This is an archived copy of the Fall 2014 Catalog. To access the most recent version of the catalog, please visit http://catalog.jccc.edu/.

Learning Strategies (LS)

Courses

LS 174   Learning Strategies for Math (1 Hour)

Corequisites: Concurrent enrollment in a math course

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. 1 hr. lecture/wk. Learning Strategies 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. This course may be offered as a Learning Communities (LCOM) section, see current credit schedule for LCOM details.

LS 176   Strategic Learning System (1 Hour)

Corequisites: Concurrent enrollment in a college lecture course

In this course, students will learn a series of strategies for processing information from textbooks and lectures and strategies for studying for 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. 1 hr. lecture/wk. Learning Strategies 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.

LS 178   Memory Strategies (1 Hour)

Corequisites: Concurrent enrollment in another college course

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. 1 hr. lecture/wk. Learning Strategies 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.

LS 186   Exam Strategies (1 Hour)

Corequisites: Concurrent enrollment in at least one other college course in which exams are taken

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. 1 hr. lecture/wk. Learning Strategies 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.

LS 200   College Learning Methods (3 Hours)

Corequisites: Concurrent enrollment in at least one academic college course

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. 3 hrs. lecture/wk. Learning Strategies 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.

LS 174

  • Title: Learning Strategies for Math
  • Number: LS 174
  • Effective Term: Fall 2014
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Requirements:

Corequisites: Concurrent enrollment in a math course

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. 1 hr. lecture/wk. Learning Strategies 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. This course may be offered as a Learning Communities (LCOM) section, see current credit schedule for LCOM details.

Course Fees:

None

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. Think through 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 and Math Avoidance
   A. Identify math related attitudes.
   B. Discuss the  vicious cycle."
   C. Discuss the ABC triangle of math:
      1. Affective
      2. Behavioral
      3. Cognitive

II. Math Myths
   A. Identify math myths.

III. Math Time Management
   A. Discuss math time management.
   B. Plan a study schedule.

IV. Three-Step Process
   A. Use the three-step process:
      1. Math situation
      2. Self-talk
      3. Emotional reaction

V. Math Levels of Thinking Skills
   A. Explain math levels of thinking skills:
      1. Knowledge
      2. Understanding
      3. Application
      4. Analysis

VI. Math Textbook Strategy - Making Connections
   A. Use math textbook strategy.
   B. Relate new concepts to those already learned.
   C. Recognize relationships among concepts.

VII. Lecture Preparation
   A. Preview using math textbook strategy.
   B. Review previous class information.

VIII. Lecture Strategy
   A. Use two-column format for note-taking.
   B. Use summary technique.


IX. 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.

X. Math Homework Strategy II
   A. Make math note cards:
      1. Warning
      2. Quiz
      3. Summary
   B. Review homework.

XI. Solving Word Problems
   A. Use math word problem strategy.

XII. Math Test-Taking Skills
   A. Use math test-taking skills.
   B. Analyze test errors.
   C. Use test error analysis technique.

XIII. Responsibility for One's Own Learning
   A. Explain the ABC triangle of math.
   B. Discuss locus of control.
   C. Review the math strategies.

 XIV. Synthesis of the Math Strategies
   A. Apply the math strategies in a final project.

Method of Evaluation and Competencies:

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.
Evaluation of student mastery of course competencies will be done using the
following method:

         20%  Class Activities
         52%  Practice of Strategies
         28%  Final Project

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

LS 176

  • Title: Strategic Learning System
  • Number: LS 176
  • Effective Term: Fall 2014
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Requirements:

Corequisites: Concurrent enrollment in a college lecture course

Description:

In this course, students will learn a series of strategies for processing information from textbooks and lectures and strategies for studying for 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. 1 hr. lecture/wk. Learning Strategies 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.

Course Fees:

None

Textbooks:

http://bookstore.jccc.edu/

Supplies:

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

Objectives

  1. Name and explain the steps of each learning strategy in the Strategic Learning System.
  2. Demonstrate the three strategies designed to increase effective use of textbooks.
  3. Demonstrate the strategy designed to take effective notes from lectures.
  4. Demonstrate the strategy designed to integrate information from textbooks and lectures and prepare effectively for taking tests.
  5. Demonstrate the synthesis of components in the Strategic Learning System.
  6. Consider appropriate adaptations of the Strategic Learning System for use in other courses or learning situations.
  7. Name and explain the seven learning principles and how each is incorporated into the Strategic Learning System. 

Content Outline and Competencies:

I. Introduction to Learning Principles
   A. Discuss the human information processing models.
   B. Discuss the levels of the processing approach to learning and
remembering.

II. Pre-Evaluation
   A. Take the pre-assessment and interpret the results.

III. Overview of the Strategic Learning System
   A. Explain the rationale for using the Strategic Learning System.
   B. Trace the development of the Strategic Learning System.
   C. Discuss the validation of the Strategic Learning System.

IV. Components of the Effective Teaching/Learning Model
   A. Discuss the components of the Effective Teaching/Learning Model
including the describe, model, guided practice, comprehension check,
independent practice, and master (post-test) components.
   B. Explain the generalization of the learning model.

V. Strategic Learning System
   A. Apply the Textbook Strategies involving multiple passes through the
assigned chapter.
      1. Survey the chapter:
         a. Title
         b. Lead headings and subheadings
         c. Introduction
         d. Patterns of thinking
         e. Summary
      2. Survey the text's study aids: 
         a. Objectives
         b. Key terms
         c. Illustrations and other graphic aids
         d. Review/study questions
      3. Read for content acquisition.
         a. Determine level of processing needed:
            (1) Surface - skim or review
            (2) Mid-level - some familiarity with content material, not
difficult
            (3) Deep - content mastery of more difficult material
         b. Use self-questioning techniques.
         c. Apply paraphrasing techniques.
         d. Use summarizing techniques.
      4. Make reading notes.
         a. Use two-column format for later review with objectives.
         b. Organize information conceptually and visually in two-column
format.
         c. Record key concepts and supporting details in two-column
format.
   B. Apply the Listening/Lecture Notes Strategy. 
      1. Prepare for listening to lectures.
         a. Preview related material.
         b. Eliminate distractions.
         c. Review previous class notes.
      2. Differentiate hearing vs. listening.
         a. Discuss intention.
         b. Use active listening. 
         c. Recognize verbal and visual cues: organizational, emphasis,
transitional.
      3. Apply note-taking techniques.
         a. Use two-column format.
         b. Organize lecture information conceptually and visually.
         c. Use speed noting with abbreviations and symbols.
         d. Expand notes.
         e. Review and summarize notes.
            (1) Summarize class lectures.
            (2) Clarify noted information. 
   C. Apply the Integration Strategy.
      1. Use textbook organization for clarifying relationships.
         a. Fit lecture information with textbook outline.
         b. Identify important information:
            (1) Overlapping
            (2) Emphasized
            (3) Conflicting
            (4) Applications
            (5) Examples and formulas
            (6) Probable test questions
      2. Consolidate text and lecture notes using objectives.
      3. Use test preparation strategies.
         a. Self-monitor learning.
         b. Use spaced reviews.
         c. Attend to unlearned material.
         d. Anticipate test questions.
         e. Practice answering questions.
   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. Application of the Strategic Learning System
   A. Apply the Strategic Learning System to the concurrent course.

VII. Generalization of the Strategic Learning System
   A. Describe methods for applying the Strategic Learning System to other
courses.

VIII. Post-Evaluations
   A. Take the post-assessment and interpret the results.
   B. Identify areas for improvement and review.

Method of Evaluation and Competencies:

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 demonstrate understanding and use of each strategy in the
Strategic Learning System 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.
 
      70%   Strategy components - preparation, participation, practices
and mastery 
      21%   Synthesis of Strategies Project and Report
      9%    Pre- and post-assessments and optional activities

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

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

LS 178

  • Title: Memory Strategies
  • Number: LS 178
  • Effective Term: Fall 2014
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Requirements:

Corequisites: Concurrent enrollment in another college course

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. 1 hr. lecture/wk. Learning Strategies 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.

Course Fees:

None

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 Results
   A. Identify strengths and weaknesses in one's own current use of memory
techniques.

III. Overview of the Fundamentals of Memory
   A. Explain acquiring information.
   B. Explain storing information.
   C. Explain recalling information.

IV. Effective 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 
      3. Outlining
      4. List making 
      5. Idea mapping

VII. Techniques for Storage of Information
   A. Apply the techniques for storing information:
      1. Acronyms
      2. Imaging
      3. Peg words
      4. Loci

VIII. Techniques for Retrieval of Information
   A. Apply the techniques for retrieval of information:
      1. Questioning
      2. Reciting
      3. Assessing/recycling
      4. Reconstructing

IX. Application of Memory Techniques to Concurrent College Course
   A. Develop a learning plan using the memory techniques.
      1. Analyze the learning task.
      2. Choose appropriate memory techniques.   
      3. Use the memory techniques.
      5. Use the time and task management techniques.
      4. Evaluate effectiveness of time management and memory techniques.

X. Post-Assessments
   A. Take the post-assessment and interpret and evaluate the results.

Method of Evaluation and Competencies:

1. Class participation will be evaluated since the techniques to be
learned will be demonstrated, modeled, and practiced in class.  Outside
preparation and followup 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.

Grading is based on 200 possible points.  Points are assigned as follows:

       17%   34   Participation in class activities - (arriving late for
class and/or leaving early may adversely affect the number of class
activity points earned)
       53%  106   Application and reports on use of specific memory
techniques
       30%   60   Final Synthesis Project with written report

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

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

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

LS 186

  • Title: Exam Strategies
  • Number: LS 186
  • Effective Term: Fall 2014
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Requirements:

Corequisites: Concurrent enrollment in at least one other college course in which exams are taken

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. 1 hr. lecture/wk. Learning Strategies 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.

Course Fees:

None

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. Explore 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 REACH (Test Taking) Strategy.

IV. Choose a Solution(s) and Create a Plan
   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. Implement the Plan and Determine Progress Toward Accomplishing Plan

   A. Use the test performance improvement plan in a concurrent course. 
   B. Determine progress of the plan as it is implemented. 

VI. Evaluate the Plan
   A. Analyze the effectiveness of the test performance improvement plan.
   B. Discuss adaptations of the plan to other concurrent courses. 

VII. Post-Assessments
   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:

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.

      50% Oral and written reports
      25% Class Participation
      25% Final Report

Grading: A = 90-100 points
         B = 80- 89 points
         C = 70- 79 points
         D = 60- 69 points
         F = fewer than 60 points

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

LS 200

  • Title: College Learning Methods
  • Number: LS 200
  • Effective Term: Fall 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Corequisites: Concurrent enrollment in at least one academic college course

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. 3 hrs. lecture/wk. Learning Strategies 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.

Course Fees:

None

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 his/her 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 learning situations. 

Content Outline and Competencies:

I. Assessment of Current Use of Learning Methods
   A. Take the pre-assessments and interpret and evaluate the 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
   A. Explain the components of the Human Information Processing Model:
      1. Acquisition
      2. Storage
      3. Retrieval

IV. Levels of Learning
   A. Explain the levels of learning:
      1. Knowledge
      2. Comprehension
      3. Application
      4. Analysis
      5. Synthesis
      6. Evaluation

V. 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.

VI. 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.

VII. Application of College Learning Methods to Concurrent College
Courses
   A. Develop a College Learning Methods Plan.
      1. Analyze tasks.
      2. Set goals.
      3. Schedule tasks.
      4. Determine criteria for success.
   B. Implement a College Learning Methods 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.

VIII. Post-Assessments
   A. Take post-assessments and interpret and evaluate the results.

Method of Evaluation and Competencies:

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. Applications of learning methods are
monitored in regularly scheduled individual appointments. 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 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.
Evaluation of student mastery of course competencies will be done using
the following method:

      30% Class Preparation             90 points
      17% In-Class Activities*          50 points
      33% Out-of-Class Applications    100 points
      10% Individual Feedback Sessions  30 points
      10% Final Exam                    30 points
                  Total Possible       300 points

 * Arriving late for class and/or leaving early may adversely affect the
number of class activity points earned.

      270-300 points = A 
      240-269 points = B
      210-239 points = C
      180-209 points = D
      Below 180 points = F

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.