Students can describe some survival strategies for college students such as what is expected of college students, a basic technique for note taking, textbook reading.

Students can determine study strategy strengths and weaknesses by using the LASSI (Learning and Study Strategies Inventory)

Students can demonstrate time management strategies including constructing a Master Schedule for the semester.

Students can present a solution to a given problem using the decision making process.

Students can determine the difference between fact and opinion.

Students can develop questions that use lower and higher order thinking skills using Bloom's taxonomy as a guide.

Students can identify their locus of control and develop a plan for improvement if necessary.

Students can write goals for various areas of their lives that are specific, measurable, challenging, realistic and have a completion date.

Students can email their instructor and can search the Internet for supplementary information of class topics.

Students can analyze a case study and construct advice for a student having difficulty coping with time management, decision making, and goal setting.

Students can name and explain ten memory principles.

Students can analyze examples of students using memory principles and differentiate which memory principles are being used. 

Students can analyze a learning situation and determine several strategies that would help them learn that information or concept.

Students can construct mnemonic devices.

Students can reproduce the flow chart for how memory works.

Students can identify the function of parts of the neuron: dendrite, axon, synapse, neurotransmitter, and nucleus.

Students discriminate levels of Bloom's Taxonomy when applying the Memory Principles.

Students can explain which memory principles they used to study for a test.

Students can use the ten memory principles to develop strategies for processing information from classroom lectures.

Students can appraise their listening habits and construct strategies for improving their listening.

Students can describe several reasons for taking notes in class.

Students can demonstrate the six steps of the label in the margin system for taking notes: Record, Label with a question, Recite, Reflect, Review, and Summarize.

Students can explain how to survey a textbook assignment.

Students can demonstrate how to use the label in the margin system for reading textbooks. Survey, Focus, Read, Label with a question, Recite, Reflect, Review, Summarize

Students can analyze the label in the margin system and explain how the memory principles are used to complete the system.

Students can determine their preferred learning styles including sensory mode, hemispheric dominance and multiple intelligence.

Students will practice the strategies presented in the unit to determine the most efficient strategies for them to process difficult material and strategies to reinforce the initial learning.

Students can identify library databases used to find books, general periodicals, subject specific periodicals, newspapers and internet sources.

Students can employ Voyager, InfoTrac OneFile. The Research Gateway, Lexis Nexus and the Internet to locate information on given subjects.

Students can explain how to evaluate an internet site for accuracy, authority, objectivity, currency and coverage.

Students can indicate the appropriate use for Kane's Famous First Facts, World Almanac. Statesman's Yearbook. Congressional Directory, Statistical Abstract of the United States, Bartlett's Familiar Quotations, Benet's Readers Encyclopedia, Biography and Genealogy Master Index.

Students can identify their college advisor and list reasons for consulting them.

Students can recognize signs of stress.

Students can analyze a stressful situation in their lives and determine a plan of action.

Students can explain the responsibilities of a college student and identify behavior that is not acceptable.

Students explain what is found in basic recourses such as the schedule book, college catalog, student handbook, Web MT.

Students can calculate a grade point average.

Students can describe strategies that they have found effective in preparing for a test.

Students can state strategies to use in taking any kind of test.

Students can use strategies for objective tests: true/false, multiple choice, fill in the blank, matching.

Student can name, explain and demonstrate eight strategies to employ when writing an answer to an essay question.

Students can state strategies for dealing with test anxiety.