Download Guided ASCS 101 – Theory for Academic Success

Download Guided ASCS 101-Theory for Academic Success

Course Description

This course is designed to equip students with the theoretical study strategies necessary for success at the college level. It teaches self-management skills such as organization and time management as well as learning strategies including memory and test-taking. Students are also encouraged to discover their individual learning style preferences and implement personal study strategies learned into their study sessions. (Crosslisted with CLST 101)

For information regarding the prerequisites for this course, please refer to the Academic Course Catalog.


Several study strategies are considered necessary for university success. Many students entering higher education lack these requisite skills. This course provides an overview of the study strategies needed for academic achievement at Liberty University or any other academic institution. The course serves to facilitate students’ success in the college environment.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Self-analyze and self-reflect to determine which study strategies will lead to personal academic success.
  2. Design and implement a personalized time management plan.
  3. Create SMART academic goals.
  4. Explain, demonstrate, and apply selected study/memorization/reading/notetaking methods to the current course(s).
  5. Explain the relationship between biblical values and academic knowledge in developing a Christian worldview.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (2)

There are a total of 2 Discussions in this course. Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided question prompts for each one. Each thread must be at least 3 paragraphs with a 7-sentence minimum per paragraph and demonstrate course-related knowledge. In addition to the thread, the student is required to post Replies to 2 other classmates’ threads. Each Reply must be at least 1 paragraph with a minimum of 7 sentences.

Goals Reflection Chart Assignment

In a chart format, the student will create 3 well-written, detailed goals (using the format described in the textbook) in 3 different areas of his/her life (personal, academic, and spiritual). The student will list action steps, possible obstacles, resources that can help with the obstacles, and a monitoring approach.

Self-Awareness Reflection Paper Assignment

The student will write a paper of at least 3 paragraphs explaining what he/she has learned regarding his/her motivation level, grit results, and future scale. He/she needs to also address study approaches that are presently in place and new approaches for the future. Each paragraph must contain at least 5 sentences. The student is to respond to the provided question prompts.

Time-Management Log and Reflection Assignment

The student will complete a weekly chart provided in the course to log his/her daily activities. Once the student has completed the chart, he/she will answer a set of 4 questions (in paragraph format) in response to the Time-Management Log. Each paragraph must be a minimum of 5 sentences.

Information Literacy Research Assignment

The student is to use Google to find some information on how a Christian can/should communicate with one of the following types of people: Selfish, Bossy (or Demanding), Angry, Opinionated, or even Shy. The student is to pick one characteristic and review 6 sites. The student is to create a list of 6 strategies from the different resources and post them with the website address beside the appropriate fact, along with at least 3 Bible verses. This is to be submitted in a 4-slide creative PowerPoint, with the first slide being introductory.

Note-Taking Application Assignment

The student will take notes on the embedded presentation named “Preaching to Pagans”, using either the Cornell method, a traditional outline method, or a visual map method.

Picture Grams Memory Exercise Assignment

Picture grams are a popular way to remember facts. The student will choose 2 well-known education case laws from the list provided and turn them into picture grams. One row will be the case law title; another row will be the description of the law, and a third row will have the date. There must be enough information on the picture gram to match these laws up correctly on a matching test, pick them out in a multiple choice test, or even write a short essay about the case law.

MindTap Assessment Exercises (9)

The ebook correlates with a program called MindTap. There will be some self-assessments to be completed, for the student to have a better understanding of what his/her abilities are.

Myers Briggs Assessment Self-Evaluation Assignment

The Myers-Briggs Assessment is a well-known tool. Google investigates the many different characteristics of each personality type.  Define your personality from these categories.  For this 10-point assignment, you need to submit the Four Word combination that best describes you.

Quizzes (8)

There are a total of 8 quizzes.  Each quiz will cover material for the Module: Week(s) in which it is assigned. Each quiz will be open-book/open-notes, contain a total of 10 multiple-choice and true/false questions, and have a 30-minute time limit.

Test-Taking Assignment

For the Test-Taking assignment, the student will submit a document with at least three paragraphs; all paragraphs must have at least 7 sentences included. For each paragraph, students must answer each prompt question given with proper English and scholarly thought. Citing the textbook, bible, or other resources adds scholarly content. See the rubric for the breakdown of points.

Quiz: Learning Outcomes Assessment

This is a 5-question quiz that will let your instructor know how well the course learning outcomes were addressed.

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