Student Success Course

LRCT 1020

Instructor:  Kevin S. Salisbury
Phone:  401.333.7324
Office Hours:   Call for appointment

Syllabus:  Click here

Course Description from catalog


Course Description

College Success is designed to assist students in the transition to college. To be effective in college, a career and in life depends on attitude, hard work, personal qualities and knowing the right strategies. This course will focus on practical tips and strategies that will help students succeed – and ways to create a positive mind shift. Emphasis will be on attitude, study habits and time and stress management. In a setting of active and collaborative learning, students will be engaged in a variety of instructional experiences, including discussions with reading, speaking, writing and listening assignments. The course will require the creation of a personal Success Plan that will introduce various aspects of student development, including an awareness of personal learning styles and career options, and will foster the creation of helpful learning strategies through study skills instruction. Students will survey CCRI’s resources and personnel and become familiar with college policies and procedures. This course is also designed to emphasize applications of the Student Success and Library resources, technology, the development of self-efficacy, and provide students opportunities to process and apply information to their academic and personal lives.

Common At Risk Factors

Attention = Presence

Attitude/Effort = Attitude

Exams = Life Challenges

Participation/Homework = Lifelong Learning

Learning Outcomes

At the end of this course, a student will be able to: Techniques/Methods Type(s) of Assessments
1. Demonstrate knowledge of CCRI resources, policies, etc. in order to better function as a team member and an individual with information access skills. Locate information and complete class work using Pipeline; complete a scavenger hunt involving resources identification; interview a faculty or staff member. Group presentation presenting results of scavenger hunt; development of student created quizzes; individual written reports on results of interviews.
2. Reflect on developing self awareness that will help him/her recognize, understand and adjust to changes in life, college, and work. Apply concepts introduced by lecture and reading assignments to personal areas and then contribute to group reflective thinking and responding; set short-term and long-range goals and design a plan of study that assists achievement of short-term goals. Journal entries; analysis of personality and learning style assessments; participate in discussion on motivation; develop written response to academic plan exercise; develop written response to “5 Reasons to be in LRCT-1020.
3. Utilize study skills to improve academic performance. Following LASSI inventory assessment, select and apply appropriate strategies in concurrent courses. Write a self-analysis of study habits for a particular course; assess the relative effectiveness and suggest an alternative plan.
4. Improve communication skills that display clear and correct expression and critical analysis. Demonstrate collaborative skills and public speaking ability; display an awareness of thoughtful and appropriate written and spoken responses Oral presentation on assigned topic; collaboration in group presentation; written responses to assignments; development of written academic plan
5. Utilize appropriate college research resources and develop information access skills. Attend LRC presentation; use print materials, personal communications, observations, and electronic media to locate and retrieve information;understand the ethical, social and legal issues surrounding the use of information; apply technology effectively to locate, interpret, organize and present information Complete research assignment using HELIN; utilize Pipeline for class assignments; participate in assigned online discussion groups
6. Demonstrate knowledge of career and transfer planning. Attend Career Services presentation; utilize Discover program; develop educational and/or career options; become familiar with and participate in campus activity, club, etc; create a career portfolio Analyze Discover results in written report; mid-term and end of semester review of portfolio; oral presentation of benefits of participating in campus life.
7. Display an understanding of her/his role and contribution to workplace and community. Discuss the importance and responsibility for being an informed, ethical, and active citizen; display an understanding of and respect for other people and cultures by attending a campus or community cultural or social event; attend Service Learning presentation. Develop and participate in group presentation on diversity participation in group discussion on academic benefits of service learning.
8. Understand her/his role and contribution within a group or organization. Participation in group projects and presentation; classroom group activities; participation in extracurricular activities; learn to incorporate constructive criticism into study plan; participate in leadership roles. Develop report on group experience; assess and analyze the strengths and weaknesses of group work; analyze your performance and contribution; develop a list of group “rules” or policies that would strengthen collaborative learning.
9. Utilize goal setting and decision making steps to contribute to achievement; effectively use problem-solving and analytical skills while demonstrating appropriate professional and social skills and behaviors. Develop semester long success plan; perform regular self-assessments on progress; review process for plan revision; participate in group assignments and presentations. Display communication and social skills in oral presentations; develop written journal responses regarding self-efficacy and regular self-assessment; review semester activities academic plan at semester end; develop plan for next semester.

Topics to be Covered

All sections of the course must include Chapters 1-9 in OnCourse as well as the topics listed below.

  • Identify reasons for enrolling in the Seminar on Student Success course.
  • Describe the results of the LASSI (Learning and Study Skills Inventory) and explain various study skills strategies.
  • Evaluate the responses of the learning style and LASSI inventories and develop a personal learning strategies plan.
  • Describe the difference between intrinsic and extrinsic motivation and list examples of both.
  • Identify components of short and long-term goal setting (based on values, interest structure, personality and skills assessments); develop educational plan for upcoming semester.
  • Develop Student Success Plan including course materials per directions of instructor.
  • Identify several aspects of college academic policies and schedules such as: the Add/Drop period; withdrawal deadlines; grading policies; registration dates; student rights and responsibilities, computer access and responsibilities, etc.
  • Participate in a group project that composes a presentation on learning strategies (or topics assigned by instructor).
  • Develop the ability to recognize and use specific interpersonal, communication and listening skills through group collaboration and public speaking assignments.
  • Write journal entries that discriminate the difference between your previous educational experiences and college and assess the development of personal, career and academic goals.
  • Complete a library assignment using HELIN or other identified LRC resource.
  • Identify the roles and locations of: the CCRI Success Centers; the Academic Department related to your major, the LRC, Campus Security, the Enrollment Services Office, Advising & Counseling Center, Bursars Office, Co-Operative Education Program, Career Center, Computer Labs, Writing Center, Math Labs, College Bookstore, among others.
  • Interview an instructor or staff person and present a brief report of the meeting.
  • Through written work and classroom assignments, demonstrate your awareness of the importance of career goal setting and identify relevant campus resources.
  • List various student clubs and organizations and describe those you would consider joining.
  • Attend one campus-sponsored event OR one campus-sponsored workshop and provide proof of attendance by means of a brochure, playbill, certificate of attendance, etc.

Classroom Assessment

Curriculum Resources

National Resource Center for the First Year Experience

To join FYE listserv

Seven Principles of Good Practice in Undergraduate Education

Teaching Tips Index from Honolulu Community College (one of the more useful instructional web resources available)

Active Learning on the Web

Active Learning Site (supports the scholarship of teaching by providing research-based resources designed to help faculty use active learning successfully in college and university classrooms)

Skip Downing’s OnCourse Student Success Strategies

Online resources from Dr. Richard Lyons

Prentice Hall Student Success web site

How to

Online Academic Success Videos

For an archive of success strategies:

To access the Internet version of the On Course Self-Assessment:


You Tube Vidoes

Faith The Dog

Pursuit of Happiness


Secret To Success

Jack canfield:  The Success principles – Chicken Soup


One of the main objectives of the LRCT-1020 course will be to develop each student’s Success Plan. The planning should include the opportunity for self-assessment from a number of perspectives (i.e. personality traits, learning styles, career interest inventories and aptitudes, etc.) The links below are sites that provide online assessment tools for your use.

Study Skills and Motivation Inventories

Learning Styles Inventories

Learning Styles – This is a good, easy to use Learning Styles inventory. It provides the user with some fundamental diagnosis, and then it displays a page of very useful, study and classroom strategies and recommendations.

Solomon and Felder’s Index of Learning Styles is a 44-item questionnaire which can be completed online. Learning style results are returned immediately in four categories: active/reflective, sensing/intuitive, visual/verbal and sequential/global.

VARK is a questionnaire that provides users with a profile of their preferences. These preferences are about the ways that they want to take-in and give-out information whilst learning.

Personality Inventories

Kiersey Tempermant Sorter – personality assessment

Information on Myers-Briggs type personality assessments

Career Interest Inventories

Take the Career Key, a professional career test. It takes about 10 minutes. It measures your skills, abilities, values, interests, and personality. Identify promising jobs and get accurate information about them.

Princeton Review Career Quiz

Links to Professional Organizations


What are the traits that the young people are missing and, that employers are looking for. After surveying both employers and recent graduates, I found that the top habits and attitudes that young team members still need develop are:

  • Willingness to start at the bottom. Many said they felt entitled to high-level jobs since they had a degree. As a result, they felt some jobs were “beneath” them.
  • Patience and tenacity. Graduates assumed they’d be promoted within six months, including raises and perks… without having to expend much effort to get there.
  • Submission to authority. A majority reported they struggled with policies and parameters they didn’t understand. They felt systems were confining.
  • Sense of initiative. Young staff failed to demonstrate risk-taking abilities. There was apprehension about stepping out and leading the way.
  • Work ethic. Grads lacked old-fashioned grit and expressed unwillingness to serve beyond the job description, to do whatever it takes to get a task done.
  • Responsibility. They were unable or unwilling to assume sole responsibility for their work. It was as if they wanted to “rent” their job, not own it.
  • Conflict resolution skills. Along the way, a majority of young adults failed to learn how to work through conflict, often running from it instead of resolving it.