Active Outline

General Information

Course ID (CB01A and CB01B)
L S D050.
Course Title (CB02)
Student Success Strategies
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2021
Course Description
This course explores optimal learning strategies and accommodative techniques for students with special learning needs. Students will evaluate and apply successful learning tools in areas such as time management, goal setting, memory, processing information, test-taking strategies, and learning styles.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This is a stand-alone course designed for students with disabilities to build basic study skills in order to apply these methods and appropriate accommodations to mainstream college classes. It meets the provisions for a special class designation, Title 5 Section 56028.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Formerly Statement
(Formerly GUID D202.)

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Pass/No Pass
Repeat Limit
99

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Collaborative learning

Small Group Discussion of assigned reading and related personal experiences

Lecture, visual aids, and hands or activities

Quiz and examination review performed in class

Virtual Field Trips

Assignments

  1. Weekly Textbook readings and exercises
  2. Written summaries of textbook chapters and case study for each chapter
  3. Individual class presentations demonstrating learning strategies
  4. Maintain an organized binder of printed materials and assignments
  5. Use of a time management tool
  6. Write weekly logs describing progress and problems with learning strategies
  7. Develop a portfolio that includes one specific learning strategy, a long term educational goal

Methods of Evaluation

  1. Completion of weekly textbook exercises evaluated by points according to rubric earned for completed assignments.
  2. Individual presentations evaluated by basic comprehension and application of ideas
  3. Use a checklist for binder organization and check for completed weekly logs
  4. Submit a summary of the effectiveness of the time management tool graded based whether all components are met in writing a complete summary such as grammar, essential time management tools are mentioned, and complete sentences.
  5. Short quizzes graded based upon traditional scale (90%-100=A, 80%-90% =B, 70%-80% =C)
  6. Midterm and final exam graded on traditional grading scale
  7. Portfolio graded on a student work samples.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • Access to assistive technology

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Hopper, Carolyn H. "Practicing College Learning Strategies." 7th Edition, Boston Mass:Wadsworth, Cengage Learning, 2015.
Wong, Linda. Essential Study Skills. Cengage. 8th edition, 2014

Examples of Supporting Texts and References

AuthorTitlePublisher
Cole, David & Mooney, Jonathon. "Learning Outside the Lines." New York: Fireside, 2009.
Jensen, Eric & Snider, Carole. "Turnaround Tools for the Teenage Brain." New Jersey: John Weley & Sons, Inc., 2013.
Kanar, Carol C. "The Confident Student." Boston, Mass. Wadsworth, Centage Learning, 2012.
Nadeaw, Kathleen. "Survival Guide for College Students with ADHD or LD." 2nd Edition. Washington D.C.: Magination Press, 2006.
Price, Kay M.; Nelson, Karna L., "Planning Effective Instruction: Diversity Responsive Methods and Management." Boston, Mass.: Wadsworth, Centage Learning, 2013.
Quinn, Patricia Q. "Add and the College Student: A Guide for High School and College Students with Attention Deficit Disorder." Washington D.C.: Magination Press, 2001.
Ratey, John. "A User's Guide to the Brain: Perception, Attention and the Four Theaters of the Brain." New York, N.Y.: Vintage Publishing, 2002.
Sandler, Michael. "College Confidence with ADD." Naperville, Illinois: Sourcebook, Inc., 2008

Learning Outcomes and Objectives

Course Objectives

  • Create strategies needed to begin the new college term.
  • Assess current learning strengths, special learning needs, and strategies for appropriate class accommodations for a disability.
  • Identify those factors related to learning differences taken from research on the brain.
  • Demonstrate a variety of techniques used to improve study skills.
  • Plan a specific learning model to advocate and accommodate for special learning needs in other academic course work.

CSLOs

  • Formulate an individualized study strategy which include accommodations and advocacy for their specific disability.

  • Demonstrate study techniques by utilizing individualized study strategies and apply it in other course(s).

Outline

  1. Create strategies needed to begin the new college term.
    1. Use the assignment log for first week of the quarter
    2. Examine ten general student success principles
    3. Practice a breathing technique that deals with stress, anxiety, and concentration
    4. Review tips on taking notes, reading assignments, taking tests using technology tools, and online courses.
    5. Define the Eric Jensen equation for optimal learning
    6. List techniques for getting acquainted with campus resources including meeting basic technology needs
  2. Assess current learning strengths, special learning needs, and strategies for appropriate class accommodations for a disability.
    1. Evaluate learning strengths and needs from standardized and/or professional assessments.
      1. Choose appropriate accommodations based on cognitive strengths and weaknesses
      2. Examine his/her/their own cognitive profile with the instructor
    2. Examine learning styles using a variety of standardized, screening, and inventory instruments
      1. Identify hemispheric dominance and define strategies
      2. Identify preferred sensory modes and strategies
      3. Identify social learning preference
      4. Select one of the multiple intelligences that best describes them
    3. Construct a learning profile summarizing results of assessment tools and listing specific learning strategies to learn new material
  3. Identify those factors related to learning differences taken from research on the brain.
    1. Describe learning differences that may interfere with academic success
      1. Describe the characteristics of learning disabilities
      2. Describe the characteristics of an Attention Deficit/Hyperactive Disorder
    2. Explain implications of brain research on learning and learning differences/disabilities.
    3. Define the memory principles and how they apply to processing information
      1. Name the ten elements that affect memory and learning as experienced with "memory box" activity
      2. Name the different kinds of memory
  4. Demonstrate a variety of techniques used to improve study skills.
    1. Apply the principles of time management
    2. Explain levels of learning for critical thinking and making decisions
    3. Choose effective and challenging goals
    4. Choose the appropriate memory principle to process specific information
    5. Examine methods for processing information from lectures and reading textbooks
    6. Make use of different test taking strategies
    7. Experiment with reducing stress to improve concentration
    8. Synthesize learning in the form of providing advice to fellow students in case studies
    9. Write learning logs that list weekly academic successes and challenges.
  5. Plan a specific learning model to advocate and accommodate for special learning needs in other academic course work.
    1. Identity problems and use appropriate learning strategies to find solutions
    2. Apply one specific learning strategy for the next academic term
    3. Present advocacy model to arrange for next academic term's class accommodations.
Back to Top