The Program & General Education Distribution Requirements
Aquidneck Island Cohort – September 2018 - September 2019
The Aquidneck Island $5,000 Scholarship
College Unbound is committed to helping adults finish their bachelor’s degree in a timely, cost effective manner. Utilizing the wrap-around approach of a weekly cohort meeting, one-on-one weekly consultation with their academic adviser, and the flexibility of online courses and research, College Unbound ensures each returning adult learner receives the individualized support leading to the successful completion of their bachelor’s degree program. CU has ahigh completion rate; see CU Fast Facts.
We have designed a way to credential the intellectual, practical, and social skills that employers and life demand through the College Unbound Leadership and Change Competencies These skills aren’t an add-on or by-product of the curriculum—they are the curriculum. Employers report that College Unbound students become better employees, demonstrating leadership, greater engagement, and growth in lifelong learning and workplace competencies: Accountability, Advocacy for Self & Others, Collaboration, Communications, Creativity, Critical Thinking, Intercultural Engagement, Problem Solving, Reflection, and Resilience.
College Unbound Aquidneck Island Cohort Curriculum
September 2018 - Semptember 2019 Program
Introduction to Organizational Leadership and Change
In Introduction to Organizational Change and Leadership, students will begin the process of designing an ongoing action research project embedded within their chosen field or profession. Throughout the course, students will be introduced to relevant theories and models from both the public and private sectors, examining the skills and knowledge necessary to design, develop, and sustain change projects for individuals, organizations, and communities. These skills include self-awareness, adaptive leadership, culture building, civic engagement, evaluation, and goal orientation.
The College Unbound curriculum requires ongoing application and development of the College Unbound Leadership and Change Competencies. Students will be introduced to these skills and accompanying rubrics as a means of evaluating their personal development. Students will demonstrate proficiency at the apprentice level or better in each of the competencies by the end of the introductory course sequence through their completed coursework. Students will be guided to seek out members of a Personal Learning Network of scholars, peers, and mentors to support action research project development.
Writing for Change: Advanced Composition:
Writing is critical to making change. It helps us to communicate what we know and establishes communities across borders and boundaries, and even across time. Writing helps us persuade others to change their way of thinking and to act. In this course, you will
review and analyze examples of advocacy writing, and demonstrate the power of language through writing that promotes change. You will discover and analyze powerful blogs on topics you care about, keeping an annotated bibliography, and will adopt techniques of writers you admire, demonstrating those techniques in an essay, op-ed, blog post and project proposal.
Contextualizing Work requires students to step out of their current role in their workplace, or in the development of their project, and apply research strategies using their immediate environment. Students will develop skills to analyze, develop and reflect on organizational systems, power structures and operations using their immediate workplace as the research site.
This course is also designed to strengthen the relationship between the student and the professional mentor and/or the workplace supervisor by using coursework to build capacity of the workplace.
As Brene Brown said, "When we start losing our tolerance for vulnerability, uncertainty, for risk - we move away from the things we need and crave the most like joy and love and belonging, trust, empathy, creativity." In taking this quote to heart, this course looks at examples of "failures," compels students to ask practitioners about past failures in their field, as well as take a personal inventory, and requires students to think critically about theories of "being wrong," and the successes that emerge out of those mistakes.