BBC AUG 28th

Business Community Course Overview and Structure

• The Business Community (BBC) course is designed specifically as a 1-credit support and transition course for post-business community first-year students.

• Meetings occur weekly for 50 minutes, with extended duration scheduled for off-site company visits.

• The central purpose of the course is to support personal and professional growth, early career development starting in the freshman year, communication skill acquisition, and ongoing student check-ins.

• In the spring semester, students take GED 3033: Business Goals and Practices.

  • GED 3033 is a required 2-credit course for all business majors.

  • The BBC cohort remains together in a dedicated section scheduled on Tuesdays and Thursdays from 3:30 PM to 4:45 PM ($3:30\text{ PM} - 4:45\text{ PM}$).

  • Standard non-cohort sections of GED 3033 contain approximately 40 students.

  • Students with scheduling or athletic conflicts during the Tuesday/Thursday $3:30\text{ PM} - 4:45\text{ PM}$ block must coordinate alternative section arrangements with their advisor.

Academic Policies and Professional Expectations

• The 1-credit fall course has no required textbook and minimal outside-of-class workload.

• Professional engagement is required during all class discussions, including topics addressing personality assessments (e.g., Myers-Briggs), personal strengths, and workforce preparation.

• Flexibility regarding attendance and tardiness is granted only if communicated proactively prior to class.

• Advising and career consultation appointments are booked through the Handshake platform.

• Course attendance is mandatory for all BBC students unless extraordinary circumstances arise.

• Participation credit is earned through physical presence and active dialogue in class sessions and site visits.

Networking Events, Employer Partnerships, and Site Visits

• Resume Clinic:

  • Features representatives from five major employer partners: Bank of America, Jabil, Janney Montgomery Scott, Northwestern Mutual, and Grant Thornton.

  • Designed for first-year students to present high school or entry-level resumes to receive professional feedback and foundational guidance.

• Career / Job Fair:

  • Hosts approximately 25 employers across accounting, finance, sales, and marketing disciplines.

  • Functions primarily as networking practice and pitch development for first-year students, given that formal freshman internships are rare.

• Interview Ready:

  • Brings 5 to 6 employers to campus to conduct mock interviews and provide direct feedback on student interviewing skills.

• Off-Site Company Visits:

  • Site visit hosts typically provide complimentary lunch for attending students.

  • Transportation is provided via group busing or self-driving.

  • Self-driving rules require strict punctuality: students must verify maps, check traffic conditions, and account for delays by aiming to arrive early (e.g., budgeting a 30-minute waiting buffer in their vehicle).

  • Example schedule: A visit to Jabil in North St. Petersburg (<10-minute drive) involves departing campus at 10:30 AM for an 11:00 AM to 1:00 PM ($11:00\text{ AM} - 1:00\text{ PM}$) site visit.

• Spring Semester Events:

  • Scheduled programming includes an Etiquette Dinner, Dean's Dinner (connecting students with college deans, faculty, and administrative leadership), and a corporate visit to Grow Financial.

Major Presentation Assignments and Course Evaluation

• Top Trends Presentation:

  • A 3-to-5-minute ($3-5\text{ minute}$) individual presentation focused on emerging trends within a chosen industry.

  • Integrates artificial intelligence tools to conduct preliminary market research (e.g., querying AI for the top 3 trends in wealth management).

  • Requires independent verification and comparative analysis using Google Scholar, university library databases, or industry research tools.

  • Must address specific reflection prompt questions regarding soft skills, hard skills, skill gaps, and industry opportunities.

• Final Reflection Presentation:

  • A comprehensive end-of-semester presentation evaluating personal growth, skill development, and career preparation throughout the first term.

  • Required presentation components:

  • Strategic leveraging of college experiences (extracurricular activities, academic awards, campus organizations).

  • Assessment of identified personal strengths, areas for development, and team role behaviors (e.g., leadership vs. analytical support).

  • Application of critical thinking skills in academic assignments and workforce environments.

  • Evaluation and goal-setting for public speaking and interpersonal communication skills.

  • Analysis of personal leadership style and campus leadership involvement.

Tools, Assessments, and Recurring Deliverables

• Post Connect Account: Verified by submitting a profile screenshot to confirm active membership.

• Handshake Account: Verified by submitting an account screenshot confirming profile setup for scheduling and career opportunities.

• Class Summaries:

  • Submitted after each class session starting in week two.

  • Requires a minimum written reflection of 250 words evaluating class discussions, core learnings, and personal applications.

• Focus 2 Assessment: A standardized career guidance and personal assessment tool completed during the term.

• Semester Timeline: Coursework and class meetings conclude on November 20, ending prior to Thanksgiving week and final examination week.

Class Discussion and Student Reflection

• First Impressions of Faculty and Courses:

  • Students reported that many university professors are more approachable than anticipated.

  • Dr. Boyles teaches the "Acquisition of Knowledge" course in the Honors College, utilizing high-level vocabulary, discussion-focused seminars, and media analysis (e.g., film and music).

  • Public speaking instructors were noted for fostering supportive learning environments.

  • Negative experiences led students to strategically drop unsuitable courses early in the add/drop period.

• First-Week Academic and Environmental Challenges:

  • Managing persistent warm weather and rain in Florida.

  • Adapting to college course loads across six academic classes.

  • Utilizing digital assignment tracking systems to manage deadlines and workload distribution.

• Dormitory Life and Study Facilities:

  • HVAC issues occurred in residence halls, including room air conditioning units stuck at $76^\circ\text{F}$ for several days before maintenance, with preferred student room settings ranging between $60^\circ\text{F}$ and $68^\circ\text{F}$.

  • The top floor of the campus library—specifically the secluded seating behind the bookshelves overlooking the water—was identified as an effective study location.

• Environmental Psychology for Learning:

  • Studying inside a personal bedroom or dorm room generates cognitive friction because the brain associates the space with rest and relaxation.

  • Relocating to dedicated environments (such as a library floor or official office space) conditions the brain for focus and productivity.

• Local St. Petersburg Community and Recommendations:

  • Recommended student activities include visiting downtown St. Petersburg, riding electric scooters, and walking the St. Pete Pier.

  • Dining feedback indicates Perry's Porch charges primarily for water views rather than food quality, recommending independent coffee shops throughout St. Petersburg (with local student recommendations managed by Reese).

• Time Management and Support Systems:

  • Open schedule availability can lead to procrastination due to a perceived abundance of time; working on assignments weeks prior to due dates prevents cumulative stress.

  • Maintaining a target of 8 hours of sleep nightly is emphasized for personal health and academic consistency.

  • Peer support systems—such as roommates assisting with logistical tasks like filling water bottles or carrying sports bags—enhance college adaptation.