and allow students to brainstorm other potential pathways. The goal of this exercise is to help students think creatively and critically about how to manage challenges.

Unit 3 - Student Life Resources 

 

Week 7: Stress & Self-Care

Tuesday, Oct. 6

Learning Agenda:

• What is burnout? What is stress?
• Identify strategies for maintaining healthy (mind, body, spirit) living as a college student
• Discuss the learning benefits of good health

Readings/Listenings:

• College Success (2020) “Chapter 11: Engaging in a Healthy Lifestyle” 
• Introduction
• 11.2 Sleep 
• 11.3 Taking Care of Your Emotional Health 
• 11.4 Taking Care of Your Mental Health

Activities and Homework:

• Stress for Success. This exercise allows students to identify stressors in their lives as college students and research national statistics on these stressors.

• Burnout Recovery & Rest Planning Guide: Reflect, Reset, Refill. Feeling overwhelmed, exhausted, or disconnected from your spark? This free burnout recovery worksheet was co-created by  Passion Planner & Entwine Community to help you reflect, reset, and gently refill your cup. Designed as a compassionate guide for burnout recovery, this printable PDF includes thoughtful prompts, burnout symptoms checklists, a timeline to chart your experience, and a rest planning toolkit based on the 7 types of rest. https://passionplanner.com/collections/free-downloads/products/burnout-recovery-rest-planning-guide 

 

Thursday, October 8

Learning Agenda:

• Self-Care Day

Readings/Listenings:

Activities and Homework:

• Hold Space for Self-Care, no class

 

Week 8: Student Engagement, Community, and Intersectionality 

Tuesday, Oct. 13

Learning Agenda:

• Social Life
• Guiding questions: 
• What campus resources does Cal State LA offer students?
• What is community? 
• How does one find community at Cal State LA?

Readings/Listenings:

• College Success (2020) “Chapter 11: Engaging in a Healthy Lifestyle” 
• 11.5 Maintaining Healthy Relationships
• College Success (2020) “Chapter 9: Understanding Civility and Cultural Competence” 
• Introduction
• 9.1 What Is Diversity and Why Is Everyone Talking about It?

Activities and Homework:

• Student Engagement Activity (Pairs). Identify a student organization. Pair with a classmate. Then, as homework, attend a student organization event or center/office, take selfies, meet someone new, and interview them. 

• Class-created Campus Resource Guide. Students will collectively compile campus information, links, and tips into a shared resource document.

 

Thursday, Oct. 15

Learning Agenda:

• Guiding Question: What is intersectionality?
• Describe categories of identity and experience that contribute to diverse points of view. 

Readings/Listenings:

• College Success (2020) “Chapter 9: Understanding Civility and Cultural Competence” 
• 9.2 Categories of Diversity 

Activities and Homework:

• Comprehensive Case Scenarios. Comprehensive case scenarios provide multiple issues to consider and require students to synthesize the information, advice, and resources to develop viable options for the student in the scenario. The scenario can be used for a lengthy in-class activity and discussion. 

• Intersectionality Statements?

 

Week 9: Student Engagement, Communication, and Listening

Tuesday, Oct. 20

Learning Agenda: 

• Acknowledge implicit bias and recognize privilege. 
• Evaluate statements and situations based on their inclusion of diverse perspectives.

Readings/Listenings:

• College Success (2020) “Chapter 9: Understanding Civility and Cultural Competence” 
• 9.3 Navigating the Diversity Landscape
• 9.4 Inclusivity and Civility: What Role Can I Play?
• College Success (2020) “Chapter 8: Communicating” 
• Introduction
• 8.1 An Overview of Communication
• 8.4 The Context of Communication
• Gutierrez Masini (2023) “Compassionate Listening Dissertation excerpts” 

Activities and Homework:

• Listening Actively and Critically Exercise.

 

Thursday, Oct. 22

Learning Agenda:

• Share your student engagement
• Practice Active Listening
• Review the Class-created Campus Resource Guide

Readings/Listenings:

Activities and Homework:

• Presentations on your contribution to the Class-created Campus Resource Guide.

Unit 4 - Strengthening Academic Strategies: Academic Reading and Writing 

 

Week 10: Reading and Note-taking

Tuesday, Oct. 27 

Learning Agenda:

• What is active reading? 
• Discuss the way reading differs in college and how to successfully adapt to that change

Readings/Listenings:

• College Success (2020) “Chapter 5: Reading and Taking Notes” 
• Introduction
• 5.1 The Nature and Types of Reading
• 5.2 Effective Reading Strategies
• Cal State LA Library Live! “Reading Skills for College “ workshop on YouTube https://youtu.be/HK0G9g61B1w?si=D_mKOF_1vL2hvYLv 
• First part from 2:40 until about 31:10

Activities and Homework:

• The Seven Deadly Sins of Students Active Reading Exercise. This exercise and the one that follows are focused on an article that appeared in The Chronicle of Higher Education. While it is written for faculty, it is interesting and challenging enough for most readers. This exercise will be done in class in small groups, allowing students to divide tasks and talk through answers. As a class, we’ll brief on the process—and the time it takes—to read actively and interact with/annotate the text.

 

Thurs. Oct. 28 Registration Note Last Day to Drop **ALL Classes** Perorated Refund (So some money back, but not all)

 

Thursday, Oct. 29

Learning Agenda:

• Different Note-taking Strategies
• Demonstrate the usefulness of strong note-taking for college students. 

Readings/Listenings:

• Cal State LA Library Live! “Reading Skills for College” workshop on YouTube https://youtu.be/HK0G9g61B1w?si=D_mKOF_1vL2hvYLv 
• Second part from 31:10 to the end
• College Success (2020) “Chapter 5: Reading and Taking Notes” 
• 5.3 Taking Notes

Activities and Homework:

• The Seven Deadly Sins of Students Critical Reading Exercise. This exercise, like the one earlier this week, is focused on an article that appeared in The Chronicle of Higher Education. While it is written for faculty, students can analyze it for its effectiveness (and validity!). This exercise may be best assigned outside of class, perhaps as a follow-up to the active reading exercise above. 

 

Week 11: Studying, Memory, and the Library 

Tuesday, November 3 

Learning Agenda:

• Outline the importance of memory when studying and note some opportunities to strengthen memory.
• Discuss specific ways to increase the effectiveness of studying

Readings/Listenings:

• College Success (2020) “Chapter 6: Studying and Taking Tests” 
• Introduction
• 6.1 Memory
• 6.2 Studying

Activities and Homework:

• Passion Planner “Exam Preparation” Get organized and stay focused with this FREE Exam Preparation PDF! This printable study planner is designed to help you break down your study sessions, track important deadlines, and stay on top of key subjects. Perfect for students looking to manage their time effectively and reduce stress, this tool will guide you through creating a personalized exam prep plan that sets you up for success. https://passionplanner.com/collections/free-downloads/products/exam-preparation-printable 

 

Thursday, Nov. 5

Learning Agenda:

• How the Library can support academic reading and writing
• What is information literacy?

Readings/Listenings:

• Cal State LA Two-Minute Tutorial “Evaluating Credible Sources” workshop on YouTube https://youtu.be/zqTXx5cMF00?si=YgwqItvwLiVb1vxd 
• College Success (2020) “Chapter 7: Thinking” 
• Introduction
• 7.7 Information Literacy

Activities and Homework:

• Library Fieldtrip and Scavenger Hunt

• Cal State LA Library Live! “What's Good at the Library?” workshop on YouTube https://youtu.be/GTuOcQad4Po?si=Bdfm_mX2-szafH0N 

• If you cannot come to the Library with us, please watch this Library Live video and reach out to a Librarian in order to complete the activity

 

Week 12: Test-taking Strategies and Thinking 

Tuesday, November 10 

Learning Agenda:

• Articulate test-taking strategies that minimize anxiety and maximize results.

Readings/Listenings:

• Explore the Center for Academic Success website https://www.calstatela.edu/academic-success 
• College Success (2020) “Chapter 6: Studying and Taking Tests” 
• 6.3 Test Taking
• College Success (2020) “Chapter 7: Thinking” 
• 7.1 What Thinking Means
• 7.6 Metacognition

Activities and Homework:

• Comprehensive Case Scenarios. This exercise provides students with multiple issues to consider and requires them to synthesize the information, advice, and resources to provide viable options for the student in the scenario. The scenario will be used for a lengthy in-class activity and discussion. 
• Fribbled Breg. 

 

Thursday, Nov. 12

Learning Agenda:

• What is thinking?
• Students break down thinking into its elements, both creative and critical.

Readings/Listenings:

• College Success (2020) “Chapter 7: Thinking” 
• 7.2 Creative Thinking
• 7.4 Critical Thinking

Activities and Homework:

• Career Connection https://openstax.org/books/college-success/pages/7-career-connection 

• Where do we go from here? https://openstax.org/books/college-success/pages/7-where-do-you-go-from-here 

Week 13: Writing, Communication, and AI 

Tuesday, Nov. 17 

Learning Agenda:

• Writing Strategies
• Understand how technology has changed communication.

Readings/Listenings:

• Cal State LA Two-Minute Tutorial “How Student Research Consultants Can Help You - Two Minute Tutorials” workshop on YouTube https://youtu.be/-UzTs38L9M4?si=VhULMg7F1JySzxew 
• Cal State LA Library Live! “ChatGPT: Friend or Foe?” workshop on YouTube https://youtu.be/toL3RqkDagU?si=hVZYIUR0kSRp7sWr 
• College Success (2020) “Chapter 8: Communicating” 
• 8.3 Communication and Technology

Activities and Homework:

• Comprehensive Case Scenarios. This exercise provides students with multiple issues to consider and requires them to synthesize the information, advice, and resources to provide viable options for the student in the scenario. The scenario will be used for a lengthy in-class activity and discussion. 

 

Thursday, Nov. 19

Learning Agenda:

• Discuss AI and Academics
• Explore uses and abuses of Artificial Intelligence (AI)

Readings/Listenings:

• Sahana Chattopadhyay (2024) "AI, Colonialism, and Water," a Medium article here https://medium.com/age-of-emergence/ai-colonialism-and-water-d6bb0cfb8df0 
• See this short 2-part explanation series by Danielle Boyer, a 22-year-old Ojibwe robotics inventor and advocate on Instagram: 
• 1) https://www.instagram.com/p/DIAJDJgSL5Z/?hl=en  
• 2) https://www.instagram.com/reel/DD0XqE6S2uW/?hl=en

Activities and Homework:

• AI Writing Reflection.

FALL BREAK 

Week 14: Fall Break, no class 

Tuesday, November 24, and Thursday, November 26 

No class this week, please check announcements upon your return. 

Unit 5 - Arts & Letters Pathways

 

Week 15: Planning Your Future

Tuesday, December 1 

Learning Agenda:

• Learn what a career is and how it applies to students. 
• Identify resources on campus that can help students explore careers and develop a plan. 
• Increase self-awareness regarding students' career aspirations, and map out productive next steps.

Readings/Listenings:

• College Success (2020) “Chapter 12: Planning for Your Future” 
• Introduction
• 12.1 Why Worry about a Career While I Am in College?
• 12.2 Your Map to Success: The Career Planning Cycle

Activities and Homework:

• Career Planning Exercise. This exercise may require students to do additional research after class about themselves, potential careers, and offerings from their institution. While an out-of-class project, we will collectively brainstorm answers to each question as a class, so students can determine which questions need research.

 

Thursday, Dec. 3

Learning Agenda:

• Learn what a career is and how it applies to you. 
• Identify resources on campus that can help you explore careers and develop a plan. 
• Increase self-awareness regarding students' career aspirations, and map out productive next steps.

Readings/Listenings:

• College Success (2020) “Chapter 12: Planning for Your Future” 
• Introduction
• 12.3 Where Can You Go from Here?

Activities and Homework:

• Passion Planner “Monthly Reflection” https://passionplanner.com/collections/free-downloads/products/monthly-reflection?variant=33967115501627 

• Potlach Planning

 

Week 16: Reflections and Class Potluck

Tuesday, December 8 

Learning Agenda:

• Reflections Peer-Review Workshop

Readings/Listenings:

• Potlatch is a traditional practice by Native Nations on the Northwest Pacific Coast and for a time was banned by the US and Canadian federal governments (aka settler colonialism). More information in this short video here: https://youtu.be/eIIS7a0GUgw?si=gZ2TpLf6G9MoBcY_ 

Activities and Homework:

• Potlatch Confirmation

• Passion Planner

• Course Evaluations

 

Thursday, Dec. 10

Learning Agenda:

• Last Day of Class
• Potlach 

Activities and Homework:

• Course Evaluations

 

Finals Week

To be announced… 

This will be announced later in the semester, once the university finalizes the finals schedule.