Abstract
This article describes three relational patterns of community college students in their course experiences: survivor, adjustor, and encounterer. Each relational pattern and how each affects, and is affected by, classroom instruction is described. Further, John Passmore's theory of closed and open capacities is used as a framework for a model of planning and implementing instruction to move students from survivors or adjustors to encounterers. The purpose of the article is to help community college instructors understand the different intentions of students and to suggest strategies for increasing open and self-directed future learning.
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