SLS
Welcome to Student Life Skills (SLS)
Welcome to Florida Agricultural and Mechanical University (FAMU), and congratulations on beginning an exciting new chapter in your academic journey.
The Office of Freshmen Studies (OFS) is proud to support your transition into college through our Student Life Skills (SLS) courses, including the First Year Experience (FYE) and Academic Success Transition courses. These courses are designed to help you acclimate to university life, discover your strengths, and chart a path toward personal, academic, and professional fulfillment.
At FAMU, we believe learning should spark curiosity, build confidence, and open doors.
Throughout your time here, our team is committed to creating an environment where you can grow, explore, and thrive. Whether you are discovering the right career path, rebuilding your academic momentum, or embracing a fresh start, we are here to guide you every step of the way.
The First Year Experience (FYE) course provides hands-on opportunities to build essential skills, including Excel training and research experience that lead to an intermediate Excel certificate—an achievement that strengthens your academic and career readiness.
Our Academic Success courses empower students to understand the steps needed to regain and maintain strong academic standing, progress toward graduation, and develop into well-rounded Rattlers prepared to lead in any field.
Success in these courses requires engagement, presence, and a commitment to balancing classroom learning with independent study, assignments, and activities. Today’s world demands more than simply earning a degree—it calls for innovation, adaptability, entrepreneurship, and global awareness. Our SLS team is dedicated to helping you cultivate those qualities.
To be truly Rattler‑Ready, students must develop life skills that support both personal and professional growth. Our holistic approach embraces diversity, inclusion, and the development of the whole student, ensuring you are prepared not only for college but for life beyond it.
We are excited to welcome you, support you, and celebrate the incredible journey ahead. Strike, Strike, and Strike Again!
Course Descriptions
Course Descriptions, Target Population, and Permission Code Requirements
Description
This course kicks off a two‑part journey designed to help first‑year students launch
confidently into college life. You will quickly learn what sets college apart from
high school, discover the many resources and opportunities FAMU offers, and build
the skills that drive academic and personal success. Along the way, you will connect
with fellow Rattlers and start building your campus community from day one.
Target Population
First-time in college (FTIC) or freshman who has never taken a first-year transition
course.
Permission Code Requirement
Permission code is only required for select majors. Generated Permission codes are
provided within the specific departments.
Description
This engaging and transformative online course has been meticulously designed to empower
students on their journey of self-exploration, personal growth, and career development.
Throughout this course, students will engage in self-discovery, reflection, and introspection
while equipping themselves with valuable career-preparation skills, tools, and insights.
By the end of this course, students will be well-equipped for their professional journey
and will have gained a profound understanding of their capabilities and aspirations.
Target Population
Students with 30 or more credit hours.
Permission Code Requirement
No permission code is required, but the system should block students with less than
30 credit hours from enrolling.
Description
This 3-credit hour online course guides students through creating an academic and
career plan for success. Students complete several self and peer assessment activities
and experiential learning modules that focus on professional development, career development,
skills- development, NACE competencies, and market research. Students’ understanding
of the critical career principles introduced throughout the course will be reinforced
through discussions, related activities, e-learning, and practical application.
Target Population
Students whose major is undecided after their first semester or who need to change
their major for missing the minimum requirements for limited access programs.
Permission Code Requirement
No permission code required
Description
This 3-credit hour course assists students develop the behaviors and skills necessary
for restoring scholastic standing and achieving academic self-confidence. Students
will learn and apply appropriate study and time management strategies, identify personal
barriers to academic success and develop strategies to overcome them, initiate a personal
development plan, and engage with university services, as needed.
Target Population
FTIC students whose cumulative GPA falls below a 2.0 in the spring of their academic
year.
Permission Code Requirement
No permission is required, and these FTIC students see the course automatically on
their class schedule as a requirement for the Academic Excellence (AEX) Program.
Description
This 3-credit hours course is designed to assist students with developing the behaviors
and skills necessary for restoring scholastic standing and achieving academic self-confidence.
Students will learn and apply appropriate study and time management strategies, identify
personal barriers to academic success and develop strategies to overcome them, initiate
a personal development plan and engage with university services as needed.
Target Population
Students who take this course should have a minimum of 30 credit hours and their GPA
below 2.0.
Permission Code Requirement
No permission is required, and these FTIC students see the course automatically on
their class schedule as a requirement for the Academic Excellence (AEX) Program.
Description
This 0-credit hour course helps students develop the behaviors and skills necessary
for restoring good academic standing and achieving academic self-confidence. These
students already took SLS 1102 and SLS 1122 and need additional help from our wraparound
services to rebound academically.
Target Population
FTIC students whose cumulative GPA falls below 2.0 and have already completed the
SLS 1122 course.
Permission Code Requirement
No permission is required, and these FTIC students see the course automatically on
their class schedule as a requirement for the Academic Excellence (AEX) Program.
Description
This 0-credit hour course helps students with their sense of belonging to the FAMU
culture and services that could not be attained at another institution although they
took the SLS 1101 and 1122 courses before coming to FAMU as an FTIC student.
Target Population
FTIC students who is attending FAMU for their first semester and took SLS 1101 and
1122.
Permission Code Requirement
No permission code is required but transcript must be provided with proof of taking
and earning college credit for SLS 1101 and 1122.
SLS 1101 Instructor Information
The SLS 1101 instructor’s role is a key element in the University’s mission for the first-year experience. Instructors play a vital role in helping students achieve academic success and co-curricular engagement during their first semester.
SLS Instructors are FAMU faculty and staff who are committed to the success of our new students. SLS Instructors serve as educators, resources, and representatives for FAMU. Working closely with their Peer Teaching Assistants, SLS Instructors strive to create lasting connections and impactful learning experiences for first-year students.
We want SLS instructors to have an experience that is just as rewarding for them as it is for their students. Here’s some information on the impact of our SLS Instructors:
- 100% of SLS Instructors believe they benefit from serving in this role
- 90% of students believe their SLS Instructor demonstrates excellence in teaching
- 100% of SLS Instructors would recommend this role to a colleague
SLS Instructors benefit by engaging in the following aspects of their position:
- Teaching a thought-provoking curriculum that furthers student growth and facilitates classroom conversations about important topics
- 95% of students said they had a positive experience in SLS101 (2022)
- Stay connected to the student experience by developing relationships with new undergraduate students and mentoring Peer Teaching Assistants
- 98.% of PTAs said they formed a strong connection with their SLS Instructors (2022)
- Expand the network of faculty and staff, by building a community of learners with campus colleagues
- 100% of SLS Instructors would recommend this role to a colleague
- Engage in professional development opportunities that will develop an awareness and understanding of first-year students and classroom dynamics that can be brought back to their department
- 88% of SLS Instructors felt better prepared to support students after engaging in training (2022)
SLS Instructors take on the responsibilities both inside and outside of the classroom. The time commitment may fluctuate based on the week, but instructors can expect the following responsibilities:
- Teaching and facilitating a class for up to 2 hours per week
- Lesson planning and preparing for class
- Grading assignments and providing timely and appropriate feedback
- Providing ongoing student support by answering emails, meeting with them outside of class, etc.
- Supporting and mentoring your Peer Teaching Assistant
- Actively engaging and learning with your fellow SLS Instructors through ongoing development opportunities
SLS Instructors are expected to participate in the following professional development opportunities:
- SLS Instructor Pre-Institute, TBD (New Instructors only, at least one week before each semester)
- SLS Instructor and PTA Meet and Greet, at the beginning of each semester
- SLS Instructor Institute, may be multiple days before the semester you teach
- SLS Instructor Fall Kick-Off Training, third week in August TBD
- Weekly 1-hour meetings with their Peer Teaching Assistants
- Bi-weekly development sessions with SLS Instructors, Fridays each semester
- While SLS Instructors are welcome to attend all bi-weekly development sessions, they are required to attend at least one per month
If you are a Florida A&M University staff or faculty member interested in becoming an SLS Instructor, below are the requirements for consideration:
SLS 1101 Instructor Qualifications
This is the description of what is required to be a SLS Instructor.
- Instructors must possess enthusiasm regarding engagement with first-year students and an interest in going above and beyond the traditional workday to mentor and assist first-year students in their transition to life at Florida A&M University and their academic success.
- Instructors must be informed of the University’s retention efforts and willing to promote student outreach, support, and communication of timely announcements.
- Instructors must possess a master’s degree or higher.
- Approval of supervisor or department chair/ division director signed Additional Employment form.
