College Success (COLL)

This is an archived copy of the 2019-20 Catalog. To access the most recent version of the catalog, please visit http://catalog.jccc.edu/.

Courses

COLL 135   Career and Life Planning (3 Hours)

This course helps students make decisions about their college majors, careers and other life goals. It emphasizes career research as a tool for making current career decisions and meeting changes in the future workplace. Students learn a systematic approach for making career and life decisions based on their personalities, interests, skills, and values.

COLL 150   Job Search Skills (1 Hour)

This class presents the skills students need to conduct an effective job search, including locating job leads, writing resumés, employment interviewing and job correspondence. Additionally, students will explore the importance of adapting to changes in the workplace to ensure their job survival and success. The class consists of lectures, activities, discussion and exercises in the career planning and job search process.

COLL 174   Learning Strategies for Math (1 Hour)

This course teaches thinking and study skills specifically geared toward the learning of math. Students practice these skills on their math textbooks and homework assignments as well as in their math class discussions and lectures. This course also addresses feelings and attitudes that may block math learning and offers strategies and techniques designed to overcome these feelings. College Success courses offer students opportunities to acquire the thinking and learning skills needed to be a successful learner, including reading textbooks, taking notes, organizing information and preparing for tests.

COLL 176   College Study Strategies (1 Hour)

Upon completion of this course, students will be able to apply a series of strategies for processing college-level information from textbooks and lectures including effective test preparation and taking tests. As the strategies are introduced, students apply them to the content of courses in which they are concurrently enrolled. Upon successful completion of the course, students will have developed a system for learning that can be adapted for use in any learning situation. College Success courses offer students opportunities to acquire the thinking and cognitive skills needed to be a successful learner, including reading textbooks, taking notes, organizing information, and preparing for tests.

COLL 178   Memory Strategies (1 Hour)

In this course, students learn a series of techniques to help them improve their retention and recall of information needed for success in college courses. These techniques provide a systematic approach to learning and remembering. Students immediately use the techniques to learn information from their other college courses. College Success courses offer students opportunities to acquire the thinking and learning skills needed to be a successful learner, including reading textbooks, taking notes, organizing information and preparing for tests.

COLL 186   Exam Strategies (1 Hour)

This course offers students an opportunity to explore their own learning styles and to develop appropriate strategies for improving test performance through improved learning procedures. Emphasis will be on practical application of the learned strategies to courses in which the students are concurrently enrolled. College Success courses offer students opportunities to acquire the thinking and learning skills needed to be a successful learner, including reading textbooks, taking notes, organizing information and preparing for tests.

COLL 200   College Success Strategies (3 Hours)

This course provides students with opportunities to develop skills and habits that will help them establish and maintain effective learning systems. Students first learn and practice the learning methods in class and then apply these methods to appropriate situations in their other college coursework. The methods, which are based on valid learning and thinking principles, will help students meet the higher-level demands of the subjects encountered in college courses. College Success courses offer students opportunities to acquire the thinking and learning skills needed to be a successful learner, including reading textbooks, taking notes, organizing information and preparing for tests.

COLL 135

  • Title: Career and Life Planning
  • Number: COLL 135
  • Effective Term: 2019-20
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course helps students make decisions about their college majors, careers and other life goals. It emphasizes career research as a tool for making current career decisions and meeting changes in the future workplace. Students learn a systematic approach for making career and life decisions based on their personalities, interests, skills, and values.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Describe the theoretical concepts supporting career/life development.
  2. Describe methods of self-assessment, including informal and formal assessment.
  3. Identify and enumerate the student's personal characteristics, including interests, values, skills, strengths and needs.
  4. Assemble assessment information to describe the student's work personality.
  5. Devise specific research questions to guide the student's research into planning for work and life roles.
  6. List the steps in making decisions and setting goals.
  7. Describe goals for current and future work and life roles.
  8. List the steps in developing action plans to attain goals.
  9. Identify obstacles to goals, and devise strategies for overcoming obstacles.
  10. Demonstrate knowledge of important job search skills.

Content Outline and Competencies:

I. Psychological Theories Important in the Career and Life Planning Process

A. Describe Donald Super’s self-concept theory of career choice.

B. Explain John Holland’s personality characteristics model of career choice and summarize the six Holland environments.

C. Summarize the levels of Maslow’s hierarchy of needs and demonstrate how they apply to career development.

D. Summarize Carl Jung’s theory of psychological types and demonstrate how the theory applies to career development.

II. Self-Assessment Results and Personal Work Personality Profile

A. Enumerate and evaluate work interests.

B. Describe the importance of interests in career development.

C. Identify and list functional, transferable skills in representative careers.

D. Identify and list specific work content skills.

E. Identify and list adaptive self-management skills.

F. Estimate one’s own individual skill level in working with data, people, things and ideas.

G. Estimate one’s own specific work content skills.

H. Estimate one’s own adaptive self-management skills.

I. Choose the skills one desires to use in career choice.

J. Describe how values are acquired and why they are important in career development.

K. List important personal values.

L. Compare values and select those that best represent personal lifestyle preferences.

III. Careers Research Project 

A. Select up to four tentative career choices based on one’s own work personality profile.

B. List appropriate research questions.

C. Identify available sources of information, including printed materials, online information, informational interviews, work shadows and work experience.

D. Locate information answering research questions.

E. Assess the validity of information.

F. Compare information from various sources and modify research questions.

G. Compile information into a research report.

H. Compare careers on specific points in work personality profile to determine compatibility.

IV. Career Choices

A. Describe a general decision-making model for defining a problem, generating solutions, evaluating solutions and selecting the best solution.

B. Compare career decision making to the decision making model.

C. Select the career that best matches one’s own work personality profile as a tentative or definite career goal.

V. Career Choice Goals and Action Plan 

A. Define and describe goals in general.

B. List the steps in setting goals, including making tradeoffs, setting high goals, building in rewards and setting timelines.

C. Identify one’s own career goal.

D. Develop an action plan by breaking the goal down into specific objectives.

E. Identify time lines for objectives.

F. Predict obstacles to goals and objectives.

G.Describe a plan for overcoming obstacles.

VI. Important Facets of the Job Search

A. Describe the parts of a resume.

B. Select an appropriate resume format for one’s own career goal.

C. List sources for job leads.

D. Describe the do’s and don’ts of effective job interviews.

Method of Evaluation and Competencies:

15-20%    Textbook assignments
25-30%    Tests 
25-30%    Class participation
25-30%    Research project

Total: 100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

COLL 150

  • Title: Job Search Skills
  • Number: COLL 150
  • Effective Term: 2019-20
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Description:

This class presents the skills students need to conduct an effective job search, including locating job leads, writing resumés, employment interviewing and job correspondence. Additionally, students will explore the importance of adapting to changes in the workplace to ensure their job survival and success. The class consists of lectures, activities, discussion and exercises in the career planning and job search process.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Identify specific career goals.
  2. Write an appropriate resumé.
  3. Write effective business correspondence.
  4. Investigate potential employers.
  5. Demonstrate effective employment interviewing skills.
  6. Create strategies for adapting to change in the workplace.

Content Outline and Competencies:

I. Career Planning Process 

A. List the steps in the career planning process.

B. Summarize one’s own career interests, values and skills.

C. Describe appropriate career goals for one’s own self.

II. Resumé Development

A. Identify traditional, functional, and combination resumé formats.

B. Select appropriate resumé format for one’s own goals.

C. State career goal appropriately as a job objective.

D. List accomplishments, work experience, and education.

E. Write a resumé reflecting one’s own work and educational history.

F. Demonstrate ability to write an electronic resumé.

III. Business Communications

A. Complete sample employment applications appropriately.

B. Compose a resumé cover letter.

C. Write appropriate thank-you letters and acceptance letters.

D. Choose appropriate paper, letterheads and formats.

IV.  Job Leads Research

A. List methods of obtaining job leads.

B. Compile one’s own list of networking contacts.

C. Investigate companies of interest.

D. Produce an internet job lead search.

V.  Job Interview Techniques

A. Explain traditional job interviewing.

B. Explain behavioral job interviewing.

C. Demonstrate skill proficiency in a “mock” interview.

D. List the stages of a job interview.

VI. The Changing Nature of the Workplace and Planning for Job Success

A. Summarize projected general changes in the future workplace.

B. Explain projected changes in one’s own specific career field.

C. Devise strategies for meeting changes.

D. List important factors in personal job success.

Method of Evaluation and Competencies:

5-10%      Class Participation
10-15%    Assignments
25-30%    Resumé
20-25%    Mock Job Interview
20-25%    Company Research Project

Total: 100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

COLL 174

  • Title: Learning Strategies for Math
  • Number: COLL 174
  • Effective Term: 2019-20
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Description:

This course teaches thinking and study skills specifically geared toward the learning of math. Students practice these skills on their math textbooks and homework assignments as well as in their math class discussions and lectures. This course also addresses feelings and attitudes that may block math learning and offers strategies and techniques designed to overcome these feelings. College Success courses offer students opportunities to acquire the thinking and learning skills needed to be a successful learner, including reading textbooks, taking notes, organizing information and preparing for tests.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Manage his/her study time more efficiently and effectively.
  2. Recognize how one's own self-talk directly influences the ability to learn; utilize positive self-talk to facilitate learning.
  3. Demonstrate the use of textbook strategies.
  4. Take meaningful notes in class.
  5. Demonstrate the use of the homework strategies.
  6. Prepare adequately for math exams.
  7. Utilize effective test-taking skills.
  8. Analyze errors made in math problem solving.
  9. Breakdown and solve logic problems.
  10. Apply a strategic system for learning to his/her accompanying math course.

Content Outline and Competencies:

I. The Vicious Cycle; Interaction of Poor Math Self-Image; Math Deficiency, Math Avoidance, and Math Myths

A. Identify math related attitudes.

B. Discuss the "vicious cycle."

C. Discuss the ABC triangle of math:

1. Affective

2. Behavioral

3. Cognitive

D. Math Myths

1.  Identify math myths.

II. Math Time Management

A. Discuss math time management.

B. Plan a study schedule.

III. Three-Step Process and Math Levels of Thinking Skills

A. Use the three-step process:

1. Math situation

2. Self-talk

3. Emotional reaction

B. Explain math levels of thinking skills:

1. Knowledge

2. Understanding

3. Application

4. Analysis

IV. Math Textbook Strategy - Making Connections

A. Use math textbook strategy.

B. Relate new concepts to those already learned.

C. Recognize relationships among concepts.

V. Lecture Preparation

A. Preview using math textbook strategy.

B. Review previous class information.

VI. Lecture Strategy

A. Use two-column format for note-taking.

B. Use summary technique.

VII. Math Homework Strategy I

A. Make math note cards:

1. Information/vocabulary

2. Procedure, formula, rule

B. Use math note cards to do homework assignment.

VIII. Math Homework Strategy II

A. Make math note cards:

1. Warning

2. Quiz

3. Summary

B. Review homework.

IX. Word Problems

A. Examine math word problem strategy.

B. Apply word problem strategies.

X. Math Test-Taking Skills

A. Use math test-taking skills.

B. Analyze test errors.

C. Use test error analysis technique.

XI. Responsibility for One's Own Learning

A. Explain the ABC triangle of math.

B. Discuss locus of control.

C. Review the math strategies.

XII. Synthesis of the Math Strategies

A. Review math strategies

B. Apply the math strategies in a final project.

Method of Evaluation and Competencies:

20-25%    Class Activities
50-55%    Practice of Strategies
20-25%    Final Project

Total: 100%

1. Students will demonstrate understanding and use of math strategies
in independent practices and in a final project. Students will also
discuss generalization of the strategies to other courses they are
taking.

2. Class participation is evaluated since the strategies are described and
modeled in class. Students then practice their use under supervision with
immediate corrective feedback from the instructor.  Independent practices
follow the guided practices. Some outside preparation is required since
all work cannot be completed during class time.

3. Students are expected to turn in all assignments on the due date.
Absence from class does not excuse a student from having the current
assignment. The Synthesis Project is due on or before the last day of
class. The instructor is under no obligation to give points for late work.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

COLL 176

  • Title: College Study Strategies
  • Number: COLL 176
  • Effective Term: 2019-20
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Description:

Upon completion of this course, students will be able to apply a series of strategies for processing college-level information from textbooks and lectures including effective test preparation and taking tests. As the strategies are introduced, students apply them to the content of courses in which they are concurrently enrolled. Upon successful completion of the course, students will have developed a system for learning that can be adapted for use in any learning situation. College Success courses offer students opportunities to acquire the thinking and cognitive skills needed to be a successful learner, including reading textbooks, taking notes, organizing information, and preparing for tests.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Explain the steps of each learning strategy.
  2. Demonstrate the strategies designed to increase effective use of textbooks.
  3. Demonstrate the strategies designed to take effective notes from lectures.
  4. Demonstrate the strategies designed to integrate information from textbooks and lectures and prepare effectively for taking tests.
  5. Apply effective test-taking techniques.
  6. Demonstrate the application and synthesis of components from the College Study Strategies.
  7. Evaluate and apply appropriate adaptations of the study strategies for use in other courses or learning situations.
  8. Explain the principles of effective college-level learning and demonstrate how each is incorporated into the College Study Strategies.

Content Outline and Competencies:

I.  Pre-Evaluations

A. Take the pre-assessment and interpret the results.

B. Identify areas for improvement and review.

II.  Learning Principles

A. Discuss how humans process college-level information.

B. Discuss the levels of the processing approach to learning and remembering.

III. Overview of the College Study Strategies

A. Explain the rationale for using the College Study Strategies.

B. Trace the development of the College Study Strategies.

C. Discuss the validation of the College Study Strategies.

IV. Components of the Effective Teaching/Learning Model

A. Discuss the components of the Effective Teaching/Learning Model.

B. Explain the generalization of the learning model.

V. College Study System

A. Apply the Textbook Strategies involving multiple passes through the assigned chapter.

1. Survey the chapter

2. Survey the text's study aids

3. Read for content acquisition

4. Make reading notes

B. Apply the Listening/Lecture Notes Strategy.

1. Prepare for listening to lectures.

2. Differentiate hearing vs. listening.

3. Apply effective note-taking techniques.

C. Apply the Integration Strategy.

1. Use textbook organization for clarifying relationships.

2. Consolidate text and lecture notes using objectives.

3. Use test preparation strategies.

D. Apply the Test Taking Strategies.

1. Read and listen for directions.

2. Estimate time for each test section.

3. Systematically answer test items.

4. Check for completeness and clarity.

VI. College Study Strategies Application and Generalization

A. Apply the College Study Strategies to the concurrent course.

B. Describe methods for applying the College Study Strategies to other courses.

VII. Post-Evaluations

A. Take the post-assessment and interpret the results.

B. Identify areas for continued improvement.

Method of Evaluation and Competencies:

65-70%    Strategy components - preparation, participation, practices and mastery
20-25%    Synthesis of Strategies Project and Report
05-10%    Pre- and post-assessments 

Total: 100%

1. Class participation is evaluated since the strategies are described and modeled in class. Students then practice under supervision with immediate corrective feedback from the instructor. Independent practices follow the guided practices. Some outside preparation is required since all work cannot be completed during class time.

2. Students will use each strategy in the College Study Strategies and apply all parts in a final synthesis project.  The Synthesis of Strategies Project is evaluated using a structured, sequential guide and includes both item analysis and qualitative measures.

3. The Synthesis Report and Evaluation measures the students' understanding of the strategies described in the Synthesis of Strategies Project and provides a self-evaluation of the use of the strategies.

4. Students are expected to turn in all assignments on the due date.

Absence from class does not excuse a student from having the current assignment. The Synthesis Project is due on or before the last day of class. The instructor is under no obligation to give points for late work.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Attendance, discussion, application of strategies, and pre- and post evaluations.

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

COLL 178

  • Title: Memory Strategies
  • Number: COLL 178
  • Effective Term: 2019-20
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Description:

In this course, students learn a series of techniques to help them improve their retention and recall of information needed for success in college courses. These techniques provide a systematic approach to learning and remembering. Students immediately use the techniques to learn information from their other college courses. College Success courses offer students opportunities to acquire the thinking and learning skills needed to be a successful learner, including reading textbooks, taking notes, organizing information and preparing for tests.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Explain the requirements for memory training.
  2. Demonstrate the application of all memory techniques presented.
  3. Generalize the memory techniques to other courses and situations.
  4. Explain and demonstrate a systematic approach based on learning principles for remembering information.
  5. Explain the use of effective time and task management techniques related to learning and remembering information. 

Content Outline and Competencies:

I. Pre-Evaluation

A. Take the pre-assessment and interpret the results.

B. Explain one's own current knowledge and use of memory techniques.

II. Interpretation and Evaluation  of Results

A. Identify strengths of one's own current use of memory techniques.

B,  Identify weaknesses of one's own current use of memory techniques.

III.  Fundamentals of Memory

A. Explain acquiring information.

B. Explain storing information.

C. Explain recalling information.

IV.  Time and Task Management Techniques

A. Discuss time and task management techniques related to learning and remembering information.

B. Use the time monitor and time plan.

V. Components of the Effective Learning Model

A. Discuss the components of the Effective Learning Model including the describe, model, check for comprehension, guided practice, independent practice and master components.

B. Explain the generalization of the Effective Learning Model.

VI. Techniques for Acquisition of Information

A. Apply the techniques for acquiring information.

1. Frameworking

2. Patterns of thinking

     B. Apply the strategies for organizing academic information.

1. Outlining

2. List making

3. Idea mapping

VII. Techniques for Storage of Information

A. Apply mnemonics for storing information.

1. Acronyms

2.  Acrostics

3. Comparison techniques

     B.  Apply association techniques for storing information.

1. Imaging

2. Peg words

3. Loci

VIII. Techniques for Retrieval of Information

A. Apply the techniques to improve retrieval of information.

1. Questioning

2. Reciting

     B.  Apply techniques to improve consolidation of memory for retrieval.

3. Assessing/recycling

4. Reconstructing

IX. Memory System Application

A. Develop a learning plan using the memory techniques.

B.  Apply the learning plan to course materials.

1. Use the time and task management techniques.

2. Evaluate effectiveness of time management and memory techniques.

X. Post-Assessment

A. Take the post-assessment and interpret results.

B.  Evaluate the post-assessment results.

Method of Evaluation and Competencies:

Points are assigned as follows:

17-20% Participation in class activities - (arriving late for class and/or leaving early may adversely affect the number of class activity points earned)

50-55% Application and reports on use of specific memory techniques

30-35% Final Synthesis Project with written report

NOTE: Class activity points can be earned only in class.

1. Class participation will be evaluated since the techniques to be learned will be demonstrated, modeled, and practiced in class.  Outside preparation and follow-up are required since all work cannot be completed during class time.

2. Students will give oral and written reports detailing how they applied techniques to their coursework.

3. Students will complete a synthesis project that demonstrates the use of the memory techniques presented in class; they will develop their own flexible, but systematic approach to learning and remembering information.

4. Students are expected to turn in all assignments on the due date.  Absence from class does not excuse a student from having the current assignment.  The Synthesis Project is due on or before the last day of class.  The instructor is under no obligation to give points for late work.

5. Pre- and post-assessments are given.

Grade Criteria:

A = 180-200 points
B = 160-179 points
C = 140-159 points
D = 120-139 points
F = less than 120 points

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

COLL 186

  • Title: Exam Strategies
  • Number: COLL 186
  • Effective Term: 2019-20
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Description:

This course offers students an opportunity to explore their own learning styles and to develop appropriate strategies for improving test performance through improved learning procedures. Emphasis will be on practical application of the learned strategies to courses in which the students are concurrently enrolled. College Success courses offer students opportunities to acquire the thinking and learning skills needed to be a successful learner, including reading textbooks, taking notes, organizing information and preparing for tests.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Analyze test errors and their causes.
  2. Apply information gained from Learning Styles inventories to one's own learning systems.
  3. Analyze learning and setting demands of all current classes.
  4. Explain, apply and evaluate self-management strategies.
  5. Explain, apply and evaluate a goal-setting strategy.
  6. Explain, apply and evaluate a decision-making strategy.
  7. Explain, apply and evaluate a test-taking strategy.
  8. Design, explain, apply and evaluate strategies that are intended to meet current setting demands including improved test performance. 

Content Outline and Competencies:

I. Pre-Assessment

A. Take the pre-assessment and interpret the results.

B. Explain one's own current knowledge and use of exam strategies.

C. Identify strengths and weaknesses in one's own current use of exam strategies.

II. Test Errors and Their Causes

A. Analyze test errors using the AFTER strategy.

B. Analyze test errors using the results from the pre-assessments.

C. Explain causes of test errors.

III. Solutions to Test Errors

A. Determine and explain preferred learning style.

B. Explain classroom teaching styles.

C. Identify classroom setting demands.

D. Analyze one's own test preparation techniques.

E. Analyze one's own time management techniques.

F. Practice systematic test preparation techniques.

G. Practice the Aggressive Review Strategy.

H. Practice the Test Taking Strategy.

IV. Solution(s) and Plan Creation

A. Set a goal for improving test performance.

B. Choose solution(s) that will help improve test performance.

C. Create a test performance improvement plan.

V. Plan Implementation and Progress 

A. Use the test performance improvement plan in a concurrent course.

B. Determine progress of the plan as it is implemented.

VI. Plan Evaluation

A. Analyze the effectiveness of the test performance improvement plan.

B. Discuss adaptations of the plan to other concurrent courses.

VII. Post-Assessment

A. Take the post-evaluation and interpret the results.

B. Relate the results of the post-assessment to the test performance improvement plan.

Method of Evaluation and Competencies:

50-55%    Oral and written reports
20-25%    Class Participation
20-25%    Final Report

Total: 100%

1. Students will be evaluated through oral and written reports. The reports will include discussion of the student's use of the techniques and the effectiveness of those techniques.
2. Classroom participation will be evaluated since the techniques will be demonstrated and practiced in class.

3. Students will complete a final written report that explains the development, progress and application of their own test improvement plan.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

COLL 200

  • Title: College Success Strategies
  • Number: COLL 200
  • Effective Term: 2019-20
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Description:

This course provides students with opportunities to develop skills and habits that will help them establish and maintain effective learning systems. Students first learn and practice the learning methods in class and then apply these methods to appropriate situations in their other college coursework. The methods, which are based on valid learning and thinking principles, will help students meet the higher-level demands of the subjects encountered in college courses. College Success courses offer students opportunities to acquire the thinking and learning skills needed to be a successful learner, including reading textbooks, taking notes, organizing information and preparing for tests.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Analyze complex learning tasks and separate into components.
  2. Identify the levels of cognition required of various types of learning tasks.
  3. Compare and contrast a variety of learning style theories and instruments.
  4. Identify characteristics of the studen'ts own learning style and compare and contrast his/her learning style with teaching styles used in this and other college classes.
  5. Utilize a variety of techniques for learning.
  6. Match appropriate learning techniques to learning demands.
  7. Generate and implement learning plans for learning required information.
  8. Evaluate effectiveness of learning plans.
  9. Adjust learning plans to meet demands of new and different situations. 
  10. Devise plan for college success: major, program, and/or area of study.

Content Outline and Competencies:

I. Current Learning Methods Assessment

A. Take pre-assessments.

B.  Interpret and evaluate the pre-assessments results.

II. Learning/Teaching Styles

A. Discuss theoretical frameworks of learning styles.

B. Discuss approaches to analyzing learning styles.

C. Explain the limitations of learning styles instruments.

D. Take a variety of learning style instruments.

E. Analyze own learning preferences.

F. Analyze teaching styles encountered in college classes.

III. Human Information Processing Model and Levels of Learning

A. Explain the components of the Human Information Processing Model.

1. Acquisition

2. Storage

3. Retrieval

B. Explain the levels of learning.

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6.  Creating

IV. Overview of the Strategic Learning Model

A. Discuss the components of the Strategic Learning Model including the describe, model, guided practice, comprehension check, independent practice, feedback and mastery components.

B. Discuss the generalization of the Strategic Learning Model.

V. Techniques for Learning

A. Apply input skills.

1. Relate new information to prior knowledge.

2. Learn from general to specific.

3. Relate parts to whole.

4. Generate text notes and lecture notes.

5. Generate learning questions from texts.

6. Generate learning questions from lecture notes.

7. Formulate answers to self-generated questions.

B. Apply organizational skills.

1. Set learning goals.

2. Analyze learning tasks.

3. Schedule learning tasks.

4. Establish patterns of organization.

5. Depict relationships through graphic/spatial representations.

a. Information maps

b. Key word diagrams

c. Networks

d. Flow charts

6. Integrate information from lecture and reading materials.

C. Apply association skills (making information meaningful).

1. Use imaging techniques.

2. Use mnemonic techniques.

D. Apply output skills.

1. Monitor progress toward goals.

2. Predict test questions.

3. Write answers to testworthy questions.

4. Create graphic/spatial representations in alternate forms.

5. Practice test taking.

6. Analyze test errors.

VI. College Success Strategies Application to College Courses

A. Develop a College Success Strategies Plan.

1. Analyze tasks.

2. Set goals.

3. Schedule tasks.

4. Determine criteria for success.

B. Implement a College Success Strategies Plan.

1. Apply input skills.

2. Apply organization skills.

3. Apply output skills.

C. Monitor progress of learning plan.

D. Evaluate effectiveness of learning plan.

E. Determine appropriate adjustments of learning plan.

VII. Program of Study Plan

A. Determine personal preferences and strengths.

B. Identify program entrance requirements.

C. Research program characteristics.

D. Formulate academic timeline of study.

Method of Evaluation and Competencies:

30-35%    Class Preparation
17-20%    In-Class Activities
30-35%    Out-of-Class Applications
10-15%    College Success Strategies Project
5-10%      Final Exam

Total Possible: 100%

1. Baseline measures on study strategies and learning styles will be collected.

2. Class participation is evaluated since the learning techniques are described modeled, and practiced in class.

3. Quizzes or other assignments are given to encourage class preparation and to measure understanding of reading assignments.

4. Out-of-class activities consist of applications of learning methods to other courses on an ongoing basis. The applications of the learning methods are evaluated using a structured, sequential guide and include both item analysis and qualitative measures.

5. A final exam comprises 5-10% of the final grade.

Students are expected to turn in all assignments on the due date. Absence from class does not excuse a student from having the current assignment.

The instructor is under no obligation to give points for late work.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).