A TAXONOMY OF TRANSCENDENT TOPICS
CONTENT AREA #1.
UNDERSTANDING HIGHER EDUCATION:
ITS PURPOSE, VALUE, & EXPECTATIONS
1. HIGH SCHOOL VS. HIGHER EDUCATION: KEY DIFFERENCES
Expectations for the Amount of Time to be Committed to Academic Work Outside the
Classroom (e.g., the "two-for-one rule"--2 hrs. of work outside of class for every hour in
class).
Roles & Responsibilities of Successful College Students
� Balancing freedom & responsibility
� Demystifying/delineating the differences between successful and unsuccessful students
� Importance of active involvement, individual effort, and personal initiative
� Responsible classroom behavior (e.g., attendance, punctuality, preparedness, participation,
and "classroom etiquette")
� Academic integrity & student conduct codes
� Campus citizenship
� Student rights (e.g., student privacy act; student grievances).
Assimilating the "Culture" of Higher Education
� Learning to Speak the "Academic Language" of Higher Education:
- Reading & interpreting the college catalogue
- Reading & interpreting course syllabi
� Understanding College Professors:
- Differences between college professors & high school teachers
- Understanding professors' expectations & assumptions
- Professional roles & responsibilities of professors
- Faculty availability outside the classroom
- Making effective use of faculty office hours (e.g., how to prepare for, and behave during
office visits)
- Requesting letters of recommendation from faculty
- Evaluating the teaching effectiveness of faculty.
� Understanding Academic Advisors:
- Why academic advisors should be consulted
- When academic advisors should be consulted
- How to prepare for advisement sessions
� Effectively Choosing College Courses, Programs, & Activities:
3. HISTORY & MISSION OF HOME INSTITUTION
4. UNDERSTANDING THE COLLEGE CURRICULUM
�ACADEMIC MAJORS & PRE-PROFESSIONAL PROGRAMS
5. UNDERSTANDING THE CO-CURRICULUM
6. INCREASING KNOWLEDGE/USE OF ACADEMIC-SUPPORT PROGRAMS &
STUDENT-SUPPORT SERVICES
CONTENT AREA #2.
CONTENT AREA #3.
1. SOCIAL DEVELOPMENT: Enhancing The Quality of Interpersonal Relationships
�Enhancing Interpersonal Skills and Social Intelligence:
�Family Relations:
�Peer Relations:
�Male-Female Relationships:
2. EMOTIONAL DEVELOPMENT: Managing Stress & Developing Coping Skills
3. PHYSICAL DEVELOPMENT: Promoting Bodily Health
�Substance Use/Abuse:
�Sexual Decision-Making & Sexually Transmitted Diseases (STDs)
4. SPIRITUAL DEVELOPMENT: Approaches to Adjustment & Growth that Transcend
the Natural World
CONTENT AREA #4.
CONTENT AREA #5.
2. CRITICAL & CREATIVE THINKING
3. LEARNING PRINCIPLES & COGNITIVE STRATEGIES
4. INFORMATION MANAGEMENT ("INFORMATION LITERACY")
�COMPUTER (TECHNOLOGICAL) LITERACY
CONTENT AREA #6.
2. TIME MANAGEMENT
3. MONEY MANAGEMENT:
� 1999 [email protected]
- How to become an intelligent college "consumer"
- How to "get the most" out of the college experience & maximize its positive impact.
Goals & intended outcomes of contemporary higher education
Diversity of higher education institutions in America (e.g., community colleges vs. liberal
arts colleges vs. research universities)
Differences between higher education in America and other nations (e.g., with respect to
student access, and diversity of postsecondary institutions).
Higher education demographics (e.g., percentage of females, adults [re-entry students],
racial/ethnic minorities, international students)
Historical differences in the college student experience (e.g., college students of the '50s &
'60s vs. '90s)
Promoting student enthusiasm for the college experience by documenting the value
of college for enhancing career success and quality of life.
Increasing student awareness of the distinctive mission of the institution
Identifying how college policies, procedures, and resources relate to institutional mission.
GENERAL EDUCATION & LIBERAL ARTS: Their Meaning & Value
� Meaning of liberal education
� Relevance of general education for personal and professional success
� Understanding academic divisions & disciplines that comprise the liberal arts & sciences
� Appreciating epistemological and methodological differences across disciplines (e.g.,
disciplinary differences in the types of intellectual questions asked, methods used to
answer questions, ways of learning & knowing, standards or criteria for judging truth or
beauty and for demonstrating critical or creative thinking).
� Understanding differences among types of academic specializations (e.g., majors, minors,
and areas of concentration)
� Understanding relationships between academic majors and professional careers.
�Importance of experiential learning outside the classroom
�Value of campus involvement (e.g., student leadership development; residential "living-
learning" experiences)
�Value of community involvement (e.g., volunteerism or service learning)
�Value of career-related learning experiences (e.g., internships or cooperative education
experiences)
�Value of international (study-abroad) learning experiences
�Value of involvement in undergraduate research (i.e., collaborative student-faculty
research).
�Library
�Learning Center
�Computer Services
�Academic Advisement
�Career Counseling
�Personal Counseling
�Health Services
�Campus Ministry
�Student Paraprofessional Services (e.g., peer counseling, peer tutoring).
UNDERSTANDING THE SELF:
SELF-REFLECTION, SELF-AWARENESS, & SELF-INSIGHT
1. Self-Assessment (e.g., assessment of individual learning style).
2. Self-Monitoring (e.g., keeping a journal or learning log of thinking strategies used in the
process of completing academic tasks/assignments).
3. Self-Concept (Identity) (e.g., identity development at different life stages and transitions; self-
concept and self-fulfilling prophecy).
4. Self-Esteem (e.g., strength recognition & positive "self talk"; combating the adverse effects
of perfectionism, fear of failure, & fear of success).
5. Self-Efficacy (e.g., internal-vs.-external �locus of control�; fixed-vs.-variable performance
�attributions"; "learned helplessness")
6. Motivational Awareness (e.g., intrinsic vs. extrinsic motives; overcoming blocks to
self-awareness & self-responsibility--such as defense mechanisms [denial, rationalization,
projection, etc.], excuse-making, and �victimization� statements).
7. Values Clarification (e.g., resolving value conflicts; self-assessment of personal values and their
implications for future life plans).
HOLISTIC DEVELOPMENT ("WELLNESS"):
SOCIAL, EMOTIONAL, INTELLECTUAL, VOCATIONAL,
PHYSICAL, & SPIRITUAL DIMENSIONS OF SELF-DEVELOPMENT
�Developing Social Self-Confidence:
� Overcoming shyness
� Combating loneliness
� Reducing social self-consciousness & fears of negative evaluation
� Increasing assertiveness
� Demonstrating leadership
� Verbal communication & conversational skills
� Nonverbal communication (recognition-&-expression) skills
�Conflict Management/Resolution (e.g., managing roommate disputes;
resolving student-
teacher conflicts)
�Working Productively with Others (e.g., cooperation, collaboration, negotiation, &
teamwork)
�Diversity Awareness and Appreciation:
� Understanding the concept of cultures & subcultures
� Multi-cultural (domestic) diversity--i.e., differences among racial, ethnic, and cultural
groups within America
� Cross-cultural (international) diversity--i.e., differences between Americans and people
from other nations
� Inter-Cultural Communication Skills
� Learning Style Differences
� Learning Disabilities (LD)
� Physical Disabilities
� Age Differences (e.g., re-entry vs. traditional-age)
� Lifestyle differences--i.e., sub-cultural differences in society (e.g., socioeconomic
differences), and different subcultures on campus (e.g., �scholars,� �party animals,�
�jocks,� �hippies�)
� Differences in sexual orientation
� Identifying patterns of unity and community amidst diversity (e.g., universal human
characteristics, needs, & concerns)
� Parents
� Siblings
� Spouse
� Children
� Peer pressure
� Peer support
� Meeting new people
� Making new friends
� Living with roommates
� Joining a fraternity or sorority: pros & cons
� Dating, romance, & love
� Attachment, dependence, & jealousy
� Rejection & �love sickness�
� Characteristics of successful relationships
� Gender differences in communication styles & ways of knowing
� Sex role
� Sexism & sexual harassment
� Sexual assault & date rape.
�Anticipating Common College Stressors & �Emotional Rhythms�of the Semester
�Self-Assessment of Personal Stress Levels
�Increasing Self-Awareness of the Physiological and Psychological Effects of Stress
�Stress-Management Techniques & Resources
�Understanding and Coping with Emotions:
� Fears & anxieties (including test and performance anxiety)
� Depression (and suicide)
� Frustration & anger (and violence)
� Feelings of inadequacy
� Feelings of ambivalence (e.g., approach & avoidance conflicts)
�Dealing Constructively with Negative Evaluation, Personal Setbacks, & Adversity
�Effectively Communicating Emotions & Feelings (e.g., combating emotional insulation
and affectation)
�Developing Emotional Intelligence & Empathy.
�Exercise & Fitness
�Relaxation & Recreation
�Recognizing Energizing & Energy-Draining Habits/Activities
�Identifying Personal "Peak" & "Down" Times
�Promoting Regularity of Sleep & Rest Patterns
�Nutrition:
� Elements of a balanced diet
� Nutritious foods vs."junk" foods
� Dietary deficiencies
� Eating disorders
� Alcohol (e.g., "binge drinking")
� Nicotine
� Illegal drugs
�Safety, Risk-Taking, & Accidents.
�Faith as a Source of Personal Motivation and Meaning
�Understanding Different Spiritual Orientations and Diverse Religious Perspectives
�Meditation as a Concentration & Stress-Reduction Strategy
�Prayer as a Coping Strategy
�Service to God through Service to Others (e.g., volunteerism & service-learning).
LIFE-PLANNING:
CONNECTING THE PRESENT ACADEMIC EXPERIENCE TO FUTURE PERSONAL & VOCATIONAL GOALS
1. Long-Range Planning, Goal-Setting, & Decision-Making (e.g., constructing realistic
short-term, mid-range, and long-term goals; making sound judgments & good decisions;
understanding when final decisions about majors & careers need to be made).
2. Identifying Educational Degree Objectives: Associate, Baccalaureate, & Post-Graduate Degrees
3. Planning for Successful Transfer to Four-Year Institutions (for students at 2-year colleges)
4. Exploration & Selection of Academic Majors, Minors, & Areas of Concentration
5. Understanding the Relationships between Academic Majors and Careers
6. Career Exploration & Choice:
�Distinction between a Job and a Career
�Differences between Career Entry (e.g., starting salary) & Career Advancement (e.g., salary
potential)
�Changing Nature of Contemporary Careers due to Technology Explosion and Global
Interdependence
�Elements or Dimensions of a "Good" Career
�Relationship between Career & Personal Identity
�Gender-Role Expectations & Career Choice
�Family Expectations & Career Choice
�Identifying Majors and Careers that are Compatible with Personal Attributes (e.g., individual
skills, aptitudes, skills, interests, and values).
�Accessing Campus Resources for Career Exploration and Choice:
� Human resources (e.g., career counselors; career fairs; interviewing or �shadowing�
professionals in the field)
� Published resources (e.g., Dictionary of Occupational Titles, Occupational Outlook Hdbk.)
� Computer resources (e.g., Eureka, Discover, Choices).
�Strategies for Improving Career Marketability and Employment Prospects after College (e.g.,
campus leadership experiences, internships, job-interview skills, resume-writing skills).
META-LEARNING & META-COGNITION:
LEARNING ABOUT LEARNING AND THINKING
1. INFORMATION PROCESSING: PERCEPTION, RECEPTION, AND RETENTION
OF INFORMATION
�Auditory Information Processing: Listening Actively & Critically (Note-Taking Skills)
�Visual Information Processing:
� Reading Actively & Critically (Reading Skills)
� Reading Graphs & Graphic Organizers/Concept Maps
�Memory Storage-&-Retrieval Strategies (Study Skills; Test-Preparation & Performance Skills)
�Detecting Differences between Learning vs. Memorizing & Acquiring Factual Knowledge vs.
Using Higher-Level Thinking Skills
�Demonstrating Critical and Creative Thinking on Exams & Reports
�Discipline-Specific Differences in Critical and Creative Thinking
�Writing to Learn (Writing as a Learning & Thinking Tool).
�Active Engagement (Involvement) in the Learning Process (e.g., actively writing notes when
reading, rather than passively underlining).
�Meta-Cognition (e.g., self-monitoring of thought processes during academic tasks) .
�Elaboration (a.k.a., �Deep� Processing): going beyond �surface� processing of information
(e.g., attempting to relate to-be-learned information to already-known concepts).
�Brain-Based/Brain-Compatible Learning (e.g., using the brain-compatible practice of creating
�concept maps� to capitalize on the brain�s propensity for visual patterning and meaningful
associations).
�INFORMATION SEARCH, RETRIEVAL, & EVALUATION STRATEGIES:
LIBRARY RESEARCH
� Using "high tech" library resources (e.g., CD/ROM)
� Internet research (e.g., using search engines to locate and retrieve topic-relevant
information; evaluating the quality of information accessed via Internet)
� Enhancing word processing skills for writing papers & reports
� Using computer programs to enhance learning and academic performance (e.g., using a
spreadsheet to monitor points & grades in college courses; using computer graphics to
construct concept maps of course information)
� Using electronic mail (e-mail) to communicate with classmates and faculty (e.g., engaging
in "on-line" class discussions)
� Using the World-Wide Web (WWW)
� Reducing "technophobia" and "library anxiety"
� Cultivating computer ethics and etiquette
� Recognizing & combating computer addiction.
PERSONAL RESPONSIBILITY:
SELF-MOTIVATION, SELF-MANAGEMENT & SELF-DISCIPLINE
1. BEHAVIOR MANAGEMENT
�Recognizing Supports/Resources & Blocking Forces/Barriers to Behavioral Change
�Strategies for Focusing Attention (Concentration) & Minimizing Distractions
�Strategies for Breaking Bad Habits
�Habits of Highly Effective People
�Managing Space, Materials, & Tasks
�Strategies for Developing Productive Behavioral Routines
�Establishing Self-Directed, Lifelong Learning Habits.
�Using Time Effectively & Efficiently
�Debunking Time-Management Myths (e.g., people work �better� under pressure)
�Combating Procrastination
�Identifying & Eliminating Time-Wasting Habits or Activities
�Balancing & Prioritizing Multiple Responsibilities (e.g., school, work, family)
�Understanding How We Spend Our Time Reflects/Reveals Our Priorities & Values.
�Accessing Employment Opportunities On Campus & Off Campus
�Identifying and Effectively Using Financial-Aid Options
�Itemizing & Timing of Expenses (Fixed & Flexible), Income Sources, and Financial Resources
�Budgeting & Economizing Strategies
�Credit Card Use & Abuse
�Applying Critical Thinking to Money Management & Consumerism
�Understanding the Relationship between Spending Habits, Personal Values, and
Psychological Needs.
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