RVC competes in NJCAA Division III in men's and women's basketball, women's volleyball, golf, baseball, softball, men's and women's tennis, and men's and women's soccer. Not to brag, but we're pretty good at it. Our teams have won 11 national championships and we have had more than 130 All-Americans.
Whether your plan is to take classes and transfer to a four-year university or enter one of our career programs designed to get you into the workforce right away, Rock Valley College has what you are looking for. Select from one of our more than 60 transfer areas or more than 30 career programs.
Have fun. Try stuff. RVC gives you opportunities to get involved. There are lots of student activities to choose from. We offer more than 20 clubs and organizations. Try your hands at student government. Join the staff of our campus newspaper. What's it going to be?
At Rock Valley College, you're not just a number. Our highly respected faculty have master's degrees, doctorates and real-world experience. You won't be competing for attention in a huge lecture hall. Our average class size is 21, so you'll get a chance to interact, challenge and be challenged by your instructors.
Whether you are new to the college or know your way around, we have a variety of services designed to help you succeed. We're here for you every step of the way.
The Estelle M. Black Library at Rock Valley College features nearly 75,000 volumes and more than 650 periodicals, and access to the interlibrary loan system. It also features spaces for individual and group study, and if you get thirsty, there's a coffee shop in the lobby!
Taking a test is similar to taking a ride in a car. Although no one in the car has total control of the car and every driving situation, the person in the car who has the greatest sense of control is the driver. Therefore, the driver frequently handles driving situations in a more relaxed and comfortable manner than the passengers in the car.
Similarly, the person in the test situation who is the most relaxed and comfortable is the person who has a greater sense of control. Therefore, to reduce the average anxiety that is a part of preparing for and taking a test, the student needs to work on gaining a sense of control in the testing situation.
The student can feel less anxious in a testing situation by learning to control that which he or she can - emotional self, physical self and academic self. Students often forget that their body and mind are integral; thus, both need to be carefully attended to, especially at particularly stressful times like test time. If the emotional and physical selves are attended to and controlled, then the academic self will be allowed to perform at its best.
The following guidelines should be considered in helping to control the emotional self.
The following guidelines should be considered in helping to control the physical self:
A mind and body tat is well-rested is better prepared to handles the rigors of a testing situation. Of particular importance is the fact that the mind is able to recall information much more efficiently if a sufficient amount of sleep has been obtained. For this reason, an all night cram session can be particularly detrimental to test performance.
2. Establish and maintain regular, nutritional eating habits. Nutrition and regular eating is another area that a student might choose to neglect in response to his or her schedule and time constraints. Doing so, however, is to neglect the fact that nutrition is necessary for the body and the mind to function.
It is important to eat the right amount of the right foods. Students need to be aware of how and what they eat and how much they eat can affect their ability to perform a test. Balanced, nutritional meals with appropriate amounts of protein and carbohydrates are especially important. Typically, this type of meal gives the greatest amount of energy over a longer period of time. Therefore, this type of energy can best sustain the body and mind throughout the testing situation.
Students should also be aware that too much food or heavy meals consisting of large amounts of fat before a test can also be detrimental to their test performance. In this case, a greater amount of oxygen is needed in the digestive system to process the food. The oxygen is reduced in other areas of the body, including to some extent the brain, which in turn makes the person tired. Being tired dulls the mind's ability to recall and recite information and thus can lead to poorer test performance.
3. Recognize and control symptoms of General Adaptation Syndrome. General Adaptation Syndrome describes the physiological response of the body to situations of fear or anxiety. In such situations, the body responds with an increase in adrenaline which causes other reactions such as an increased respiratory rate, quickening pulse, sweaty palms and nervous stomach.
In overviewing the test, the student needs to read all directions carefully. Sometimes test directions are different than usual expectations; for example, the directions for group or multiple test questions may ask the student to identify all the answers that apply rather than the best. Also, time limits and point information may be given in the directions which will further enable the student to plan his or her attack of the test.
The student should also be sure to answer all questions on the test unless directed to do otherwise. Instead, students often choose to skip or leave blank those questions of which they are unsure. This only guarantees that the student will lose points for the test question. At least if the student makes a reasonable guess he or she will have a chance to earn some, if not all, of the points for that particular question. Finally, the student should check his or her answers carefully before turning in the test. This can help the student to eliminate careless errors in his or her test performance. If, however, the student is second guessing a previous response, he or she is better off leaving the initial response to the question. In other words, a first guess is often better than a second guess.
One method of test preparation, PLAE, is explained on the following pages. If a plan, such as one developed using the PLAE method, is utilized, the student will have much more confidence in his or her preparation and, in turn, have less anxiety about his or her ability during the test.
PLAE is an acronym that stands for preplanning, listing, activating, and evaluating. PLAE is a method of test preparation which encourages the student to plan and implement an effective and adequate test preparation strategy.
1. When is the test? - Day, date and time
2. Where is the test? - Sometimes a test may be given in a room different than the class is normally taught in, especially a final exam.
3. Specifically, what other obligations are there during the week of the test? - The student needs to keep in mind all tests, assignments, projects, as well as any appointments or special occasions in his or her personal life which might interfere or distract from studying for this exam.
4. What does the test cover? - What chapters, lecture notes, videos, additional readings, or handouts?
5. What kind of test will be given? How many items or questions will there be on the test? What types of questions will be asked? Will it be an essay exam, multiple choice, short answer, or a combination of these things? Will there be 10 questions or 100 questions? Will there be factual or memory level questions? Will the questions require you to make inferences? Will they be application questions? Having this information will help in better identifying which questions to predict and practice in preparation for the exam.
6. How much does the test count in the total evaluation process? -Considering this information can help in identifying what priority preparation for this particular exam should have in relation to overall study time. This also helps to keep long-term grade goals for a particular course in mind throughout the semester.
7. What is my goal for a grade on this test? - This goal also helps to determine the priority of the test preparation in regard to overall study time. Furthermore, goals need to be realistically obtainable considering possible conflicts and time constraints.
8. How much time is needed for studying, reciting, and reviewing? - How will this predicted time commitment affect the regular study schedule?
**The student should realize and remember that the same study strategies do not work with the same amount of effectiveness for different types of tests or for tests of different content materials.
Secondly, the student needs to complete a plan of study. This plan will very specifically outline what study activity the student will act on, when and where the student will study, how long the student will study, and why the student will engage in this outlined study activity.
** There is also a need to keep track of whether the outlined study activity was completed as defined, but this can only be completed as the plan is put into motion.
The following chart can be utilized to outline a plan of study:
When preparing the plan, the following questions should be considered:
1. Is the study time distributed over several days?
2. Has the student allotted at least two blocks of time to test him or herself over the key concepts? Or for a friend to test him or her?
3. Are specifically stated goals for learning identified in the "Why?" column of the study plan?
4. Has enough time been allowed to complete each task?
5. How much total time has been scheduled for test preparation in the study plan?
6. How does the total scheduled study time compare to what was identified in the Preplanning stage?
7. Will the goals identified in the Preplanning stage be accomplished with this plan?
The student's purpose in this stage is to activate the plan developed in the Listing stage and to monitor his or her level of completion of activities, as well as effectiveness of identified study activities.
The following questions should be addressed at least 3 times during the duration of the operation of the plan:
1. Is the plan being followed?
2. If not, why? What is interfering? What are other obligations that had not been previously accounted for?
3. How can the plan be modified without sacrificing the grade goal identified in the Preplanning stage?
4. Are concepts being remembered and understood? Are the study activities selected in the Listing stage working?
5. If not, why? Should another study activity be selected? If so, which one? Or should study time distribution be changed? Or should more self-testing blocks be built into the study plan?