CLASS Learning Strategy
What is CLASS?
The CLASS framework is a versatile tool college students can use when learning how to proactively and intentionally navigate new educational and work environments. It is designed to provide a concrete strategy for thought processes, routines, and dialogues that can be helpful for students who may need support knowing how to be proactive and intentional when getting started in new learning settings.
Each letter in the CLASS acronym prompts a thought process or action. In our use of the framework, the general thought processes remain constant and are woven vertically throughout our student support services. Specific prompts change slightly as students reach three key transition points in the college experience: high school to college (course level), general education to selected major (curriculum level), and college to career (career level).
- C (Course, Curriculum, and Career)
- L (Learning Profile)
- A (Analyze)
- S (Strategize)
- S (Succeed)
Who can use CLASS?
Our aim is for the CLASS framework to help others in supporting students with learning differences to navigate postsecondary transitions and achieve their learning and employment goals confidently and effectively. The CLASS structure is not discipline-specific and can be modified to fit different student support models. These materials are available at no cost and can be downloaded from this website. We only ask that you (1) appropriately reference materials that you distribute to students and others and (2) provide feedback after using the resources.
Materials
Course
The CLASS framework’s first transition point is the transition from high school to college. Every college course is unique, and strategic students pay close attention to each course’s expectations at the start of each semester. Our first-year students learn to preview each course to determine course expectations, compare those expectations to their learning profile, make short-term and semester-long plans for success, and reflect upon and recalibrate their approach.
| Letter Description | Consideration |
|---|---|
| Course Profile | In step one, students ask: “What is required for success in this course?” Considerations might include: course format, time commitment, pace/volume of information, type of content, instructor style, assessment formats, methods of content presentation, reading materials, assignments, and grading structure. |
| Learning Profile | Step two encourages students to reflect on their learning preferences, strengths, and needs to build a strong understanding of their personal learning profile. |
| Analyze | Step three encourages students to utilize the information from the first two steps to compare the demands of each course to their learning profile and determine if there is a match. When the match is not ideal, students identify places where they will need to be proactive. |
| Strategize | In step four, students plan what academic routines and support networks they will need for success in the course. For example, students might plan to find alternate material formats, adopt specific study routines, request accommodations, initiate study groups, find tutors, etc. |
| Succeed | The final step involves reflection and evaluation. Step 5 emphasizes celebrating incremental successes while continuously evaluating and refining academic and support routines. |
Curriculum
CLASS, applied on the curriculum level is introduced to students once they have selected a major (i.e., second transition point). This stage encourages students to step back from the micro-level course analysis process and apply the same steps for macro-level planning. Students are guided to identify how their chosen degree curriculum helps them master a specific group of competencies. They consult their advisors, faculty, and other resources to develop an understanding of the constructs, competencies, or expectations of their major (and future professional field) and create a plan to leverage opportunities to meet those competencies. Rather than treating their plan of study as a checklist or random mix of experiences, students are encouraged to anticipate connections and incremental learning as they align their major’s competencies with components of their academic program. This approach makes in-class learning experiences more meaningful and helps students see how they can utilize high-impact practices (e.g., volunteer, field experiences, employment, internships, undergraduate research, and other opportunities) to enhance program learning experiences. The acronym prompt and general thought process change very little, but “C” now points to the wider curriculum lens.
| Letter Description | Consideration |
| Curriculum Profile | Foundational questions include: “What is required to succeed in this academic program” and “How can I maximize college opportunities to enhance my experience beyond the curriculum?” Considerations might include course load and curriculum requirements, experiential learning opportunities, entry/exit exams, GPA requirements, and program-specific academic expectations. |
| Learning Profile | By now, students should have a strong understanding of their learning profile, and they are encouraged to reflect on their learning preferences, strengths and needs as it applies to the broader curriculum and learning opportunities. |
| Analyze | Here, students consolidate information from the previous two steps to identify places where intentional effort is necessary to succeed in their chosen academic program. |
| Strategize | Now, students can determine how to engage with various elements in their plan of study to leverage their strengths, address challenging areas, and facilitate growth. This may involve clustering courses, seeking internships or part-time work, planning for graduate school, etc. |
| Succeed | The macro-lens of this phase frames ongoing reflection and evaluation for long-term planning. |
Career
The framework’s third element returns to a micro-level thought process. By now, the use of the CLASS framework in academic settings may be intuitive, but students may need assistance in applying this same proactive and strategic process in a work environment. Therefore, students are encouraged to practice doing so to job settings while still in college (e.g., campus jobs, part-time employment, internships, and co-ops). Once again, the major thought processes and prompts are relatively consistent, except for “C”, which now points to the vocational setting.
| Letter Description | Consideration |
| Career Profile | In the career component of CLASS, the foundational question is, “What is required for success in this job.” Considerations include: company culture, information formats, expected work pace, deadlines, supervisor communication style and expectations, and physical work environment. |
| Learning Profile | Strategic graduates apply what they know about their learning profile to a new work environment. |
| Analyze | Workers can assess the match between job demands and their learning profile by comparing information from the first two steps. This step encourages workers to identify areas where they need to be strategic and where they may excel in a new workplace. |
| Strategize | Step four guides new workers to determine success strategies, initiate dialogues with employers, or request necessary support for their work environment. |
| Succeed | Ideally, college graduates will have a natural process for ongoing self-reflection and improvement, however, step five reminds students to remain committed to ongoing growth and positive change. |