SLS
Welcome to Student Life Skills (SLS)
The Florida Agricultural and Mechanical University (FAMU) Office of Freshmen Studies (OFS) offers Student Life Skills (SLS) courses. The courses offered are First Year Experience (FYE) and Academic Success Transition courses to acclimatize new students to SLS to embrace those in recovery or those in need of finding the right career path. Throughout our students' FAMU experience, we provide the environment to expand their curiosity for learning. The academic success of our students will not only enhance their knowledge but unlock opportunities and open doors for the future.
The FYE course is designed so that each student who completes the course participates in Excel training and research, allowing them to earn a certificate of completion for intermediate Excel expertise. The Academic Success courses help students understand the transition necessary to restore and maintain good academic standing, progress, and graduate as holistic rattlers who can assume any role imaginable.
© SLS Spotlight
First Year Experience & Transition courses in OFS
Our team believes to be Rattler-ready; students must learn life skills that admonish the whole student -- professional and personal development skills. We aim to use holistic approaches as today's society demands embracing diversity and inclusion.
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Course |
Description |
Target Population |
Permission Code Requirement |
|
SLS 1101 |
FYE 1101 is a course designed to help new students transition successfully to academic and student life at FAMU. Students will connect with the FAMU community, campus resources, and opportunities while developing skills essential for academic success. They will begin their journey to discover their purpose and potential at FAMU. |
First-time in college (FTIC) or freshman who has never taken a first-year transition course. |
Permission code is only required for select majors. Generated Permission codes are provided within the specific departments. |
|
SLS 1101E |
The 2-credit hour online course is designed to guide students through creating an academic and career plan for success. Students complete several self and peer-assessment activities to promote experiential learning. Their assignments focus on introspection, market research, skill development, and professionalism. |
Students with 30 or more credit hours. |
No permission code is required, but the system should block students with less than 30 credit hours from enrolling. |
|
SLS 1102 |
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. |
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. |
No permission code required |
|
SLS 1122 |
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. |
FITC students whose cumulative GPA falls below a 2.0 in the spring of their academic year. |
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. |
|
SLS 1122E |
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. |
Students who take this course should have a minimum of 30 credit hours and their GPA below 2.0. |
No permission code is required. The course is prepared for sophomores and upper classmen. |
|
ASI 1910 |
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. |
FTIC students whose cumulative GPA falls below 2.0 and have already completed the SLS 1122 course. |
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. |
|
ASI 1920 |
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. |
FTIC students who is attending FAMU for their first semester and took SLS 1101 and 1122. |
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.
