Sahara Locke
Published: August 23, 2006
PJC educators believe that students should become independent, lifelong learners, and plan to implement strategies through “Learning To Learn.Learning For Life.”
The topic is part of the Quality Enhancement Plan now underway as part of the Southern Association of Colleges and Schools accreditation process. PJC was first accredited in 1956 and seeks to be reaffirmed in 2008.
“Most of our students enter the college without understanding what being an independent life-long learner means, nor do they have the necessary skills for this role,” said June Linke, behavioral sciences department head and QEP team member.
The strategies, developed by a team composed of 40 faculty, administrators and students, are designed to help new college students understand their role as a college student.
A student job description already has been prepared to give students tips to become successful students.
“These are the things we think you need to do if you are going to be a successful student,” Elaine Elledge, director of curriculum, said.
QEP strategies also include: improving in-classroom support systems, better interconnecting extracurricular activities with classroom activities and goals, developing effective critical thinking skills, and enhancing student retention and success.
The average age of a PJC student is 28, suggesting that some students already have life skills through the work environment, but nearly half of degree-seeking students are 21 years old and younger.
“(Some students) have been out in the work world and to them (the job description) clicks immediately,” Elledge said. “To other students who have come from high school, it may be somewhat new to them. That’s just one way for students to know their role and how to be successful.”
The plan’s implementation stage is still under discussion, but Elledge said the concepts are clear.
“We know that some students learn better from other students. We know that when students engage in a learning community where they can share and talk about things, that many times the information becomes more meaningful.
“We know that if we can get students to connect what’s going on in class with the real world, it becomes more meaningful and they can retain it. All of those things are important in ‘Learning to Learn.'”
Strategies outside the classroom also are important to the group, with staying in school near the top the list.
“Students don’t always not come back because they don’t want to come back,” Elledge said.
Sometimes students face financial hardships or changes in work schedules and can’t attend class. There are people on campus that can help students work through problems, according to Elledge.
“The bottom line is, it’s all about the student and it’s about what we can do to help the student be responsible and successful.”
