Student Success (SS)

Goal Statement

The goal of Student Success is to develop the learning skills, study strategies, and self awareness necessary for students to experience success as life-long learners.

Student Success involves the development of a broad range of core skills. These skills are appropriate for Intermediate, Advanced, and Provincial levels. Of the 13 skill areas listed, 1 – 8 are considered CORE and required outcomes. The additional 5 learning skill areas, 9 – 13, are optional. It is recognized that the exact content of courses may vary.

Note the learning outcomes listed are the same for Fundamental, Intermediate, Advanced, and Provincial levels because of the developmental nature of the content. Accordingly, the depth and breadth at which topics are explored and expectations of student work will vary with each level.

Required Learning Outcomes:

1. Adult Learner Awareness

Students will:

• Describe the challenges and advantages of adult learning and life-long learning
• Describe student responsibilities in a college/university environment
• Evaluate of the spiritual, physical, intellectual, and emotional dimensions of self in relation to returning to school
• Assess the impact of returning to school on family, friends, and coworkers
• Investigate personal wellness (support networks, nutrition, fitness, stress, and habits) and recognize its impact on learning
• Create a learning action plan

2. Learning Preferences

Students will:

• Identify own learning preferences and strengths
• Recognize how personal learning preferences affect perception and processing information
• Recognize learning differences and challenges and their impact on learners
• Examine different applicable strategies

3. Support and Resources

Students will:

• Identify and access personal support systems to address barriers to education (addictions, poverty, abuse, physical limitations, etc.)
• Familiarize themselves with student support services including financial aid officers, education advisors, accessibility coordinators, counselors, learning specialists, employment services etc.
• Familiarize themselves with course supports available within the institution including writing labs, tutorials, libraries, instructor office hours etc.

4. Communication Skills

Students will:

• Demonstrate active listening
• Ask effective questions to facilitate understanding
• Apply communication strategies in educational settings
• Demonstrate the value and strengths of team and group work

5. Study Skills

Students will:

• Create a learning environment conducive to concentration and focussed study
• Employ study techniques throughout the term to prepare for quizzes, tests, and exams
• Develop critical reading skills (e.g. SQ3R, KWL)
• Navigate textbooks by recognizing and emphasizing key concepts, highlighted sections, chapter summaries, glossaries, and indexes
• Utilize a variety of memory techniques and strategies (e.g. flashcards, mnemonics, self-testing)
• Practice the skills necessary for successful group study experiences
• Apply effective note-taking strategies (e.g. Cornell method, mapping)
• Implement effective study habits (e.g. reviewing, recording, rewriting, summarizing, study partners, use of glossary & index, etc.)

6. Test Taking

Students will:

• Identify sources and effects of test anxiety
• Use effective strategies to manage test anxiety
• Use effective techniques leading up to a test
• Use effective strategies during a test (e.g. Pre-reading test questions, jotting down key things from memory at beginning of test, using weight of question to determine depth of answer required, use of required formulas, using time effectively during a timed test, tips on answering questions)
• Use effective strategies after a test
• Identify common types of academic dishonesty and their consequences
• List the advantages and demonstrate the importance of academic integrity

7. Time Management

Students will:

• Apply strategies for effective time management
• Evaluate different scheduling tools for learners’ personal needs
• Develop short-term goals, mid-term goals, and long-term goals
• Create personal schedules including study times, assignments, tests, and personal obligations

8. Technology Skills

Students will:

• Perform tasks in word processing
• Use online tools: spelling and grammar checks, thesaurus, synonym finders, dictionaries, and word-web apps.
• Research information on the Internet
• Utilize library services online
• Bookmark useful references
• Use electronic communication (e.g. emails, social networks, college email, student portals)
• Create and use folders for organizing course work
• Utilize different storage options (e.g. student drives, USB memory sticks, external drives, and cloud services)

Optional Learning Outcomes:

9. Research

Students will:

• Find information and research topics using various sources
• Compile, evaluate, and review information
• Identify plagiarism
• Reference sources appropriately demonstrating an understanding of the different referencing styles (MLA, APA)

10. Online Learning

Students will:

• Identify common assumptions about online learning
• Compare the pros and cons of online learning
• Evaluate if online learning is a suitable personal option
• Identify important strategies for online success
• Explore at least one online learning platform (e.g. Moodle, Blackboard, Brightspace)

11. Presentation Skills

Students will:

• Prepare and/or deliver a presentation
• Practice techniques that affect physical presence (eye contact, face audience, body language)
• Practice speaking skills including projection, speed, tone, clarity, and enthusiasm
• Use humour and practical examples to engage audience
• Use a variety of visuals in presentations (e.g. handouts, props, posters, Power Point presentation)
• Facilitate questions and discussion

12. Financial Aid and Funding Options

Students will:

• Develop a personal budget for the duration of school program
• Identify available funding supports including student loans, bursaries, grants, scholarships, aboriginal funding etc.
• Evaluate personal accomplishments to determine funding eligibility (e.g. identify all community service & volunteer work, awards, affiliations etc.)
• Apply for suitable funding

13. BC Transfer Process

Students will:

• Describe the BC transfer process.
• Describe how the articulation process facilitates transfer between post-secondary institutions
• Define the following terms and describe how they relate to the transfer process: transfer credit, application for transfer credit, letter of permission, course outlines, block transfer, inter-provincial transfer.
• List reasons post-secondary students would transfer between institutions.
• Use the BC Transfer Guide.