Foundations for Academic Success 80 ( Official )
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Mt. San Antonio College

 

 

September 2, 2014

 

 

Effective Term:   201310 - Summer 2013

Course ID:

STDY   80

Title:

Foundations for Academic Success

 

Division:

Library and Learning Resources Division

Department:

Learning Assistance Department

Discipline:

Study Techniques

Short Title:

Academic Success

 

Course Status:

Approved

Maximum Class Size:

  35

 

 

Method of Instruction:

 

 Lecture

 Work Experience, Occupational

 Laboratory

 Work Experience, General

 Lecture and Laboratory

 Open Entry/Exit

 Independent Studies

 Apprentice

 Distance Learning (Distance Education Delayed) for online courses

 Distance (Hybrid Online) for online supported courses

 

** MAXIMUM CONTACT HOURS **

** CREDIT UNITS **

 

  Lecture Hours:

  54.00

  3.00   

 

  Lab Hours:

  

 

  Activity Hours:

  

 

  Clinical Hours:

  

 

  Total Hours:

  54

 

 

Taxonomy of Programs (TOPS) Information:

TOPS Code and Course Program Title:

493014 - Study Skills

 

SAM Priority Code: 

A.

Apprenticeship

Courses offered to apprentices only.

B.

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.

C.

Clearly Occupational

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

D.

Possibly Occupational

Courses taken in the beginning stages of an occupational program.

E.

Non-Occupational

 

Discipline Placement:

Education
Learning Assistance Instructors

State Transfer Code:

C0 Not Transferable, No Degree

Grading Method:

Optional Letter Grade or P/NP

Frequency Offered:

 Fall

 Winter

 Spring

 Summer

 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

Prerequisite:


Co requisite:


Advisory:

Eligibility for ENGL 67 and READ 80

 

Course Special Designators


Course Description:

College success course emphasizing academic achievement that promotes learning through self-awareness, time-management, listening, note-taking, oral and written communication, test-taking, memorization, and the use of campus resources using a brain-based perspective.

Course Outline:

Triune Brain Theory
-Memory retention and retrieval
-Interconnected needs of the brain required for learning and study skills: physiological, emotional, intellectual
-Emotional Intelligence: self-awareness, self-management, social awareness, relationship management

Self-motivation
-Intrinsic versus extrinsic motivation

Learning strategies
-Learning preferences
-Personality traits

Critical thinking
-Logical thinking
-Inductive versus deductive reasoning

Goal-setting
-Identification of personal values
-Dated, Achievable, Personal, Positive, Specific (DAPPS) Model
-Self-monitoring of goals

Time-management
-Procrastination
-Backwards planning
-Prioritization
-Calendar systems

Stress-management
-Stressors
-Strategies: breathing, visualizing
-Organization

Note-taking
-Cornell Notes
-Mapping
-Outlining

Communication strategies
-Presentation skills
-Preparation, practice and presentation
-College-level writing guidelines: casual versus academic language
-Identification of appropriate resources

Test-taking
-Pre-test taking strategies: visualization, affirmation, repetition, rehearsal, self-testing
-During: affirmation, test-management, breathing
-Post: review

Self-awareness strategies
-Valuing, creating, and eliminating habits
-Nutrition for studying and learning
-Collaboration and team-building

Learning and study strategies
-Active versus passive learning: integration and adaptation of learning preferences
-Active-listening
-Concentration skills

Support networks
-Campus Resources
-Establishing support networks: peers, instructors, family

- Final exam

Lab Outline:


Course Measurable Objectives:

1. Identify the physiological, intellectual, and emotional needs of the brain for effective learning.
2. Identify the critical thinking skills necessary to complete assignments using inductive versus deductive reasoning.
3. Identify appropriate contacts for an academic support system.
4. Explain how to use time-management techniques with long-term assignments.
5. Apply studying and learning strategies to lectures and texts.
6. Apply self-awareness strategies appropriate for academic success.
7. List personal extrinsic and intrinsic motivators.
8. Utilize the DAPPS method to create goals.
9. Outline a successful stress-management system.
10. Compare different resources for academic appropriateness.
11. Differentiate between brain-friendly and unhealthy food choices.



Course Methods of Evaluation:

Category 1. Substantial written assignments for this course include:

- One-page written reflection identifying brain-based perspectives
- One-page written reflection describing personal extrinsic and intrinsic motivators
- One-page description on the application and perceived usefulness of academic strategies
- One-page written reflection describing academic resources
- One-page written reflection outlining a successful stress-management system

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


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

- Graphic representation of notes taken from readings related to college assignments
- PowerPoint presentation on studying and learning strategies appropriate for academic success
- PowerPoint presentation on the DAPPS method, and how to utilize it to create goals
- PowerPoint presentation on appropriate contacts for an academic support system
- Presentation of a time-management system to exhibit the scheduling of a long-term assignment
- Graphic representation illustrating the differences between brain-friendly and unhealthy food choices

Category 3. Skills Demonstrations:

Not Applicable


Category 4. Objective Examinations:

Not Applicable

Sample Assignments:

1. Create a one-page written reflection identifying brain-based perspectives.
2. Create a one-page written reflection describing your personal extrinsic and intrinsic motivators.
3. Create a one-page description on the application and perceived usefulness of studying and learning strategies.
4. Using the information we have discussed in class related to habit-management, create a one-page written reflection that: a) outlines the components for effective habit-management, and b) describes how you specifically plan to apply this information to create or eliminate personal habits.
5. Create a one-page written reflection describing academic resources.
6. Using the information we have discussed in class related to stress-management, create a one-page written reflection that outlines a successful stress-management system, and includes how you specifically plan on implementing it.
7. Select a section with a minimum of 10 pages from a textbook or chapter from another class. Read the section and create notes using the Cornell system to record important information.
8. Using a long-term assignment from another class, create a written backwards planning timeline. Include at least three milestones and three critical activities.
9. Create a written list of the people in your academic support system. Include each personís preferred means of contact (phone number(s), email address, electronic social network, physical address, and etc.). Create a written action plan explaining how each person is best able to support you in meeting your academic goals.
10. Create a five-minute PowerPoint presentation on studying and learning strategies appropriate for academic success.
11. Create a five-minute PowerPoint presentation on the DAPPS method, and how to utilize it to create goals.
12. Find three appropriate academic resources that provide information on brain-friendly and unhealthy foods. Take a minimum of one page of notes on each academic resource. Then, use all of your notes to create a graphic representation illustrating the differences between brain-friendly and unhealthy food choices.

 

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