Student Achievement and Fundamentals of Learning 100 ( Archived )
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Mt. San Antonio College



March 28, 2015



Effective Term:   200725 - Winter 2008

Course ID:

STDY   100


Student Achievement and Fundamentals of Learning



Library and Learning Resources Division


Learning Assistance Department


Short Title:

Student Achievement


Course Status:


Maximum Class Size:




Method of Instruction:



 Work Experience, Occupational


 Work Experience, General

 Lecture and Laboratory

 Open Entry/Exit

 Independent Studies


 Distance Learning (Distance Education Delayed) for online courses

 Distance (Hybrid Online) for online supported courses





  Lecture Hours:




  Lab Hours:



  Activity Hours:



  Clinical Hours:



  Total Hours:




Taxonomy of Programs (TOPS) Information:

TOPS Code and Course Program Title:

493013 - Academic Guidance


SAM Priority Code: 



Courses offered to apprentices only.


Advanced Occupational

Courses taken in the advanced stages of an occupational program. Each “B” level course must have a “C” level prerequisite in the same program area.


Clearly Occupational

Courses taken in the middle stages of an occupational program. Should provide the student with entry-level job skills.


Possibly Occupational

Courses taken in the beginning stages of an occupational program.




Discipline Placement:

State Transfer Code:

B Transferable, CSU/Private

Grading Method:

Letter Grade Only

Frequency Offered:





 On Demand

Earn Credit:

Non-repeatable Credit - equates to 0 repeats


Transfer Status

Baccalaureate Status is granted by the Educational Design General Education and Baccalaureate Level Subcommittee.

 CSU Transferable         CSU Approval Date:                      (mm/dd/yyyy)                  

 UC Transferable             UC Approval Date:                      (mm/dd/yyyy)                 


Course Requisites


Co requisite:


Eligibility for ENGL 68 or READ 100


Course Special Designators

Course Description:

Designed to increase student success in transfer college level courses. Provides a systematic approach to advanced study techniques for academic success in higher education. Develops the steps leading to successful transfer/transition to four-year institutions or careers.

Course Outline:

- Identify and understand the implications of Triune Brain Theory for their own learning process.
- Identify different teaching and learning styles.
- Diagnostic learning styles and multiple intelligence assessments; quality strategies to learning
- Learning theory applied to classroom learning and self study. Cognitive and affective learning strategies which promote successful interaction with college material.
- Advanced theories of time management and identification of time management problems in higher education; creation of a time management problem in high education; creation of a time management system using varying approaches; creation of continuous improvement plan for independent college learning and utilization of time strategies.
- Identification of stressors, both personal and academic; development of improvement strategies.
- Cornell notetaking system; outlining; visualization and mapping systems for notetaking in higher education and professions.
- Overview of types of higher education exams and exam strategies.
- Develop a personal system for managing test anxiety.
- Research memory strategies and develop a personalized memory system.
- Utilize technology for research purposes.
- Final exam

Lab Outline:

Course Measurable Objectives:

Using a Triune Brain Theory brain-based research perspective, students will:
1. Apply metacognitive strategies to develop self-awareness of cognitive and affective strengths and weaknesses and modify to promote successful learning.
2. Develop and evaluate effective personalized learning strategies.
3. Evaluate personalized system of learning strategies and modify as needed.
4. Evaluate the effectiveness of academic research strategies.
5. Evaluate personalized learning systems as they are applied in other classes.

Course Methods of Evaluation:

Category 1. Substantial written assignments for this course include:

Essay Exam(s)
Written Homework
Term or Other Paper(s)

If the course is degree applicable, substantial written assignments in this course are inappropriate because:

Category 2. Computational or non-computational problem solving demonstrations:

Group projects: quality projects

Category 3. Skills Demonstrations:

Class Performance(s)

Category 4. Objective Examinations:

Multiple Choice

Sample Assignments:

1. After reviewing all elements of test construction, predict a test for one of your classes. Create the test questions and an answer key. Be sure to include specific directions, time and point value.
2. After researching a minimum of four textbook reading strategies, create your own reading strategy based on the elements you discovered in your research and your learning styles. Implement your strategy by reading a minimum of two chapters on a content area textbook. Evaluate your results.
3. After researching several memory strategies including the loci method, peg system, acronyms, acrostics and other mnemonic devices, memorize material for another class that you want or need to memorize. Reproduce the material in class and evaluate the strategy you used.


Representative Text:

 Book 1:


  Howard, Pearce


  The Owner's Manual for the Brain


  Bard Press

  Date of Publication:




 Book 2:







  Date of Publication:




 Book 3:







  Date of Publication: