4. Introduction to academic policies, protocols, procedures, and expectations, especially academic rigor.
5. B.Module 2: Personal Development
1. Self-assessment and goal-setting for personal growth.
2. Emotional intelligence and resilience.
3. Building healthy habits for mental and physical well-being.
4. Understanding how to effectively communicate and lead themselves through conflict tactfully and confidently.
5. C.Module 3: Academic Excellence
1. Active reading methods to improve and enhance comprehension of post-secondary educational content and materials, including but not limited to the SQ3R, SQ5R, or SQ6R reading and study systems.
2. Study skills and effective note-taking techniques, including but not limited to the Cornell Notes, Outlines, Flowchart/Concept Maps, Charting Methods, and Sentence Method.
3. The Kentucky Graduate Profile is based on the ten essential skills. The Council on Postsecondary Education identified ten essential skills as learning outcomes all graduates need for success in their chosen fields of study.
4. D.Module 4: Career Exploration
1. Introduction to career services and resources.
2. Career assessments and exploration of potential majors.
3. Networking and mentorship opportunities.

(4) Plan, Develop, Create, and Build the Second-Year Experience and Seminar Course Syllabi

Scope: Plan, develop, and create student-focused comprehensive syllabi for the Second-Year Experience and Seminar course sequence. Syllabi must be created for all modalities, including a four-, eight-, and fifteen-week course term(s). The Faculty Senate syllabi template, course modification, and new course templates will be provided and attached as a scope of work reference.

Goals: The University's goals are (1) the Second-Year Experience course sequence syllabi must provide continuing students, especially first-time, full-time student cohorts, with a comprehensive mechanism to build on the foundation laid in the first year to deepen students' engagement with their academic and social communities; and, (2) the Second-Year Seminar model must provide continuing students aligned with their academic discipline with a comprehensive deep dive into advanced academic skills needed for their chosen profession leading to career readiness.

Timeline: The University wishes to have this information by May 31, 2024. Depending on resource allocation, an earlier implementation date is desirable.

Consulting Services Desired: The University is seeking a firm to plan, develop, create, and build the Second-Year Experience and Seminar course syllabi based on the student profile analysis. These course syllabi will be adopted as impactful Second-Year