Student Success Department
EDUC 1300 Learning Frameworks
CRN 77132 – Semester Fall 2015
3 hour lecture course / 48 hours per semester/ 12 weeks/Hybrid
Class Time: Mon/Wed 1:30 PM-3:30PM Location: RM 204 Stafford Building
Instructor: Dr. Tamara M. Harris
Instructor Contact Information: 713.718.5563
Office location and hours Faculty Suite AD:3 Mon/Wed 3:30pm- 4:30PM and Friday by
appointment
Please feel free to contact me concerning any problems that you are experiencing in this course.
You do not need to wait until you have received a poor grade before asking for my assistance.
Your performance in my class is very important to me. I am available to hear your concerns and
just to discuss course topics. Feel free to come by my office anytime during these hours.
Course Description
EDUC 1300 is a study of the 1) research and theory in the psychology of learning, cognition, and
motivation; and 2) factors that impact learning; and application of learning strategies. Theoretical
models of strategic learning, cognition, and motivation serve as the conceptual basis for the
introduction of college-level student academic strategies. Students use assessment instruments
(e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic
learners. Students are ultimately expected to integrate and apply the learning skills discussed
across their own academic programs and become effective and efficient learners. Students
developing these skills should be able to continually draw from the theoretical models they have
learned.
Prerequisites
You must be placed in INRW 0410 or higher to be eligible to take a student success course.
Students below this reading level will be deferred from the Student Success course requirement
until their reading level has improved.
Course Goal
Assist you in acquiring skills needed to have a successful college experience.
EDUC 1300
Student Learning Outcomes
The student will be able to:
1. Construct a personal learning system informed by the research and theory in the
psychology of learning, cognition, and motivation.
2. Identify factors that impact learning and apply techniques and strategies to achieve
personal, financial, academic, and career success.
3. Use technological tools and library resources to acquire information, solve problems,
and communicate effectively.
4. Develop an educational and career plan based on individual assessments and
exploration of options.
Learning Objectives
Students will:
(SLO #1) Construct a personal learning system informed by the research and theory in the
psychology of learning, cognition, and motivation.
1.1 Identify their personal learning style as well as strengths and weaknesses as a strategic
learner and apply their knowledge to classroom learning.
1.2 Describe basic theories in the psychology of learning, memory, cognition, and motivation.
1.3 Demonstrate the use of learning strategies and study skills.
(SLO #2) Identify factors that impact learning and apply techniques and strategies to
achieve personal, financial, academic, and career success.
2.1 Explore strategies for adapting to different learning environments and delivery formats.
2.2 Identify college resources and their benefits.
2.3 Expand financial capabilities by gaining and exercising financial knowledge. 2.4 Acquire
techniques and skills for personal and professional success.
(SLO #3) Use technological tools and library resources to acquire information, solve
problems and communicate effectively.
3.1 Access online college resources and services.
3.2 Complete a library orientation.
3.3 Use social networking and electronic communications appropriately.
(SLO #4) Develop an educational and career plan based on individual assessments and
exploration of options.
4.1 Identify and file the appropriate degree plan with proper advisement.
4.2 Write and prioritize short-term and long-term goals related to your time at Houston
Community College.
4.3 Explore career options incorporating the use of related assessments and search tools.
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EDUC 1300
SCANS or Core Curriculum Statement and Other Standards
Credit: 3 (3 lecture)
(L) Student will demonstrate the ability to understand, analyze, and interpret various forms of
spoken communication.
(S) Students will demonstrate the ability to communicate orally in clear, coherent, and persuasive
language appropriate to purpose, occasion, and audience.
(W) Students will demonstrate the ability to produce clear, correct, and coherent prose adapted to
a specific purpose, occasion, and audience.
(CT) Students will demonstrate methods for applying both qualitative and quantitative skills
analytically and creatively to subject matter in order to evaluate arguments and to construct and
alternative strategies.
Discrimination
Students should be aware that discrimination and/or other harassment based on race, sex, gender
identity and gender expression, national origin, religion, age, disability, sexual orientation, color
or veteran status is prohibited by HCC Policy G.1 Discrimination and Harassment and D.1.1
Equal Educational Opportunities. Any student who feels they have been discriminated against or
harassed on the basis of race, sex, gender identity, gender expression, national origin, religion,
age, disability, sexual orientation, color or veteran status including sexual harassment, has the
opportunity to seek informal or formal resolution of the matter. All complaints/concerns should
be directed to the Office of Institutional Equity, 713 718-8271 or oie@hccs.edu. Additional
information may be obtained online. Visit
http://www.hccs.edu/district/departments/institutionalequity/
Complaints involving sexual misconduct to include but not limited to: sexual assault, stalking,
dating violence, sexual harassment or domestic violence should be directed to the HCC Title IX
Coordinator, Renée Mack at 713 718-8272 or renee.mack@hccs.edu
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EDUC 1300
WEE
K
1
TEXT
CHAPTER
EDUC 1300 Learning Framework
Fall Calendar, 2015
TOPICS
ASSIGNMENTS
Start Here:
Course Introduction
Jigsaw Classroom Exercise on the Syllabus
Your College Resources – It’s All About
You!
Textbook and Mindtap Resources (ex. 7
Smart Strategies Feature in Text)
Writing Assignment: CSFI- College
Success Factors Index
Student Handbook QuizWriting
Assignment: Mindtap Overview and
Reflection Assignment
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1 – College
Expectations:
Becoming a
Critical Thinker
Academic Integrity
Academic Expectations and Netiquette
Critical Thinking and Information Literacy
Chapter 1 Reading Assignment
Academic Integrity Quiz
Writing Assignment: Your Academic
Autobiography
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1 – College
Expectations:
Becoming a
Critical Thinker
Advice vs. Research: Understanding the
Value of Psychological Research
Actively Reading Strategies: 3R and
SQ3R
Reading Peer Reviewed Research
Mindtap Assignments (Time for
Actions)
Mindtap Online Chapter Quiz
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Chapter 2:
Skills You Need:
Memory, NoteTaking, and
Studying
Chapter 2:
Skills You Need:
Memory, NoteTaking, and
Studying
Chapter 3:
Setting Goals
and Making the
Most of Your
Time
Chapter 3:
Setting Goals
and Making the
Most of Your
Time
Learning and Memory
Note-Taking
Chapter 2 Reading Assignment
Writing Assignment: Exploring the
Research in Summary Worksheet
Research Based Study Strategies
Mindtap Assignments (Time for
Actions and Critical Thinking)
Mindtap Online Chapter Quiz
Goal Setting: The ABC’S Approach
Chapter 3 Reading Assignment
Time Management
Mindtap Assignments (Time for
Actions and Critical Thinking)
Writing Assignment: Multi-Tasking:
Exploring the Research in Summary
Worksheet
5
6
7
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EDUC 1300
8
Chapter 4: It’s
Show Time:
Tests, Papers,
and
Presentations
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Test-Taking Skills
MIDTERM EXAM
Mid-Semester Reflection
Papers and Presentations
Visit Library
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Chapter 4: It’s
Show Time:
Tests, Papers,
and
Presentations
10
Motivation, Resilience, and Stress
Chapter 5:
Management
Motivation,
Resilience, Stress
Management:
Strategies for
When College
and Life Get
Challenging
Chapter 6: How Self-Regulation and Reflection
Are You Doing?
Maximizing
Learning via
Self-Reflection
11/12
11/12
Research Article
Presentations
Chapter 7:
Making Good
Academic,
Career, and
Financial
Decisions
Chapter 7:
Making Good
Academic,
Career, and
Financial
Decisions
Mindtap Online Chapter Quiz
Chapter 4 Reading Assignment
ExamWriting Assignments: MidSemester Reflection Paper
Finding Two Possible Articles for the
Presentation
Mindtap Assignments (Time for
Actions)
Mindtap Online Chapter Quiz
Chapter 5 Reading Assignment
Mindtap Assignments (Time for
Actions)
Chapter 6 Reading Assignment
Mindtap Assignments (Time for
Actions)
Mindtap Online Chapter Quiz
Presentations
Decision Making Process
Career Exploration and Decision Making
Chapter 7 Reading Assignment
Academic Decisions and Your Degree Plan Mindtap Assignments (Time for
Financial Decisions
Actions)
Written Assignments: College Plan
and Career Project Due
Mindtap Online Chapter Quiz
FINAL EXAM and End of Semester
Reflection
ExamWriting Assignment: End of
Semester Reflection
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EDUC 1300
Assignment Information
To accomplish all of the learning goals, you will need to be engaged in many learning activities
outside of the classroom. Your final grade in this class will be based on three different types of
assignments:
1. Chapter assignments (reading assignment, Mindtap assignments, and quizzes)
2. Written Assignments and Presentations
3. Exams
Chapter Assignments
 Reading Assignments To help you prepare for class activities, you will need to read the
chapters prior to class and answer several reading questions.
 Mindtap Assignments The assigned activities in Mindtap are designed to give you an
opportunity to practice and apply skills learned.
 Quizzes One of the best ways to learn is by testing yourself (this is called the testing
effect!) so the online quizzes in Mindtap are a great way to learn. Because quizzes are a
learning tool, you will be able to take the quizzes as many times as needed and your
highest score will count.
Written Assignments and Presentations
 Writing Assignments Throughout the semester, you will be asked to complete several
writing assignments ranging from reflection papers to research summaries. The purpose
of these assignments is to enhance your writing and thinking skills while also learning
course content.
 Presentation To help you develop your oral expression skills along with your ability to
work effectively with others, you’ll have an opportunity to do a group presentation. This
presentation will be on an original research study so the assignment also allows you to
more deeply explore a student success area.
Exams
 Midterm and Final Exam Exams are an opportunity for you to apply study skills and
show what you’ve learned. It’s a time to celebrate your accomplishments. Exams will
consist of multiple choice and short answer questions.
Reading Assignments:
Chapter 1 Reading Assignment
1. What are the positive outcomes associated with earning a college degree?
2. Define academic integrity and strategies to avoid unintentional dishonesty.
3. Describe Bloom’s taxonomy and discuss how critical thinking skills are
developed.
4. What is a peer-reviewed journal article? What information can you find in the
different sections of a research article? Why is it valuable to learn how to read
scholarly sources?
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EDUC 1300
Chapter 2 Reading Assignment
1. What is the testing effect? Describe the key findings of the Einstein, Mullet &
Harrison (2012) study and the value of the findings.
2. Describe how memory works and how students can use knowledge about memory
to improve academic performance.
3. Why is studying in groups advantageous? What does the research say about this
learning approach?
Chapter 3 Reading Assignment
1. Describe the research study on multi-tasking that was conducted by Sana, Weston &
Cepeda (2013). What is the value of this research?
2. Discuss the research on goal setting. How do goals contribute to success?
3. How does time management connect to success? Describe the research on this topic.
Chapter 4 Reading Assignment
1. What factors should you consider when evaluating a source? How can you
determine if it is a credible source?
2. Describe Mayer’s Multi-Media principles. How can these principles increase
success when presenting?
3. Based on the research, what do the best performing students do when preparing
for and taking tests?
4. What strategies can help groups function more productively?
Chapter 5 Reading Assignment
1. Compare and contrast behavioral, cognitive, humanistic, and social motivational
theories. Provide examples of how these theories can impact success in college and
careers.
2. Based on the research, what are the most important resilient factors? How can these
skills be developed?
3. How do successful individuals manage stress?
Chapter 6 Reading Assignment
1. Describe the academic self-regulation process and how engaging in this process can
increase successful outcomes.
2. According to the research, how accurate are our self-assessments? Why is this important
to know? Based on these findings, what actions might be needed?
3. How does attribution theory and locus of control play a role in success?
4. What self-reflective techniques will increase the likelihood of success?
Chapter 7 Reading Assignment
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EDUC 1300
1. What was the key finding from the Coulter-Kern, Coulter-Kern, Schenkel,
Walker, & Fogle (2013) study? How can you use these findings to increase your
career success?
2. Describe the decision making process. What are some ethical considerations
related to decision making?
3. Compare and contrast Holland and Krumboltz’s career theories. Describe the
career exploration process.
Written Assignments:
CSFI- College Success Factors Index
Complete this online assessment. Write a 1-2 page summary of your results and how this
information can help you succeed.
Mindtap Overview and Reflection Assignment
There are several very helpful technology resources that come with this textbook. It’s important
that you use these resources as soon as possible. For instance, you will find Author Videos,
Student Videos and narrated explanations of the research articles. You also have note-taking
tools available. All of these resources are available in Mindtap. Explore the resources in
Chapter 1 and write a 2 page summary about the resources you used and how these tools can
support you.
Your Academic Autobiography
Write a 3 page paper discussing your academic life thus far. What were your favorite parts of
school? What challenges did you encounter? Describe your college experiences thus far.
Exploring the Research in Summary Worksheet
After reading the article on p. 45, complete a research summary. A blank summary form can be
found on p. 264 (Note to Faculty: Sample Completed Worksheets are on the Instructor Site)
Multi-Tasking: Exploring the Research in Summary Worksheet
After reading the article on p. 76, complete a research summary. A blank summary form can be
found on p. 264 (Note to Faculty: Sample Completed Worksheets are on the Instructor Site)
Mid-Semester Reflection Paper (include Exam Reflection)
As you know, it is important to learn from all of our experiences, including exams. Using the
Post-Exam Reflection Exercise on page 218 as a framework, evaluate your performance on all of
your mid-term exams. The more specific you are with different topics on each exam, the more
you will get out of this exercise. Write a summary report that focuses on how this reflection
process can assist you in achieving at high levels.
Based on your performance thus far, what is working well? What is not working well? Develop
an action plan to be sure you are on track with your academic goals.
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EDUC 1300
College Plan
Document your visit with your academic advisor. Write a brief summary of this meeting.
Complete an educational plan so you have a clear vision of what is needed in order to graduate.
Career Project (include CRAAP test evaluations for websites used)
 After reading and completing the activities in the self-assessment section (p. 242- 250),
write a comprehensive career profile for yourself. Include your values, abilities, interests,
and personality factors. How can this information guide you in the career decision
making process?
 Using websites and informational interviews, investigate at least 2 different careers. Be
sure to include information on the job tasks, qualifications, job outlook, salary, and
related fields. Create a Power Point presentation (using multi-media tips from Chapter 4)
to inform the class about the careers you investigated.
End of Semester Reflection (including Exam Reflection)
 Reflecting is an important part of the learning process. Write a reflection paper that
describes your experiences this semester. Are you on track with your goal? What
evidence do you have to support your statements? What did you enjoy most about this
semester? What challenges, if any, did you encounter? Write a post-final exam
reflection too.
Instructional Methods
A variety of instructional methods are used throughout the semester. Examples may include class
discussions, lectures, readings, group projects, research, assessments, video/DVD, internet
searches, and presentations.
As an instructor, I want my students to be successful. I feel that it is my responsibility to provide
you with knowledge and opportunities for critical thinking and applications as appropriate.
As a student wanting to succeed at your academic and career endeavors, it is your responsibility
to do the assigned readings, submit assignments on time, participate in discussions and other
activities, attend class (face-to-face and online portions), and enjoy this learning experience as
you learn how to use tools for success.
Student Assignments
Assignments have been developed that will enhance your learning. You will be required to
successfully complete the below assignments as well as others determined by your professor.
 Midterm and Final Exams: Each student is required to take departmental midterm and
final exams. The exams will cover a variety of materials discussed in class and found in
your readings. A study guide for each exam may be provided by your instructor. You will
be given at least one week’s notice before an exam. You will have 2 hours to take the
final exam. Exam dates are posted in the course calendar.
 Regular Quizzes/Tests: To ensure that each student is mastering the materials assigned
for reading and discussion in class, quizzes/tests will be administered following select
chapters.
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EDUC 1300


Projects and Exercises: During the course of the semester, each student will be asked to
complete a variety of projects that support lecture and reading materials.
Projects/Exercises may include: library orientation, online assignments, critical thinking
exercises, collaborative work/presentations, career research and reporting, journaling,
oral presentations, and other projects assigned by your professor.
Career Portfolio: Students are required to assemble a career portfolio that showcases his
or her chosen career and includes various professional artifacts, including a cover letter
and resume. The specific format and required elements of the portfolio will be explained
in class and/or posted electronically.
Student Assessments
Knowledge checks may occur in the format of quizzes, projects, assignments, papers, or exams.
Instructor Requirements
As your Instructor, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how student grades are
to be derived
 Facilitate an effective learning environment through class activities, discussions, and
lectures
 Description of any special projects or assignments
 Inform students of policies such as attendance, withdrawal, tardiness and make up
 Provide the course outline and class calendar which will include a description of any
special projects or assignments
 Arrange to meet with individual students before and after class as required
To be successful in this class, it is the student’s responsibility to:
 Attend class and participate in class discussions and activities
 Read and comprehend the textbook
 Complete the required assignments and exams:
 Ask for help when there is a question or problem
 Keep copies of all paperwork, including this syllabus, handouts and all assignments
Program/Discipline Requirements
You will be required to complete the Financial Literacy & Capabilities Survey, declare your
major, populate your student planner with the appropriate courses, and meet with your assigned
advisor during this course.
HCC Grading Scale
A = 100 – 90:……………………………………4 points per semester hour
B = 89 – 80: …………………………………….3 points per semester hour
C = 79 – 70: …………………………………….2 points per semester hour
D = 69 – 60: …………………………………….1 point per semester hour
59 and below = F………………………………..0 points per semester hour
IP (In Progress) …………………………………0 points per semester hour
W(Withdrawn)…………………………………..0 points per semester hour
I (Incomplete)……………………………………0 points per semester hour
AUD (Audit) …………………………………...0 points per semester hour
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EDUC 1300
FX(Stopped attending)………………………… 0 points per semester hour
IP (In Progress) is given only in certain developmental courses. The student must re-enroll to
receive credit. COM (Completed) is given in non-credit and continuing education courses. To
compute grade point average (GPA), divide the total grade points by the total number of
semester hours attempted. The grades “IP,” “COM” and “I” do not affect GPA.
FX is given is a student stopped attending class and fails to withdraw prior to the last official day
for withdrawals for the semester. Instructor will note last day student attended the class for
record. The grade of FX cannot be changed once assigned.
Grading Criteria
Your instructor will conduct quizzes, exams, and assessments that you can use to determine how
successful you are at achieving the course learning outcomes (mastery of course content and
skills) outlined in the syllabus. If you find you are not mastering the material and skills, you are
encouraged to reflect on how you study and prepare for each class. Your instructor welcomes a
dialogue on what you discover and may be able to assist you in finding resources on campus that
will improve your performance.
Grading Percentages
25% (Daily Work, Mind Map Assignments Homework, Presentations,
Journal writings, Advisor meetings, Campus involvement
activities.
20% Tests and Quizzes
10% Midterm Exam
25% Career Research Essay/Portfolio/ Academic Autobiography
20% Final Exam
TOTAL: 100%
Instructional Materials
Harrington, C. M. (2016). Student Success in College: Doing What Works! 2nd
Edition. Boston: Cengage Learning
HCC Policy Statements
Access Student Services Policies on their Web site:
http://digital.turn-page.com/title/7027
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EDUC 1300
ACADEMIC HONESTY: Students are responsible for conducting themselves with honor and
integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be
initiated by College System officials against a student accused of scholastic dishonesty.
Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion.
Cheating on a test includes:
• Copying from another student’s test paper;
• Using materials during a test that are not authorized by the person giving the test;
• Collaborating with another student during a test without authority;
• Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part
the contents of an un-administered test;
• Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of anther’s work and the unacknowledged incorporation of
that work in one’s own written work offered for credit.
Collusion means the unauthorized collaboration with another person in preparing written work
offered for credit.
Because an important part of being a college student is academic honesty, it is the expectation in
this course that you will complete all academic work without cheating, plagiarism, lying and/or
bribery, and collusion. Penalties for academic dishonesty (as outlined in the student handbook)
could include receiving a failing grade for this course and/or being suspended from school.
ATTENDANCE: You are expected to attend all lecture classes regularly and are responsible for
materials covered during your absence. Instructors may be willing to consult with you for makeup assignments, but it is your responsibility to contact the instructor.
Attendance is required and checked daily. Students who have no record of attendance before the
Census Date (the Official Date of Record) will be automatically dropped from the course by the
Registrar’s department. Students who are dropped for nonattendance will not be reinstated.
The instructor has the authority to drop you from the class for excessive absences. You may be
dropped from a course after accumulating absences in excess of 12.5 percent of the total hours of
instruction (lecture and lab). For example: For a three credit-hour lecture class meeting three
hours per week (48 hours of instruction), you can be dropped after six hours of absence.
Departments and programs governed by accreditation or certification standards may have
different attendance policies. Administrative drops are at the discretion of the instructor. Failure
to withdraw officially by the deadline may result in a grade of “F” or “FX” in the course.
WITHDRAWALS: Students may withdraw from courses prior to the deadline established by the
institution. Before withdrawing from a course, students should meet with the instructor to
discuss the decision. Be sure you adhere to the rules and deadlines in order to receive a ‘W’
otherwise a grade of ‘F’ will be given in the course by the instructor.
**FALL 2015 – LAST DAY TO WITHDRAW – OCTOBER 30TH, 4:30PM**
CLASSROOM CONDUCT: You are in college. You will be treated and respected as an adult.
Because of the nature of discussion involved in this class, it is imperative that we respect each
other’s opinions and values. Discipline problems are not tolerated. Any student failing to abide
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EDUC 1300
by appropriate standards of conduct during scheduled College activities may be asked to leave
that day’s class or activity by the instructor or another College official. (The student has the right
to return to the next class/activity.) If a student refuses a request to voluntarily leave the
classroom, security may be summoned to remove the student so that the scheduled activity may
resume without further disruption. In cases of serious problems, the faculty member will
document and report the incident to his/her supervisor. Further disciplinary action may be
pursued according to System guidelines, presented in the HCCS Student Handbook.
 Get handouts and returned work before class begins or after the class ends. DO NOT
walk up to the instructor’s desk during the class.
 Turn off cell phones and other electronic devices prior to entering class (unless
approved by instructor). No calls, text messages, photographs, or any other electronic
communication should be sent or received during class. If your phone rings, you make
calls in class or you send text messages, 1st occurrence - you will get a verbal warning.
2ND occurrence - you will be dismissed from the class for the rest of the day. 3rd
occurrence - you will be dropped from the class.
 Obtain the instructor’s approval before using a laptop or other electronic device during
class
 If you sleep in class, 1ST occurrence - you will receive a verbal warning. 2ND occurrence you will be dismissed from the class for the rest of the day. 3rd occurrence - you will be
dropped from the class.
Access DE Policies on their Web site:
All students are responsible for reading and understanding the DE Student Handbook, which
contains policies, information about conduct, and other important information. For the DE
Student Handbook click on the link below or go to the DE page on the HCC website.
The Distance Education Student Handbook contains policies and procedures unique to the DE
student. Students should have reviewed the handbook as part of the mandatory orientation. It is
the student's responsibility to be familiar with the handbook's contents. The handbook contains
valuable information, answers, and resources, such as DE contacts, policies and procedures (how
to drop, attendance requirements, etc.), student services (ADA, financial aid, degree planning,
etc.), course information, testing procedures, technical support, and academic calendars. Refer to
the DE Student Handbook by visiting this link:
http://de.hccs.edu/de/de-student-handbook
Access CE Policies on their Web site:
http://hccs.edu/CE-student-guidelines
Advising:
A Sr. Advisor is connected to this class section and will meet with the class within the first two
weeks of class. The Sr. Advisor will review the advising syllabus and the ways in which you can
communicate with them. Students are required to meet with their advisor at least twice within the
semester. The first meeting will take place during a class visit. Participation in these advising
sessions is required and will be a part of the grade in this success class.
EGLS3 (Evaluation for Greater Learning Student Survey System):
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EDUC 1300
At Houston Community College, professors believe that thoughtful student feedback is necessary
to improve teaching and learning. During a designated time near the end of the term, you will be
asked to answer a short online survey of research-based questions related to instruction. The
anonymous results of the survey will be made available to your professors and department chairs
for continual improvement of instruction. Go to www.hccs.edu/egls3 for more information.
Southwest College Writing Centers:
The Southwest College Writing Centers provide a student-centered environment where
professional tutors support student success for all HCC students. The primary goal of the Writing
Centers is to offer convenient, personalized assistance to help students improve their writing at
any stage of the writing process required in any courses at HCC. Tutors will also assist students
with their job application letters, resumes, and scholarship/transfer essays. In one-on-one
consultations lasting about thirty minutes, tutors collaborate with students in understanding a
writing assignment, developing ideas, shaping content, writing a thesis, drafting, revising, selfediting, and learning to proofread. Tutors will also assist students with learning about research
and using sources. Furthermore, the Writing Centers offer access to computers and interactive
websites for improving grammar skills. At the Southwest College Writing Centers, each tutoring
session becomes a learning experience.
The Southwest College Writing Centers are located in Room LH 304 (Learning Hub) at the
Stafford Campus, Room C-230 at the West Loop Campus, and Room 116 at Missouri City
Campus. A schedule of all Southwest College Writing Center locations, days, and hours will be
made available during the second week of classes.
Useful Web Resources:
 Information: www.hccs.edu ; http://learning.hccs.edu
 Eagle Online 2: https://eo2.hccs.edu
 Career Information http://bls.gov/OCO ; www.acinet.org ; www.careerbuilder.com
www.monster.com ; www.careerpath.com
 Career Assessment: www.typefocus.com
 Tutoring & Support: www.hccs.askonline.net ; http://mystudentsuccesslab.com
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