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What is Technical Communications?
At its most basic, communication is the transmission of information in the form of words, images, and sounds. We string words, images, and sounds together to make meaning and to share that meaning with others. How we form the “strings” depends on audience and context. For instance, how we talk, text, or email our friends and personal acquaintances is usually different than how we communicate with our bosses or coworkers.
You might be asking yourself how a technical communications class is different from other academic writing classes. In a traditional academic setting, the writing classroom tends to be about the demonstration of knowledge—expanding on ideas or documenting an understanding of traditional types of papers or essays (explanatory, argumentative, reflective) with the audience being the instructor. In a technical communication classroom, many of the principles are similar—organizing paragraphs effectively, following the writing process—but with an increased focus on the professional context for communicating information and, therefore, even more emphasis on concision, clarity, and accessibility.
Ultimately, the goal of technical communication is to transmit important information as effectively and efficiently as possible—information that allows you and the people around you to do your jobs well.
The other way that technical communications might differ from your concept of a traditional writing class is that it is not limited only to “writing.” Part of transmitting information effectively is recognizing that we have many options for how we can communicate with our audiences. There are, of course, important written forms, such as reports, emails, proposals, and instructions, but you will also need to use visual and oral modes, such as presentations, videos, infographics, or diagrams. Further, web and social media offer professionals even more opportunities to communicate in a wide variety of formats. An effective communicator knows when and how to strategically deploy (or blend) these modes depending on audience and desired response.
The most important “strategy” emphasized in this textbook is that all communication must be designed with audience and purpose in mind. There are almost endless types of documents and forms of communication that will be at your disposal as a professional. In addition to knowing what you are communicating (the information, your expertise), you, the communicator, must thoughtfully consider who you are communicating to (your audience) and why you are communicating (the purpose).
Why is communication so important?
If you asked a professional to tell what they really spend their time doing, you might be surprised to learn that most of their workday is spent communicating. In a professional environment, communication becomes a thread that ties together your expertise, your duties, and your professional relationships. It allows you to first get a job and then perform your job well by fulfilling your duties, learning new skills, and maintaining good working relationships with your colleagues.
Sometimes incredibly knowledgeable people forget to consider the who and why, focusing only on the what, and this can lead to gaps in communication.
Imagine sitting in a lecture on particle physics when you don’t know an electron from a proton. The professor speaks rapidly and offers no pauses for questions from the classroom and assumes that every student, in every seat, is receiving and processing the lecture in the exact same way. As a student, you would feel lost and your focus would be on trying to keep up rather than assimilating any new knowledge on the subject. This professor, in assuming everyone had the same knowledge base, has caused a gap in communication because of a lack of audience awareness. One of the basic tenets of being an effective communicator is to know how to avoid these communication gaps. By understanding an audience’s makeup (education level, background knowledge, values, needs, etc.) and developing communication—in whatever form it may be—we can minimize the possibility of communication failure.
Engineers, especially, must be able to communicate within their teams and also be able to communicate complex information to a variety of audiences with different knowledge backgrounds. As Stephen Pinker (2014) explains,
The curse of knowledge is the single best explanation of why good people write bad prose. It simply doesn’t occur to the writer that her readers don’t know what she knows—that they haven’t mastered the argot of her guild, can’t divine the missing steps that seem too obvious to mention, have no way to visualize a scene that to her is as clear as day. And so the writer doesn’t bother to explain the jargon, or spell out the logic, or supply the necessary detail.
Essentially, anyone who has developed a specific area of expertise needs to be mindful that not everyone around them knows the same information or even sees the world in the same way. Part of being an effective communicator means recognizing that the process of communicating information is dynamic and creative and being sensitive to your audience’s needs and understanding.
Ultimately, the goal of this textbook is to help you develop the tools and critical thinking skills you need to be an effective communicator in your professional life. While we do address specific, common types of workplace documents, it is important to know that the types of communicating you will do in your professional life will evolve and change over time. For instance, people who began their careers in the 1980’s likely did not consider email writing an important skill, but today it is one of the most-used genres of workplace communication. Whatever happens in the future, a nuanced, audience-focused communication strategy will allow you to evolve and thrive. This textbook is a foundation to help you develop an awareness of the adaptability of communication. | textbooks/socialsci/Communication/Scientific_and_Technical_Communication/01%3A_Introduction/1.01%3A_What_is_Technical_Communications.txt |
What is Rhetoric?
Rhetoric is the ancient art and science of persuasion, the study of persuasion, and the individual process of persuasion. Unfortunately, in the 21st century, rhetoric tends to be positioned as something separate from everyday communication. However, all human activities are rhetorical, whether or not we are conscious of it.
Rhetoric is about strategic choices and approaches to communication whether textually, verbally, or even aurally and visually. When we communicate to different types of audiences about the same topic, we make strategic decisions on what details to include or omit, what types of evidence or support to use, and so on.
For example: let’s imagine that you spent a little bit of time last weekend studying but mostly party-hopping and celebrating because your school’s football team won the championship.
• When you speak to your best friend about your weekend, you are likely to provide details about how many parties you went to and what exactly you did at the parties, including gossip about mutual friends.
• When you speak to your grandmother about that same weekend, you might mention your study group meeting on Sunday afternoon, the take-out dinner you had on Friday night, and perhaps briefly mention that you celebrated the team’s win with friends.
• When you speak to your supervisor at your on-campus job, you are likely to discuss the big football win (Go Team!), your looming exam schedule and how your study and exam schedule will impact your availability to work for the rest of the term.
All versions are accurate representations of your weekend, but you make strategic choices about which details to include or not include based on the particular rhetorical situation of your discussion. That is, how and what you communicate is shaped by:
• The writer, author, creator, also known as the rhetor
• The audience, including primary, secondary, and tertiary audiences
• The topic of the communication
• The purpose, which often can be broken into a primary, secondary, and tertiary purpose
• The context and culture within which the communication is taking place.
The context and culture impact the rest of the rhetorical situation (rhetor, audience, topic, purpose).
The three rhetorical appeals, as discussed by Aristotle are ethos, pathos, and logos. These three appeals are guided by kairos, which is about timing. The three appeals may be used alone, but arguments are most effective when they combine appeals to ethos, pathos, and logos, with strong grounding in kairos or timeliness.
Ethos: a Greek word for character, ethos is an appeal to character, especially authority and expertise. Ethos is often mistaken as an appeal to ethics. Though ethics are an aspect of a person’s or organization’s ethos, ethics are not the only component of character, authority, or expertise.
Celebrity and other endorsements are often based on ethos. Ethos is why an American Dental Association endorsement of a toothpaste is more powerful and generally holds more sway than an endorsement from a non-medical professional. At the same time, though, ethos as it relates to advertising is bit complex. Sometimes people or organizations will have strong ethos not because they are professionals in a given field (such as dentistry) but because they may they demonstrate the ideal results or benefits of a product.
Let’s take Sofia Vegara, for example. Vegara is a popular actor due to her role on the sitcom Modern Family. Her ethos as one of the world’s most beautiful people makes her an especially useful spokesperson for an array of personal care products, in part because she is known not only as an actor but as an attractive person. It is no surprise that she is a spokesperson for a variety of cosmetic and personal products, from Cover Girl makeup to Head and Shoulders shampoo. The latter product, though, is really where her ethos shines. Head and Shoulders is a dandruff shampoo, and generally, flaky scalp is not associated with beauty. By having Vergara star in Head and Shoulders’ commercials, and further, having Vergara happily admit that her family has been using Head and Shoulders for over 20 years, the company relies on Vergara’s ethos as a confident, beautiful woman to combat embarrassment that some people (perhaps particularly women) may feel when faced with their own dandruff and flaky scalp and the need for a medicated shampoo. Vergara’s emphasis on how long her family has used Head and Shoulders even suggests that perhaps some of Vergara’s success in the beauty arena is due to Head and Shoulders.
Pathos: originally, pathos described appeals to audiences’ sensibilities. Modern uses of pathos generally means an appeal to emotions, both positive and negative. A rhetor may appeal to emotions that an audience already has about a subject, or a rhetor may elicit emotions.
The Emotions are all those feelings that so change men as to affect their judgements, and that are also attended by pain or pleasure. Such are anger, pity, fear and the like, with their opposites. We must arrange what we have to say about each of them under three heads. Take, for instance, the emotion of anger: here we must discover (1) what the state of mind of angry people is, (2) who the people are with whom they usually get angry, and (3) on what grounds they get angry with them. (Aristotle, 1378)
As Aristotle argues, emotions are central to our decision making, even if we are not consciously aware of it. If a rhetor desires to persuade a particular audience, then the rhetor must understand the ruling emotions regarding the topic and the specific audience. What makes the audience angry (or pleased), who or what is involved in producing or evoking that emotional state, and why does that particular audience become angry (or pleased) within a specific context? Knowing the answers to these questions will help a rhetor better prepare an argument and provide a basis for developing evidence and identifying counterarguments.
Pathos appeals can sometimes be overwhelming and dominate an argument because emotions in general can be overwhelming. When emotions are strong enough, they can overtake logic and reason. Political campaigns are excellent examples of pathos appeals. Political ads often play on the fears and hopes of different demographics. For example, a political ad focused aimed at retired and elderly voters may claim that a candidate plans on eliminating social support programs such as Medicare or will drastically cut Social Security benefits. These types of ads do not need to contain facts or evidence of such actions to be useful and successful because they rely on the fears and worries that the intended audience already has about financial and medical security.
Remember, pathos is about the emotional state of the audience, not the rhetor.
Logos: an appeal to logical reason, logos is about the clarity, consistency, and soundness of an argument, from the premise and structure to the evidence and support. A rhetor appeals to logos by making reasonable claims and supporting those claims with evidence, such as statistics, other data, and facts. However, Logical and reasonable arguments and evidence are not universal across audiences, contexts, cultures, and times. What an audience considers reasonable claims and adequate evidence is influenced by an audience’s values and beliefs. Further, data and facts may evolve over time as we obtain more evidence, information, and data.
For example, some people believe the Federal Drug Administration is part of a conspiracy to cover up evidence that common vaccines cause a variety of neurological, psychological, and physical disorders, despite extensive scientific evidence from around the world that demonstrates common vaccines are safe. The scientific evidence is not reasonable or logical (and therefore not persuasive) for the conspiracy audience because the evidence may come from manufacturers of vaccines, FDA-sponsored studies, or researchers or studies with have connections to the FDA or other government agencies. However, for other audiences—such as those who are simply unsure about the actual benefits or reasons for vaccines—the same studies and data may be quite persuasive.
Kairos is the Greek word for time. In Greek mythology, Kairos (the youngest son of Zeus) was the god of opportunities. In rhetoric, kairos refers to the opportune moment, or appropriateness, for persuading a particular audience about a particular subject. Kairos depends on a strong awareness of rhetorical situation. Kairos is the where, why, and when of persuasion.
For example, nearly all op-eds and political essays are kairotic. The rhetors work to relate their ideas and messages to whatever is happening in the news and popular culture.
2.02: Applications in Technical Communications
Applications in Technical Communications
Rhetoric teaches us that our communications must be shaped with an understanding of our intended audience and desired purpose. This is also true of technical communications. The goal of technical communications is to get information from Point A (the author/speaker) to Point B (the audience) as efficiently and effectively as possible. A strong rhetorical foundation helps facilitate that transmission.
Think back to the story in the introduction about the student in the physics lecture. In that scenario, the student (the audience) experienced a breakdown in the communication (lecture) being delivered by the teacher (the author). For the student, a lack of background knowledge meant not being able to keep up with the lecture. This lack of background knowledge is just one of the many factors that can cause gaps or roadblocks in understanding. Often, these gaps or roadblocks lead to miscommunication.
“Candyland” by Dave Parker / CC-BY
Here’s another example: Did you ever play Candy Land as a kid? Candy Land is a children’s board game where the objective is for players to race through the game to find the missing King Kandy and be the first to arrive at Candy Castle without getting stuck in any of the pitfalls (stay away from Molasses Swamp!) that would slow a player down and allow others to pass.
Think of the successful transmission of information like playing a game of Candy Land–your job as an effective communicator is to avoid the factors that cause your audience to get “stuck” on their way to understanding.
In professional and technical communication, it is important to remember your rhetorical foundation in order to minimize the possibility of gaps/roadblocks in order to ensure your information gets where you want it to go — you guessed it! — as efficiently and effectively as possible. Whether you are writing an email to a client, typing a memo for your boss, or preparing a presentation, considering audience, purpose, and context as you draft will help you be an effective communicator and increase your professional ethos. | textbooks/socialsci/Communication/Scientific_and_Technical_Communication/02%3A_Rhetorical_Foundations/2.01%3A_What_is_Rhetoric.txt |
Preparing Job Application Materials
The following sections present a series of steps to guide you toward focused, personalized, and correct job application documents. Résumés and application (or cover) letters are common job documents, but our focus here is broader—we will ask you to consider the communication situation as a whole, from analyzing job postings to creating the documents as a dynamic process.
Your job materials are not forms to fill out, but strategic and persuasive communications that will need to be customized for each potential employer and at every phase in your career.
Starting the Job Search
The job search is more than finding a job posting for which you fulfill the requirements. This planning phase allows you to gather the information and language that you need to make yourself a strong applicant.
Know Yourself
As you begin the process of finding and applying for employment in your chosen field, it is important to take stock of your education, technical skills, and the experiences and characteristics that make you an ideal employee and co-worker. This self-assessment is the foundation for building strong job materials.
Beyond evaluating your skill set, this is also an opportunity to take stock of the types of environments you will thrive in:
Do you work better independently or in groups?
Have you always imagined working for a large company, with the structure and perks that offers? Or do you see yourself working on a smaller team, perhaps taking risks for a project you believe in personally?
Do you like developing new ideas and planning? Do you like seeing through a complex project to the finish?
Use this information as you search for potential jobs and internships and evaluate employers. Seeking out a work environment and job that suits your strengths and preferences will give you an advantage in the job search and in your career.
Know Your Field
Use the resources available to you (career services, job websites, networking events) to find positions. Go to career fairs and make connections. Even before you are truly “on the market” career fairs and networking events are great ways to build your confidence and become comfortable in professional environments.
You will find Job Search Tools/Resources from OSU’s Engineering Career Services here. Students in other colleges and disciplines will be able to find similar career services information online as well.
Keep yourself informed and up-to-date on the projects and initiatives happening within your chosen field and especially of those employers that most interest you. This is not something you only do the night before a career fair or an interview – expose yourself to these ideas and discussions over a long period of time. These types of resources are a great place to get started:
• Organizations and conferences. Connecting with and simply being aware of the national organizations will expose you to current ideas and developments in the field. Most host conferences on a regular basis and even just reading the Call for Presentations or the titles and abstracts from a recent conference will introduce you to new terms and concepts, laying groundwork for future learning or research.
• Company blogs or white papers. Most companies “talk to” the public or the industry in some way to manage public perception, promote accomplishments, and (often) recruit employees. These might be highly technical or more casual or promotional in tone, depending on the company culture, industry, and their goals – any of these provide valuable insights.
• Social media. Following both companies and individual professionals will introduce you to their work, concerns, and developments in the industry. It also might make it easy for you to get exposed to these ideas as part of your regular online habits.
• Local networking or meetup groups. Professionals often hold events at a local level to meet each other and learn about what other companies in the area are doing. These might be purely social or they might include learning opportunities in the form of talks and presentations. On campus, you will also find a variety of discipline-specific groups and students organizations that can also expose you to new ideas and resources, not to mention great professional connections.
Build a vocabulary! Part of what you are doing as you prepare yourself for your career is learning a language – you are developing vocabulary and learning the language of your profession in addition to developing the required technical technical skills.
In the process of completing the self-assessment, you probably discovered that you have lots of skills and strengths seemingly unrelated to your field. It’s important to remember that even unrelated experiences have taught you “transferable skills” – skills that may not be technically related, but are considered important to any field.
These “soft” skills are consistently ranked high on employer lists of desired attributes and include organizational skills, leadership abilities, teamwork experience, communication skills, problem solving, meeting deadlines, and so on. In the job search process, it is important to be able to describe your previous experiences in language that employers recognize as valuable.
Organization Management & Leadership Research & Planning Communication Interpersonal Other
Initiating new ideas
Coordinating tasks
Being detail‐oriented
Managing or directing teams or groups
Coaching
Selling ideas or products
Decision‐making
Managing conflicts or problems
Managing budgets
Forecasting
Coming up with ideas
Identifying problems
Developing solutions
Solving problems
Imagining alternatives
Gathering information
Analyzing and evaluating information
Setting goals
Defining needs and requirements
Speaking effectively
Writing concisely
Listening attentively
Facilitating group discussion
Providing appropriate feedback
Being tactful
Negotiating
Persuading
Interviewing
Editing
Being sensitive to feelings and moods of others
Listening
Developing rapport
Providing support
Motivating
Negotiating
Sharing credit
Teaching/training
Delegating
Cooperating; working with a team
Managing time effectively
Setting and meeting goals
Being a self‐starter; self‐motivated
Working independently
Enlisting help when needed
Meeting deadlines
Being diligent; tenacity to get the job done; follow‐through
Being responsible and reliable
Think & Write: After reviewing the transferable skills outlined above, spend some time thinking about any experiences (academic, extracurricular, job-related, etc.) you have had in which you demonstrated, practiced, or developed one or more of these skills. Select one, and, in a paragraph, describe what the specific experience was, explaining which skills you demonstrated and developed.
Designing an Effective Résumé
A résumé, from the French word for “summary,” is a concise, standardized document that introduces you as a professional, most often for the purposes of seeking employment, but it also useful in other situations, such as applying for awards or seeking a promotion. It is likely a document you are already somewhat familiar with and you might even already have a résumé of your own, but learning how to strategically and confidently build a résumé for a particular audience and purpose is a vital professional communication skill. It is more than a list of jobs – it is a prioritized, condensed introduction to you, the job applicant, and it demands close attention.
Note: The practices outlined here are focused on business culture and norms in the United States, so keep in mind that you will need to research and follow the appropriate standards if you’re applying for positions internationally.
To understand everything else that follows in this section, it is important to first consider the rhetorical situation for this particular type of communication. What is the intended effect? What are you trying to accomplish? Who is your audience? How will they be accessing and reading your document?
AUDIENCE PURPOSE
Employer or representative of an employer
Seeking potential employees
Evaluating a pool of applicants to see if they are qualified, looking for a reason to say yes or no
Likely reviewing a set of résumés
Demonstrate that you possess the qualifications for the position (or award or promotion)
Document your qualifications, experience, and work history
Fulfill obligation to produce a standard employment document
Each decision you make about what to include in your résumé and how it should look should be made with these factors in mind, plus more, based on your knowledge of the specific employer or position.
Key Takeaways
Here are four basic rules regarding how to approach writing your résumé:
1. Create multiple versions. A résumé should be customized to the specific job you are applying for and adapted based on your knowledge of the employer. You should also consider how you will be submitting the document to determine the best formatting (See more about designed résumés vs. ATS résumés).
2. Learn the conventions of your discipline. Not every professional context is the same – it is invaluable for you to have someone in the field or even the specific company to which you are applying review your résumé. An engineer’s résumé will likely look very different from a designer’s résumé simply based on the audience’s expectations.
3. Update on a regular basis. Even if you expect to stay in a job in the long term, take notes and gather information for your résumé every couple of months or after you finish a major project. It’s difficult to remember the details of a complex project after the fact, so having that information documented is a huge asset.
4. Eliminate errors from the document. Because the résumé is condensed (a single page for undergraduate students) and since it is used to evaluate you as a potential employee, there is little tolerance for typos or errors. Check grammar, spelling, design consistency, punctuation, and language. Then check it again and ask a friend to review it. And then again.
What to Include in Your Résumé
The content in your résumé should be carefully selected to present the best, most applicable qualifications for a particular employer (the company and position for which you are applying) or purpose (attending a career fair).
Here are the basic types of information that you will select from as you build your résumé:
Strong action verbs are words that you should use to describe your activities throughout the résumé, typically beginning each bullet point in the experience descriptions. These words should be varied (avoid repetition), vivid (be specific, descriptive), and honest (don’t overstate your activities or experience).
Here are some useful strong action verbs:
Analyzed, assessed, built, calculated, collaborated, coordinated, created, defined, delivered, designed, developed, documented, evaluated, examined, interpreted, managed, monitored, prepared, presented, programmed, provided, reported, researched, resolved, supervised, solved, supported
Strong action verbs to emphasize results:
Achieved, completed, improved, reduced, resolved, succeeded, surpassed
As you are planning what content to include in your résumé, know that information placed at the top of the document typically has the most impact. That’s why education is almost always one of the first sections, since the first requirement in an internship posting is typically your year in school, major, and GPA. As you move down the page, though, lead with the most relevant, interesting sections, and organize the content to feature the experiences and skills that this employer will most value.
You will have many questions about what you should and should not do as you are compiling and revising your résumé. You can try to find answers to these questions online, but once you know the basics, ultimately, you will need to make your own choices about the best way to present your qualifications.
If you are wondering whether or not to include a piece of information, focus on the audience’s needs. Will they find this information valuable in making a decision about you as a candidate? Does it reveal something important about your skills, interests, and qualifications? Does it reveal something new about you that is not already revealed in the document?
If you are wondering how to present a piece of information, know that the options are endless, but, again, you will want to focus on the audience. Is the content presented in a way that is easy to see and understand? Is it logically connected to the information around it?
Be confident as you make these decisions. There are fewer “rules” than you might think—the challenge is to create a document that is not just correct, but that strategically reveals you as a candidate for a job and an individual. You don’t want your résumé to look like a form or to be exactly like everyone else’s. Look for ways to include those things that express your personality and passion—the things that make you unique.
Visual Design Considerations
The content and language in your résumé, as discussed in the previous section, is the first priority, as you figure out how to explain your experiences and show the employer that you meet the requirements for the position. The visual design of your résumé—the way the information is presented on the page—also deserves some careful planning and consideration because it has an impact on the way your audience will be able to read and understand the information.
Recall that your reader (e.g., an HR representative, a campus recruiter) might be reviewing many résumés in a row and perhaps reviewing them quickly. An effective visual design can help ensure that your résumé is accessible and that it makes a good impression, which will make them more likely to consider you a strong candidate!
Key Takeaways
Here are some simple things to keep in mind as you are finalizing the design of your résumé (the example résumé above demonstrates many of these attributes for your reference):
• Clear headings. Content needs to be categorized visually, with main section headings (e.g., Work Experience) and subheadings Font size and type help visually organize the text on the page. All caps and bold are you best options for emphasizing headings and subheadings; italics and underlining are more difficult to read and should be used less often.
• White space. A résumé that is full of dense blocks of text becomes difficult to read. Our eyes need white space to help us understand how information is connected and how it relates to the content around it. Add space above headings and subheadings. Don’t use unnecessary lines or embellishments—white space is often more effective.
• Balance. White space may be a helpful organizing principle, but you want to avoid too much white space or empty spaces on the page. Adjust the length of lines or the layout to ensure that each “quadrant” of the document has a roughly equal amount of content. The most common issue is a large “channel” of white space down the right side of the page.
• Vertical alignment. To keep a document visually organized, similar headings and elements (e.g., a bulleted list) should fall along the same vertical line—if you drew a straight line from the top of the page to the bottom, all the bullets would fall along the line, for instance. This keeps the document clear and organized (compare the example in the previous section with the “needs improvement” résumé below).
• Coherence and consistency. The same types of information (e.g., company name, dates) should be presented in the same way—same text formatting, positioning in the section. This helps “train” the reader’s eye, making sure they know where and how to find the information.
• Fonts and typography. To ensure that your résumé displays correctly and is compatible with Applicant Tracking Software (ATS), it’s best to use a common, standard, and professional font (Arial, Times New Roman, Tahoma). However, you can use more than one font—a serif font works well for headings alongside sans-serif fonts for body text.
Reflection & Discussion: Consider how the design of the résumé below affects you as a reader. How does your eye travel down the page? How would it make you feel about the job applicant’s qualifications?
Writing the Application Letter
Traditionally, the application letter or cover letter is a formal letter that accompanies your résumé when you apply for a position. Its purpose is to support your résumé, providing more specific details, and to explain in writing why you are a strong candidate for the specific position to which you are applying. It should not simply reiterate your résumé; it’s an opportunity for you to make a case for your candidacy in complete sentences and phrases, which gives the reader a better sense of your “voice.”
As always, it’s helpful to start by first thinking about the audience and purpose for the application letter. What information does your reader need to glean from your letter? At what point in the hiring process will they be reading it?
AUDIENCE PURPOSE
Specific (named) employer for a specific position
Gets a sense of your “voice” and your interest through your writing—you are talking directly to the reader
State your intention to apply for the position
Explain why you are a good candidate by describing your experiences and demonstrating your skills (go beyond the résumé)
Display knowledge of and interest in this specific employer/job
Produce a high quality piece of writing (proving that you have the ability)
As you draft the letter, consider what you would want to say if you were sitting across the desk from your reader. It should be written in a formal, professional tone, but you still want it to flow like natural speech—this will make it easier for your reader to absorb the information quickly.
What to Include in the Application Letter
It can be helpful to think about writing the application letter in sections or “blocks.” This provides a basic structure for the letter; once you have an understanding of this foundation, you can customize, update, and personalize the letter for different applications and employers.
Introductory Paragraph
Open the letter with a concise, functional, and personable introduction to you as a job candidate. This is your chance to establish the essential basics of your qualifications and to set the themes and tone for the rest of the letter.
• Name the position you’re interested in (by exact name and number, if available), and where you heard about it
• Clearly state that you are applying for the position—remember that you are requesting (not demanding) that they consider you as a candidate for the position
• Identify your major, year or graduation date, and school (this should be a brief preview of your educational status/area—you will go into more detail in the Education paragraph)
• Create a theme (essentially a thesis statement) for the letter, based on the job requirements and your knowledge of the employer (this may not be possible until you write the other paragraphs, so save it for last) → NOTE: Once you have established the thesis (the key reasons for your qualifications), keep in mind that the remaining paragraphs must specifically “prove” or “show” that you possess these qualifications
Optionally, you might also take the opportunity at the beginning of the letter to express your interest in working for this particular company and/or your passion for and interest in the field—I am particularly interested in this position because… This sets a nice tone and shows that you are engaged and enthusiastic. It is also an opportunity to demonstrate your knowledge about the employer and what they do (developed through your research).
Education & Academics Paragraph(s)
Since you will have already stated your basic educational status (major/year/school) in the introductory paragraph, the purpose of this paragraph is to paint a more detailed picture of you as a student, making progress in your academic program and gaining valuable experiences along the way. Your opportunity in this paragraph is to describe your academic progress in more specific detail, explaining the activities and knowledge you are developing that most matter for this position and employer. Carefully consider what the employer will value most about your educational experiences.
• Emphasize specific skills and knowledge that you are developing
• Describe significant coursework or projects—don’t be afraid to focus in on a particularly compelling example or experience
If you have a lot of project experience or several key experiences that you want to highlight, this information may be written in multiple paragraphs.
This content should NOT be a laundry list of course titles. Instead, describe how your academics have shaped your understanding of the field you are entering and significant skills you are developing, but always tie it back to what the employer is looking for—stay focused on the information your audience needs and what they will care about.
Employment Paragraph (if applicable)
It is important for employers to feel that they are hiring responsible, reliable people who know how to hold down a job. If you do have work experience in this field such as a previous internship, this is a perfect time to discuss that. If you have previous work experience, even if it’s not related to your field, this is your opportunity to describe the value of that experience—the value for you, but, more importantly, to your reader.
• Describe your previous work experience (show, don’t tell that you’re a good employee)
• Be specific about the company, the time frame, your responsibilities, actions and the outcomes/results
• Focus on relevant and transferable skills developed on the job
Activities Paragraph (if applicable)
Activities and involvement in things outside of your coursework and work experiences such as student organizations, clubs, and volunteer work are a great way to show that you are a well-rounded, motivated person with good time management skills. Personal, human connections are an important part of the job application process, and describing some of these activities and interests can help your reader start to feel a more personal connection.
• Demonstrate personality, values, and transferable skills through sports, volunteer, travel or other professional experiences
• Describe your specific actions and involvement honestly, while still trying to connect to transferable skills and the keywords in the job posting
If the employer has a strong program for charitable giving and involvement in an area that you share an interesting, that would be another opportunity to build a connection with them and show that you could embrace the company culture and values.
Concluding Paragraph
As you conclude the letter, tie everything together, acknowledge the next steps, and end on a positive note.
• Reference your resume (“You will find additional information on my résumé”)
• Request (don’t demand) an interview (“I would appreciate the opportunity to meet with to learn more about the position and discuss my application”)
• Provide contact information in the paragraph (phone number and email address)—don’t put this below your name
• Reiterate interest in the position, the employer—another opportunity to demonstrate your knowledge about the company
A Note About Topic Sentences
As you reinforce the main idea or purpose of the letter (that you have the necessary skills, qualifications, and temperament for the job), make sure you prioritize what your reader needs to know about you and that all of the experiences you describe are meaningful to them. One good way to do that is to focus on how you construct the topic sentences. The first sentence in each paragraph should clearly explain the purpose of the information contained in that paragraph.
Begin each paragraph with a statement that connects your experience to the employer’s requirements and desired qualifications.
Topic Sentence = My experience + Why it matters
Consider how the following examples were revised to focus more on the value of the experience to the employer rather than simply stating the information about the experience.
EXAMPLE 1:
• Original: During the past three summers, I worked at Ray’s diner in my hometown.
• Revised: Working at Ray’s diner in my hometown for the past three summers has taught me a lot about responsibility and reliability.
EXAMPLE 2:
• Original: During my freshman year, I was part of an Alternative Energy Vehicle project group.
• Revised: I gained first hand experience with collaborative problem solving and project management while working on an Alternative Energy Vehicle project during my freshman year.
The revised versions explicitly connect the experience (working at the diner, being on a project team) with the value and lessons learned, making it easier for your reader to understand, even while reading quickly, how this supports your qualifications.
Letter Formatting Considerations
Your application letter should use formal letter formatting. You will find detailed information about the required elements of a letter document here and more information about writing cover letters here (both are from Purdue’s Online Writing Lab).
In today’s job market, where many applications are online, the letter might be delivered in a variety of different formats. For example, it might be a PDF file uploaded to an online application system or if might be simply sent in the body of an email. In any case, consider the following as you decide how to format the letter:
• If you are delivering it as a stand alone file or an attachment, use a formal letter format and save it as a PDF (unless otherwise instructed).
• If you are sending the application letter content directly in the body of an email, you do NOT typically need to include the sender’s (your) address, the date, or the recipient/inside address. You would begin the email with the greeting.
NOTE: Carefully follow all instructions for any job application process or ask to confirm how the materials should be delivered. It is possible, for instance, that a company would want you to send your application letter via email as an attachment—it just depends on how the company processes applications.
Career Portfolios
The word portfolio, by definition, is “a case or stiff folder for holding papers, prints, drawings, maps, etc.” and “a collection of samples of a person’s work, typically intended to convey the quality and breadth of his or her achievement in a particular field” (OED, n.d.). Though the word can be traced to 16th century Italy, its Latin roots (portare “to carry” + folium “leaf”) date back even further.
A career portfolio–whether a physical or electronic version–is a place for gathering and maintaining documents important to your career. Think of it as a dynamic, expanded version of your résumé where you document and demonstrate your education, experience, and skillset. Where résumés and application letters are limited due to their genre-specific natures, the career portfolio can contain anything you want prospective employers to see. However, this does not mean that it should contain everything. It’s important to be selective and to think rhetorically about the items you choose to include.
As you gather documents, consider your chosen field. What do employers in the field find valuable? What skills and abilities do employers in the field expect employees to have? For instance, mechanical engineers might be expected to have design experience, project management experience, and effective communication skills. It might benefit a mechanical engineer, then, to include any schematics they have created, a strong project plan, and a writing sample or slide deck to document communication skills. Keep and maintain artifacts that showcase your strengths.
Portfolios can be either electronic or physical. A physical portfolio should be kept in an attractive binder, though an electronic version is easier to distribute and can be linked to on your résumé and LinkedIn profile. | textbooks/socialsci/Communication/Scientific_and_Technical_Communication/03%3A_Job_Search_Communications/3.01%3A_Preparing_Job_Application_Materials.txt |
Interview Strategies
Interviewing is the phase of the job search process where you go from being an applicant on paper to a real, 3-dimensional person. In one way or another, you are being evaluated on your verbal communication skills through this face-to-face (or phone) interaction. Employers want to see if you match up to the qualifications described in your résumé and they want to see if you have good interpersonal communication skills to get a sense of how you would function as part of their team.
Interviews are often intimidating for job seekers who feel the pressure of being evaluated and feel uncomfortable with the interview format. While the nervousness may never go away, effectively preparing for the interview can make you feel more confident, and, with practice, you will be better able to stay in the moment and treat the interview like a conversation.
This chapter will focus on general interview preparation, but know that different disciplines and industries have different interviewing techniques. For instance, the technical interview or “code day” has become standard for many computer science-related fields. You should always do research on standard practices in your industry, but also keep in mind that interviews can be surprising. In fact, some employers try to surprise interviewees to get a sense of how they think and react in unfamiliar situations. Part of your challenge is to stay open-minded and relaxed so you can project confidence, even in unexpected or unfamiliar situations.
Preparing for the Interview
Good preparation before an interview is based on understanding who your audience is—understanding the employer and the industry. This is not the type of information that you can memorize the night before. Take time as much time as you can to read and absorb information from a variety of sources to get a thorough sense of the company—not just the basic information you find on the “About” page of their website, but the tone and personality they broadcast in social media, their achievements, their community involvement, etc.
The following text was originally written by Caleb Craft for the Engineering Career Services Job Blog at The Ohio State University and has been adapted for this textbook with permission.
Every semester I facilitate workshops on interviewing strategies for engineering students. In the presentation the following question is asked: “What do you think employers say the number one interviewing problem for our students is?”
Do you know the answer? You probably do. In fact, I have yet to lead a workshop where the right answer was not guessed right away. The number one constructive statement from Engineering Career Services (ECS) employers is that students are not prepared by doing simple research about the company.
Did you know that you are supposed to do research before going into an interview or a career fair? You probably did! Most students seem to know the importance of research and claim to practice this prior to an interview, but still most employers say students don’t know enough about the company and industry.
Consider:
1. students may not know how to research effectively and, more importantly,
2. students may not know how to clearly communicate this research to the employer.
This may seem like old news, but because many employers and students are not seeing eye to eye on just how prepared students are, you owe it to yourself to consider the following advice. Think of it as double-checking your research methods before your next employer interaction!
The solution is pretty straightforward. Start by using multiple resources to look at the company and position from different angles.
Next, spending time on the company website is an absolute must. Useful information can be found on the homepage, the “About Us” page, the “Careers” page, as well as any pages about mission, vision, and values. Know facts such as: what goods/services the company provides, who the company’s customers are, and where your position of interest fits within the company structure. But also pay attention to how the company portrays itself. Recent news and social media platforms may also be a good tool for this information. Lastly, Glassdoor is a great resource to check out recent employee reviews of specific companies and even see actual interview questions that were asked of candidates.
But the key to doing all of this research is to remember that you are not just gathering information for the sake of gathering information. I have never heard of an interview where an employer asked a candidate to write down everything they know about their company. During every step of your research you should be asking yourself the following question: How do my interests, values, and qualifications fit within this company/position? Remember, answering this question is the primary purpose of an interview and asking yourself this question helps narrow your interests as well. If you aren’t considering this question than you are not researching effectively.
“The two words ‘information’ and ‘communication’ are often used interchangeably, but they signify quite different things. Information is giving out; communication is getting through.”
Sydney J. Harris
Now, let’s look at how you might convey that information during an interview.
Remember that the main goal of your company research should be to answer this question: “How do my goals/interests/values/qualifications fit into this company/position?” If you have actually thought through this question during research you will be prepared to communicate this information strategically in two ways: research-proving answers and research-proving questions.
For example, let’s say you are applying for an internship at Engineering Inc. and you notice on their website that one of their core values is “Sustainable Action.” In your interview you are asked why you wanted to be a chemical engineer. A research-proving answer could be, “I chose chemical engineering because I have always excelled at math and science, but I also wanted to do some good with my career. That’s actually one of the reasons I am interested in Engineering Inc. I noticed while reviewing your website that your company’s committed to sustainable engineering.”
Or perhaps you are asked where you see yourself in five years. How can you answer honestly, but also align your answer with what you have learned about the company? When speaking about your strengths or qualifications, provide answers that are reflective of you and the desired qualifications listed on the job description. Again, the goal of your interview is to convince the employer that you are the best fit for the company and position. You have to be looking through this lens during your research and every question that you answer!
Lastly, no interview is complete until you have your chance to ask questions of the employer as well. As you know, this is not a time to ask about salary or vacation time, but it is a good time to ask about factors that are important to you in a job search. That being said, your questions are another opportunity to demonstrate your knowledge through research-proving questions. Did the company just release a new product model or open a new facility? Asking questions about these things shows that you really do have a genuine interest in the company, and that you’ve done your homework.
So there it is! The big “secret” to interview success really boils down to knowing who you are, thinking about how you fit when you research companies and positions, and then seizing opportunities to communicate this fit during interview answers and questions. Pretty simple, right?
“Communication – the human connection – is the key to personal and career success.”
Paul J. Meyer
During the Interview
Once you have prepared mentally and gathered information for the interview, it’s time to prepare for the interaction during the interview.
Dress the Part
Let’s keep this simple—dress your best. In most business cultures, dressing professionally is a sign of respect, conveying that you care about the position, that you want to make a good impression.
Here are the basics:
1. Wear your best professional clothing—this typically means a suit (for men, a tie) and dress shoes (no open toes, no white socks).
2. Try on the complete outfit (including shoes) to make sure you’re comfortable. Does it fit? Stay in place? Can you sit down, shake hands, and move comfortably? You don’t want your clothing to distract you or the interviewer.
3. Clean and press your clothes and shoes. Prepare your outfit the night before and hang it up (no wrinkles!).
Even if you know the work environment is casual, you should dress “up” for the interview—more professionally than you would if you worked there. The exception would be if you are explicitly told not to—for instance, if the recruiter specifies that you should dress “business casual.”
Don’t Come Empty Handed
Arriving at the interview with important documents and notes shows that you are prepared and thinking ahead. Organize all your materials in a nice folder or folio—presentation matters!
Print out several clean copies of your résumé and any other documents you might want to reference, like the job or internship description or your references. You should also bring a few samples of your work, if possible—documents you’ve prepared or artifacts from projects.
Make the most out of all of that research and preparation by bringing notes. A nice notebook or paper and a pen are perfectly acceptable for you to have in the interview and they can help you feel more focused by getting some of the information out of your head and organized on paper.
Follow these guidelines:
1. Be organized. Re-write or type and print your notes so you can easily find the information you need. You don’t want to be shuffling through scraps of paper.
2. Keep it simple. Write down keywords, brief phrases and ideas that will jog your memory, not a complete script.
3. Prepare questions for the interviewer (see examples below). You typically have the opportunity to ask these questions at the end of the interview, when it can be difficult to remember what you were going to ask.
Pro Tip
Take notes during the interview! The interviewer will likely reveal information to you during the conversation—write down anything that you want to remember for later or anything that you want to come back to later in the conversation.
Questions to Ask the Interviewer
In addition to revealing your knowledge of the company, these questions are also an opportunity for you to figure out if the employer and the company culture is a good fit for you. Think carefully about what matters to you, what would allow you to do your best work, and try to ask questions that will give you insight into those factors.
• What are the primary tasks or responsibilities for a person in this position? What does a day in this job look like? Is travel required? Overtime?
• What is the orientation or training process?
• What are the goals/priorities for a person in this position? How will success be measured?
• What is the company’s assessment and review process?
• Does the company support professional development activities?
• How does this position fit within the team/department? What is the reporting structure?
• Does this position function alone or within a team setting?
• How would you describe the company culture or team dynamic?
• What is this company’s approach to management?
• What are the company’s overall goals and priorities and how do those affect someone in this department/position?
NOTE: This is not typically the best time to ask about salary and benefits. This is your opportunity to learn about the workplace and the position—the environment, how it’s structured, employee support programs.
From Donnie Perkins, Chief Diversity Officer, College of Engineering. Learn more here.
Following are some questions students may ask prospective employers about their diversity, inclusion and equity. Company recruiters who can provide factual and reasonable responses to these questions are on a positive track advancing diversity and inclusion in ways that truly benefit employees, the company, customers, and community while promoting innovations, strategic thinking and active engagement.
• How does company define diversity, inclusion, and equity? Provide an example of how diversity, inclusion, and equity benefits [Company].
• What are the racial, ethnic, and gender demographics of [Company’s] company-wide, leadership, and manager levels?
• As a national and/or multinational company, describe your cultural competency training program for employees who will take assignments in [specific countries or continents where the company does business].
• Describe the role and responsibilities of women and persons of color on [Company’s] leadership team.
• Give me an example of how [Company] values people of color, female, LGBTQ, veteran and employees with disabilities.
Body Language & Interaction
As a general rule, it’s important to be observant and take your cues from the interviewer. Reflect their tone and pay attention to the dynamic they set—are they very formal and profession or more conversational? It’s okay to make small talk, but you want to follow the lead of the interviewer.
Shake hands. Most of the time, these professional interactions will begin with a handshake. Be prepared with a firm (but not too firm!) and confident handshake. It never hurts to practice!
Be conscious of your posture. You will want to sit up straight (no leaning or lounging) and avoid crossing your arms in front of your chest (it can seem defensive or withdrawn).
Make eye contact. Look at the interviewer while they ask you questions and give them non-verbal cues—smiling, nodding—when appropriate. Make it clear that you understand what they’re saying, that you’re listening.
Speak clearly and thoughtfully. Adjust your volume for the environment and make sure the interviewer can hear and understand you easily. Don’t rush yourself and take time to deliver thoughtful responses. Ask for clarification if you don’t understand a question.
Project calm. Fidgeting and extra movement can make you seem nervous even if you aren’t. Be aware of your tendencies and try to minimize them. If you know you fidget, try to keep your hands folded and avoid clicking or tapping the pen. Don’t wear jewelry that you will play with or that will make noise while you move. Wear your hair in a way that will not tempt you to touch or play with it constantly. If seated at a table, sit towards the front of the chair and plant your feet on the floor—it can help keep you steady.
Be yourself. With all of the previous tips in mind, you also need to feel comfortable and like yourself. If you are enthusiastic, if you talk with your hands, if you are shy, that’s fine—you just need to be the most engaged, professional version of yourself you can be in order to show the interviewer what you are capable of in the workplace.
After the Interview
At the end of the interview, you will want to ask the interviewer what you can expect in terms of next steps or when they might make a decision about the position. This will help set your expectations and allow you to prepare for future interactions—they might have multiple rounds of interviews or they might have another week left of meeting with candidates, for instance.
Within 24 hours of the interview, you should send a thank you note to the interviewer(s). Email is a standard and expected vehicle for this message and you will likely have already been in contact with them via email or will have their business card from the interview.
The formula for this message is simple, but choose your words carefully and try to extend their good impression of your written communication here as well:
+ Relevant subject line
+ Gratitude for their time and the opportunity
+ Your continued interest in the position
+ Something specific from your conversation (this is where taking notes comes in handy!)
+ Reminder of your qualifications
+ Positive and forward-looking conclusion
You will want to reflect the overall tone of your interaction—try to make it consistent with the person they met the day before.
Subject: Design Engineer Internship – Thank you
Ms. Tanner,
Thank you for the opportunity to meet with you yesterday. I feel like I learned a lot about the Design Engineer Internship role at ABC Innovations and I remain very interested in the position.
After hearing about the project I would be assigned to, I did some further research on your prototyping process and I can see interesting connections with the work I did in my previous internship. It would be exciting to build on that knowledge with your team.
Please feel free to contact me via phone at xxx-xxx-xxxx or email if there is any additional information I can provide. I look forward to hearing from you.
Thank you,
J. Buckeye | textbooks/socialsci/Communication/Scientific_and_Technical_Communication/03%3A_Job_Search_Communications/3.02%3A_Interview_Strategies.txt |
Employment Access, Equity & Opportunity
The Virginia Civil Rights Memorial commemorates leaders who worked for desegregating schools in the state
“Virginia Civil Rights Memorial — State Capitol Grounds Richmond (VA) 2012” by Ron Cogswell / CC BY
In this section, we turn our attention to social issues that affect the workplace—specifically, questions of social diversity and the importance of equitable employment opportunities in the United States.
The U.S. is a diverse and multifaceted country. And yet, social and historical forces combine to create an imbalance in the workforce—in the access groups of people have to educational and economic power and in the ways contributions to the workforce are viewed and valued.
As a society, we have realized that diverse teams, companies, and groups of people are better equipped to innovate and address the needs of the customers they serve. Companies of all sizes are working to address these issues in their hiring practices and in the ways they foster positive, inclusive work environments for their employees.
How will you work to make the U.S. workforce more equitable and inclusive?
Most importantly, we hope that you recognize this as unfinished business. We encourage you to think of this as a discussion and as a dynamic, ever-changing part of your professional life. The way things are now are not the way they will be in 20 or 30 years and you will be part of that change. How the workforce of 2050 looks like is, in part, up to you. The goal in this chapter is to give you the opportunity to think about your contribution to that future, where you fit into picture, the impact you will have in your own sphere of influence.
History & Context
Perhaps you have noticed that most employers include a statement about being and “equal opportunity employer” in their job advertisements and recruiting materials. The Ohio State University includes the following statement in the footer of their Careers website (jobsatosu.com):
The Ohio State University is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, or protected veteran status.
Statements such as this are so commonplace that you might not spend much time thinking about them, but they reveal something important about the history of employment law and practices in the United States.
The Civil Rights Act of 1964 (CRA), originally introduced by President Kennedy and signed into law by President Johnson on July 2, 1964, was a major achievement of the Civil Rights Movement. The Act made discrimination illegal at the Federal level, outlawing practices like segregated schools, public restrooms and water fountains. Title VII of the Act specifically addressed the problem of employment discrimination, establishing the Equal Employment Opportunity Commission, whose mission is investigating and enforcing anti-discrimination laws. Here, you can watch President Johnson’s Remarks on Signing the Civil Rights Bill:
Why was this legislative action necessary? In the decades before the CRA, decisions about recruiting and hiring were at times openly made on the basis of race, sex, nationality, etc. You could even see that the “help wanted” section of newspapers in the early 20th century were often separated jobs for men, women, and, in some cases, by race. Job ads might also specify marital status, as employers were looking for unmarried “girls” to fill certain roles. Low-paying and unskilled jobs were more likely to be reserved for women and minorities, greatly limiting their employment opportunities.
You can see some examples of segregated job advertisements here (from the Learn NC website).
One impact of the CRA was the establishment of “protected classes,” which are ways of classifying groups of people at risk of being systematically singled out for discrimination and explicitly prohibiting such discrimination. Initially, the protected classes identified were race, color, religion, sex, and national origin. Over time, anti-discrimination laws have evolved and the original Act has been amended to meet the evolving needs of the American workplace.
This timeline shows the dates and legislation that officially recognized the protected classes:
• 1964: Race, color, religion, sex, or national origin
• 1967: Age – 40 or older (Age Discrimination in Employment Act)
• 1974: Veteran status (Vietnam Era Veterans’ Readjustment Assistance Act of 1974 and Uniformed Services Employment and Reemployment Rights Act)
• 1990: Disability (Americans with Disabilities Act)
• 2008: Genetic information (Genetic Information Nondiscrimination Act)
The laws also includes provisions for people who have filed charges to protect them from experiencing retaliation or stigma that might affect their careers.
As explained by the EEOC, “Every U.S. citizen is a member of some protected class, and is entitled to the benefits of EEO law. However, the EEO laws were passed to correct a history of unfavorable treatment [emphasis added] of women and minority group members” (National Archives, n.d.).
The ever-evolving nature of the laws and discourse in our society is evident in the status of the LGBT community as a protected class. The EEOC considers discrimination on the basis of sexual orientation (2012) or gender identity (2015) as part of the “sex” protected class. A number of state and local governments have passed specific anti-discrimination laws related to sexual orientation and gender identity. However, there are currently no explicit Federal protections in place.
Diversity & Inclusion in the U.S. Workplace
It is important to remember that making discrimination illegal does not mean that it no longer happens. The purpose of the EEOC and the legal system in the United States is to continue to refine the protections and defend people’s right to work and thrive in their professional lives.
Even if the law levels the playing field, historical and social realities can have real consequences on an individual’s access and equity. As an example, we might examine the impact of the CRA on education achievement and income levels. As Beasley (2012) articulates in Opting Out,
“[The Civil Rights] act, coupled with the initiative of a number of colleges and universities across the country, produced a significant rise in black college attendance. By 2000, nearly 18 percent of African Americans aged 25 to 54 had received at least a bachelor’s degree compared with only 7 percent in 1969 (US Census Bureau 1973, 2001). While college education is inarguably a key factor in the upward mobility of African Americans, blacks with college degrees still face considerable hurdles. Indeed, over this same period of time, the difference in average earnings of black and white college graduates dropped by only one percentage point (US Census Bureau 1973, 2001). Thirty-five years after racial discrimination was legally banned, the question remains: what continues to hold African Americans back, if not the law?”
So, if the CRA “resolved” issues surrounding employment discrimination, why aren’t hiring practices fair and completely unbiased? Why worry about how underrepresented groups of people fair in the workplace?
Let’s consider an oft-cited example involving professional orchestras. Up until the 1970s, musicians in symphony orchestras were almost entirely white males. Arguing that the decisions about who was qualified were entirely merit-based, the decision makers agreed to a new process of blind auditions, where the musicians would perform behind a screen, removing race, gender or any other visible factors from the evaluation process. The result was that women were between 25 and 46 percent more likely to be hired than men than they were during the old audition process; a shift that has radically altered the demographics of professional orchestras (Miller, 2016). This example asks us to consider how simply removing sex or gender from the process of evaluating an applicant could change the outcome.
Disparities in employment combined with shifts like the blind auditions have raised important questions about the ways in which social perceptions, stereotypes, and biases impact hiring and job performance related decisions. If a screen changes hiring outcomes for orchestras, how are these forces playing out in other parts of the job market?
The causes and effects of discrimination are varied and multidimensional, so researchers working in a variety of fields have conducted studies to better understand the impact that bias can have on workforce demographics and power structures. Following are just a few examples of studies that demonstrate the impact of social biases in the workplace.
Racial Bias
In a significant study conducted in Chicago and Boston in 2001–2002, researchers submitted résumés to a variety of advertised jobs, but some used “white-sounding” names and some “black-sounding” names, which were selected based on census data for common names in the white and black communities. They found résumés with names like Emily Walsh and Greg Baker received about 50% more callbacks for interviews than those with names like Lakisha Washington or Jamal Jones. Further examination of the difference between how better quality résumés were received by employers revealed that those with the “white-sounding names” benefitted significantly more from a higher quality résumé than those presumed to come from black applicants (Bertrand & Mullainathan, 2004).
Gender Bias
In a different study researching names and gender, Moss-Racusin, et al. (2012), asked science faculty to evaluate identical resumes for the position of lab supervisor. The candidate named “John” was overwhelmingly ranked as more qualified than the candidate named “Jennifer” in spite of their identical credentials. The candidate perceived as male was also offered a higher starting salary.
A number of studies have shown that perceptions of women’s abilities can affect how they are treated in the workplace. In a study that examined how candidates’ competency was rated, male candidates were given preference over women for a job that required skills in mathematics, even when data shows equal competence between genders (Reuben, Sapienza, & Zingales, 2014). In both of the aforementioned studies, it is important to note that bias was present regardless of participant gender.
Similarity Bias
In a study published in the American Sociological Review, Rivera (2012) identifies the importance interviewers place on “cultural matching,” meaning that employers prioritized similarities like “leisure pursuits, experiences, and self-presentation styles” above productivity or job-related skills. This study illustrates the effect of similarity bias, in which factors like shared interests or communication style affect how potential employees are evaluated.
It is human nature to gravitate towards like people (thus the similarity bias mentioned above). In diverse group (or team) settings: “people tend to view conversations as a potential source of conflict that can breed negative emotions” and, as a result, “these emotions . . . can blind people to diversity’s upsides: new ideas can emerge, individuals can learn from one another, and they may discover the solution to a problem in the process” (Chhun, 2010).
We must, however, remember the perils of our tendency toward insularity: “Though people often feel more comfortable with others like themselves, homogeneity can hamper the exchange of different ideas and stifle the intellectual workout that stems from disagreements” (Chhun, 2010).
Benefits of Diversity
And, in addition to basic principles of fairness and equality, it turns out that a diverse workforce is more profitable. Researchers and companies have found that diverse teams improve outcomes, increase productivity, and innovate at higher rates:
• Forbes conducted interviews and distributed surveys to 321 executives of global companies and found that the vast majority agreed that diversity drives innovation. To that end, three-quarters of respondents planned to “leverage diversity for innovation and other business goals” (Forbes Insights, 2011).
• A McKenzie study demonstrated a correlation between diverse executive boards and higher returns on equity (Barta, Kleiner, Neumann, 2012).
Ultimately, research tends towards the benefits of a diverse and multi-talented workforce. More and more companies are recognizing the economic rewards of recruiting, retaining, and cultivating diversity in their ranks.
These are evolving issues that raise complex, difficult questions about what it means to have equal employment opportunities. It will be important for you to be aware of these issues and able to participate in discussions about diversity and inclusion, no matter who you are.
Discussion & Reflection
What does “diversity” mean to you? How do you think about, define or use the term?
Consider how often you find yourself interacting with people who “look like” you in terms of race, ethnicity, and gender. Do you have opportunities to work in diverse groups? Why or why not?
What made it possible for you to be where you are, in terms of your education and prospects for future employment? Consider both tangible (monetary, for example) and intangible (encouragement from family members, for example) forms of support. What pushed you down this path?
Consider the impact of having socio-economic opportunities for groups of people systematically limited. What are the systemic effects of job discrimination? What happens to communities if large numbers of its members have a similarly limited access to gainful employment (or education or fair housing)? | textbooks/socialsci/Communication/Scientific_and_Technical_Communication/03%3A_Job_Search_Communications/3.03%3A_Employment_Access_Equity_and_Opportunit.txt |
Common Types of Research Reports & Documents
Research is central to most work in STEM fields and you may often be required to conduct various types of research as part of your professional life. Lab reports, recommendation reports, proposals, and white papers are just some of the professional documents that rely on research. These are the kinds of documents that can help organizations make decisions, solicit new clients and contracts, and communicate with the public.
For more information on these common types of professional correspondence, see the Workplace Communications chapter.
4.02: Strategies for Conducting Research
Strategies for Conducting Research
In the 21st century, we have more information and knowledge instantaneously at our fingertips than could have been imagined 100, 50, or even 30 years ago. Figuring out how to wade through all of that information can be daunting. Research is one way we can we can make sense of and discuss all the information available to us. Research is the basis for strong and persuasive communication because it helps us understand what others have said, done, and written about a particular topic or issue.
What is research?
Research begins with questions. Before you begin to find sources, you must determine what your already know and what you hope to learn. Do you want first-person reflections and commentary? Statistics and facts? News reports? Scientific analyses? History?
For example, if you are interested in a recent piece of legislation then you would want to locate the full-text of the bill as well as commentary about the legislation from reliable news organizations such as The Wall Street Journal or The New York Times. If you are interested in statistics about the U.S. population, you might go to the U.S. Census Bureau or the Pew Research Center. Perhaps you are interested in the experiences of veterans returning from active duty. In this case you may turn to blogs or op-eds written by vets, official U.S. military records from agencies such as the Department of Defense, Department of Veterans’ Affairs, or organizations such as the RAND Corporation.
Primary v. Secondary Research
There are two basic kinds of research—primary and secondary. Often, primary and secondary research are used together.
Primary research is often first-person accounts and can be useful when you are researching a local issue that may not have been addressed previously and/or have little published research available. You may also use primary research to supplement, confirm, or challenge national or regional trends with local information. Primary research can include:
• Interviews
• Surveys
• Questionnaires
• Observations and analysis
• Ethnography (the study and description of people, cultures, and customs)
Secondary research is what many students are most familiar with as it is generally requires searching libraries and other research institutions’ holdings. Secondary research requires that you read others’ published studies and research in order to learn more about your topic, determine what others have written and said, and then develop a conclusion about your ideas on the topic, in light of what others have done and said. Some examples of source types that might be used in secondary research include:
• Academic, scientific, and technical journal articles
• Governmental reports
• Raw data and statistics
• Trade and professional organization data
Primary and secondary research often work together to develop persuasive arguments. Let’s say, for example, you are interested in using STEM knowledge to improve the quality of life for the homeless population in Columbus, Ohio. The most successful project would use both secondary and primary research. First, the secondary research will help establish best or common practices, trends, statistics, and current research about homelessness both broadly in the U.S. and state, and more narrowly in the county and city.
Your brainstorming would likely lead to questions regarding the following:
• The major issues facing homelessness and combating homelessness in the U.S.
• The homeless population and demographics for Columbus, Ohio
• Services currently available for the homeless in Columbus
• Services available in other cities and the state
The above information would likely be available through secondary research sources. Useful information would likely be available through city and state government agencies such as U.S. Department of Health and Human Services or the U.S. Department of Housing and Urban Development; local and national homeless advocacy groups such as the Coalition on Homelessness and Housing in Ohio, Columbus Coalition for the Homeless, National Alliance to End Homelessness, and the National Coalition for the Homeless. You would also need to search relevant research databases (discussed in the Where Do I Look? section) in subject areas such as engineering, sociology and social work, and government documents.
Second, primary research, such as interviews or surveys can provide more in-depth and local bent to the numbers and details provided in secondary sources. Some examples of groups to interview or survey include local homeless advocates; shelter and outreach employees and volunteers; people currently or previously experiencing homelessness, such as the vendors or writers for the street newspaper Street Speech; researchers or university-affiliated groups, such as OSU’s STAR House, that conducts, compiles, and applies research on homelessness.
Often, the strongest research blends primary and secondary research.
Where do I begin?
Research is about questions. In the beginning the questions are focused on helping you determine a topic and types of information and sources; later in the research process, the questions are focused on expanding and supporting your ideas and claims as well as helping you stay focused on the specific rhetorical situation of your project.
Questions to get started
• What is my timeline for the project? You will likely want to set personal deadlines in addition to your instructor’s deadlines.
• What do I want to know or learn about? This helps you determine scope or the limits of your research. If you’re writing a dissertation or thesis, then your scope will generally be larger because those types of projects are often 100+ pages. For a term paper, the scope will be more narrow. For example, if you’re interested in NASA funding and research, you may limit yourself to the past 10-15 years because NASA because NASA has been around for nearly 60 years. Further, you may limit your focus to research that has transitioned into technologies or resources used outside of NASA and the space program.
• What do I already know about this topic?
• What biases might I have about this topic? How might I combat these biases?
Questions to determine methodology
• Where might I find useful, reliable information about this topic? For academic research, you will generally focus on library, technical, scientific, and governmental resources. It is fine if you are not quite sure exactly where you should look; your instructor should be able to help you determine some places that would be appropriate.
• Will I need to perform primary research, secondary research, or both?
Next you will have to develop a research question. By this point you should have a general idea of your topic and some general ideas of where you might find this information.
Research Questions
Research questions generally form the basis for your project’s thesis. Research questions are not about facts, but are about opinions, ideas, or concerns.
Which of these is a research question?
1. What is NASA’s budget for 2016?
2. What is the impact of NASA’s budget on scientific breakthroughs and contributions to non-space-related fields?
The former can be answered quickly and easily (NASA’s 2016 budget was about \$19.3 billion), but the latter requires detailed analysis of multiple sources and considerations of various opinions and facts.
Once you have developed your research question(s), you are ready to begin searching for answers.
Where do I look?
In the 21st century, we generally turn to the internet when we have a question. For technical, scientific, and academic research, we can still turn to the internet, but where we visit changes. We will discuss a few different places where you can perform research including Google, Google Scholar, and your university library website.
Google and Google Scholar
The default research site for most students tends to be Google. Google can be a great starting place for a variety of research. You can use Google to find news articles and other popular sources such as magazine articles and blog posts. You can use Google to discover keywords, alternative terms, and relevant professional, for-profit, and non-profits business and organizations. The most important thing to remember about using Google is that search results are organized by popularity, not by accuracy. Further, because Google customizes search results based on a user’s search history, searches performed by different people or on different browsers may provide slightly different results.
For many technical, scientific, and scholarly topics, Google will not provide access to the appropriate and necessary types of sources and information. Google Scholar, however, searches only academic and scientific journals, books, patents, and governmental and legal documents. This means the results will be more technical and scholarly and therefore more appropriate for much of the research you will be expected to perform as a student. Though Google Scholar will show academic and technical results, that does not mean that you will have access to the full-text documents. Many of the sources that appear on Google Scholar are from databases, publishers, or libraries, which means that they are often behind paywalls or password-protected. In many cases, this means you will have to turn to a university or other library for access.
University Libraries
Library resources such as databases, peer-reviewed journals, and books are generally the best bet for accurate and more technical information. A Google search might yield millions and millions of results and a Google Scholar search may yield tens or hundreds of thousands of results, but a library search will generally turn up only a couple thousands, hundreds, or even dozens of results. You may think, “Isn’t fewer results a bad thing? Doesn’t that mean limiting the possibilities for the project?” The quick answers are yes, fewer results means fewer options for your project, but no, this does not mean using the library limits the possibilities for a project.
Overall, library resources are more tightly controlled and vetted. Anyone can create a blog or website and post information, regardless of the accuracy or usefulness of the information. Library resources, in contrast, have generally gone through rigorous processes and revisions before publication. For example, academic and scientific journals have a review system in place—whether a peer-review process or an editorial board—both feature panels of people with expertise in the areas under consideration. Publishers for books also feature editorial boards who determine the usefulness and accuracy of information. Of course, this does not mean that every peer-reviewed journal article or book is 100% accurate and useful all of the time. Biases still exist, and many commonly accepted facts change over time with more research and analysis. Overall the process for these types of publications require that multiple people read and comment on the work, providing some checks and balances that are not present for general internet sources.
So what are common types of library sources?
• Databases: databases are specialized search service that provide access to sources such as academic and scientific journals, newspapers, and magazines. An example of a database would be Academic Search Complete.
• Journals: journals are specialized publications focused on an often narrow topic or field. For example, Computers & Composition is a peer-reviewed journal focused on the intersection of computers, technology, and composition (i.e. writing) classrooms. Another example is the Journal of Bioengineering & Biomedical Science.
• Books: also called monographs, books generally cover topics in more depth than can be done in a journal article. Sometimes books will contain contributions from multiple authors, with each chapter authored separately.
• Various media: depending on the library, you may have access to a range of media, including documentries, videos, audio recordings, and more. Some libraries offer streaming media that you can watch directly on the library website without having to download any files.
How do I perform a search?
Research is not a linear process. Research requires a back and forth between sources, your ideas and analysis, and the rhetorical situation for your research.
The research process is a bit like an eye exam. The doctor makes a best guess for the most appropriate lens strength, and then adjusts the lenses from there. Sometimes the first option is the best and most appropriate; sometimes it takes a few tries with several different options before finding the best one for you and your situation.
Once you decide on a general topic, you will need to determine keywords that you can use to search different resources.
Exercises
Let’s say you read an article about how four Mexican immigrants and their cheap robot beat MIT in a robotics competition, and now you are interested in the topic of immigration and STEM education or employment. After reading the article, you decide on some terms:
• Illegal aliens
• Hispanics
• STEM
• Education
• Employment
It is important to have a wide range of keywords because not all terms will result in the same information. Developing a list of keywords can be aided by a quick Google search. A Google search may reveal more official language or terms; broader or narrower terms and concepts; or related terms and concepts. You can also search for the term + synonym to find other words you might use. Keep in mind, a synonym search will not work for all terms. For technical and scientific topics, though, Google may not be a lot of help for finding other terms.
You can use a couple different tricks to narrow your search. Using quotation marks around two or more words means the search results will contain those words only in that specific order. For example, based on the exercise above, a search for “illegal aliens” would only provide results where these words appear in this exact order, with no words between them. A search for illegal aliens without the quotation marks will search for “illegal aliens” but also any sources that have the word illegal and alien anywhere in the text. | textbooks/socialsci/Communication/Scientific_and_Technical_Communication/04%3A_Engaging_With_Research/4.01%3A_Common_Types_of_Research_Reports_and_Docum.txt |
Writing about Research
Determining a topic and finding relevant resources are only the beginning steps in the research process. Once you locate sources, you actually have to read them and determine how useful and relevant they are for your particular research context.
Understanding and Documenting the Information
Remember, our own ethos relies, in part, on the quality of the secondary research sources we use. That is, the sources we use can either add or detract from our overall credibility. Therefore, reviewing, processing, and documenting information is an integral part of the research process. Below, we discuss a variety of strategies for effectively understanding and documenting sources.
Skimming
Skimming is the process of reading key parts of a text in order to get an overview of an author’s argument and main ideas. There are many different methods for skimming, so you will have to determine which works best for you and your particular source.
Well-written texts such as essays, articles, and book chapters are generally formatted in similar ways:
Introduction: provides the main idea/thesis as well as overview of the text’s structure
Body: provides claims, arguments, evidence, support and so on to support thesis
Conclusion: provides connections to larger contexts, suggests implications, ask questions, and revisit the main ideas
Ideally, the main ideas will be presented in the introduction, elaborated on in detail in the body, and reviewed in the conclusion. Further, many sources will contain headings or subheadings to organize points and examples, and well-written paragraphs generally have clear topic sentences, or sentences that provide the main idea(s) discussed in the paragraph. All of these aspects will help you skim while developing a sense of the argument and main ideas.
When you skim a source, consider the following process:
1. Read the introduction (this could be a few paragraphs long).
2. Scan the document for headings. In a shorter article, there may not be any headings or there may be only a couple.
3. Whenever you see a new heading, be sure to read at least the first few sentences under the heading and the final few sentences of the section.
4. Read the conclusion.
Example: Skimming a Book
When we encounter a text for a first time, it’s a good idea to skim through to see if we need to take a further look at it in our research. One method for doing this is referred to as the First Sentence Technique, which entails reading the introduction, the first sentence of each paragraph, and the conclusion. This approach can be useful for taking notes and creating summaries of sources.
A slightly more in-depth approach can deepen your understanding of the text and help you identify particular sections or even other resources that might be helpful:
• Scan the preface, acknowledgements, and table of contents. (This identifies the methods and framework for the book.)
• Scan the notes at the end of chapters to better understand the author’s research.
• Scan the index to see if the book covers the information you need.
• Read the introductory paragraphs for each chapter. (This can help you better understand the structure and arguments of the book.)
Taking Notes
Taking notes is a central component of the research process. While you skim the articles, record important information, beginning with publication information. Publication information provides a sense of the rhetorical situation for the source, such as intended audience and context. As you encounter texts in your research, consider its role in your project and take note of the publication information as noted. Recording the publication information as you go will help avoid problems or mistakes when citing and building the reference list.
You may think: what should I record from the sources other than the publication information? The goal of research notes is to help you remember information and quickly access important details. You should write down the following details:
• Thesis statement
• Keywords
• Major points or claims
• Evidence, support and/or examples
• Headings (depending on the source)
You may want to write down the thesis, points, and claims exactly as they appear in the source. However, whenever you copy the language exactly, be sure to use quotation marks to indicate that the information is coming directly from a source/author.
Restating the Information in Your Own Words
After taking the time to skim and take notes, you should also put the author’s thesis and ideas into your own words. This ensures that you truly understand the source and the author’s points. There are two major ways to approach this process: summary and paraphrase.
Summary
Summaries are condensed versions of the original source, in your own words. Summaries focus on the main ideas, but do not copy any of the original language. A 500 page book or a 2 hour movie could be summarized in a sentence. Summaries do not contain the same level of detail as the original source.
Example: Summary
The following text demonstrates a summary of an original passage:
Original Text
“Lead can enter drinking water when service pipes that contain lead corrode, especially where the water has high acidity or low mineral content that corrodes pipes and fixtures. The most common problem is with brass or chrome-plated brass faucets and fixtures with lead solder, from which significant amounts of lead can enter into the water, especially hot water.”
Summary
Water becomes contaminated by lead when lead pipes, solder, or certain types of fixtures degrade, and hot water can increase the amount lead released.
Environmental Protection Agency. (2016). Basic information about lead in drinking water. Retrieved from https://www.epa.gov/ground-water-and...drinking-water
Paraphrase
Similarly, paraphrases are restatements of source material, in your own words, but the difference is that paraphrases tend to be closer in length to the original source. Paraphrases have the same level of detail as the original. Remember, though, if you copy from the original even two or three words in a row you must provide quotation marks around those words.
Example: Paraphrase
Original
“Lead can enter drinking water when service pipes that contain lead corrode, especially where the water has high acidity or low mineral content that corrodes pipes and fixtures. The most common problem is with brass or chrome-plated brass faucets and fixtures with lead solder, from which significant amounts of lead can enter into the water, especially hot water.”
Paraphrase
Water becomes contaminated by lead when lead pipes or lead solder degrades. Certain types of fixtures, such as those plated with chrome and brass, as well as hot water, acidic water, and water with lower amounts of minerals can make lead contamination significantly worse.
Regardless of whether you choose to directly quote, summarize, or paraphrase a source, you must document the source material. Failure to do so is plagiarism and can lead to allegations of academic or workplace dishonesty.
Annotated Bibliographies*
Annotated bibliographies are a common step in the research process. Annotated bibliographies are exploratory in nature—they help writers organize their thoughts and sources about a topic and help writers determine a direction for their research. Depending on the academic discipline, purpose, and instructor preference, the style, content, and even the name of annotations can vary. This document is a basic overview, so please confirm details of your annotated bibliography with your instructor.
Purposes of an annotated bibliography
For you: During the research and writing process, the annotated bibliography helps you, the researcher, keep track of the changing relevance of sources as you develop your ideas. It also helps you save time by focusing on each author’s essential ideas (which helps you make connections between sources), and it can help you begin the process of composing your project.
For others: During the research process, annotated bibliographies also help show your instructor that you are consulting idea-generating and relevant sources and, more importantly, that you understand the significance of and relationship between your sources. When you seek assistance from your librarian, annotated bibliographies also help the librarian guide you toward the best available sources. Finally, annotated bibliographies help your writing consultant/tutor work with you more efficiently on integrating an author’s ideas into your writing.
What is an annotation?
Generally, an annotation provides a summary of the major ideas in a source, such as the source’s thesis (argument) and major supporting details; an evaluation of the ideas and points in the source; and a sense of how the source connects with your project and other sources in the annotated bibliography.
Questions to consider as you compose your annotation:
• What is the thesis (main argument of the source), and what is the general purpose of the source?
• Who is the author and what are his/her credentials? Who is the intended audience?\
• What theoretical or ideological assumptions does the author advocate, and where or how does that appear in the source?
• What topics does the source cover? What types of evidence does it use?
• What parts of the argument or analysis are particularly persuasive, what parts are not, and why?
• What types of rhetorical appeals (ethos, pathos, logos) does the author use in the development, deployment, and support of their ideas?
• How is this source useful, or not useful, to your project? How does it help you advance the argument for your project?
• How well does the source relate to or not relate to the other sources in your annotated bibliography?
What are the parts of an annotated bibliography?
1. The first part of every entry in an annotated bibliography is a citation of the source. Follow the citation style preferred by your instructor.
2. The second part of every entry is an annotation or description of the source. Annotations can vary in length, depending on the purposes of the annotated bibliography. Generally, the annotation will contain some information about the author’s credentials/authority, followed by a brief summary of the source, taking into consideration the audience, author’s viewpoint, and the thesis statement. Assessments of the source can appear anywhere, but it is commonly featured at the end of the annotation. Consider whether you found the argument or analysis persuasive, whether this source is useful to you, and why. You may also include any relevant links to other sources.
Sample, APA style:
Tien, F. and Fu, T. (2008). The correlates of the digital divide and their impact on college
student learning. Computers and Education 50(1): 421-436. doi:10.1016/j.compedu.2006.07.005
Although Taiwanese scholars1 Tien and Fu focus on Taiwanese college students, a significant portion of the article is pertinent to a U.S. context. First, the authors acknowledge that most discussion of the “digital divide” incorrectly simplifies the issue of technological access.2a As a result, they discuss what they call the three dimensions of the digital divide: access; use and knowledge; and skills (422).2b This recognizes what several other sources in my bibliography have touched upon: access does not mean use nor does it mean knowledge or skills to effectively use digital technologies.3a Second, they explain that many countries, the US and Taiwan included, depend upon education at all levels to combat the digital divide(s). The issue is that there are deficiencies within educational systems which sometimes work to reinforce the divides already in place.3b Tien and Fu claim, however, that educational contexts hold the most possibility for combating the digital divide(s).3c Tien and Fu claim that demographic and socio-economic background had no significant influence on accurately predicting computer use,3d which contrasts with claims of other sources such as Kirtley.4 However, gender and major did appear to have an influence on computer use; Tien and Fu note, for example, that female students tended to devote more focused computer time on academic-related work.3e Overall, the first half of the article that breaks down the different dimensions of the digital divide is the most useful for my project.5
1. This establishes the authority of the authors and evaluates the source’s usefulness in an American context.
2a/2b. Establishes the argument of the article.
3a. Specific supporting details; establishes connection with other sources in bibliography.
3b/3c/3d/3e. Specific supporting details.
4. Establishes connection to other sources in bibliography.
5. Establishes usefulness for specific project.
*This content adapted from a handout created by the Center for the Study and Teaching of Writing at OSU. Emphasis (color) added and sample modified to APA format.
Research Conversations
Research is about understanding the prevailing opinions, arguments, facts, and details about a given topic. This requires reading what others have already said and published about a topic. We can understand this as the conversation about the topic. For most topics and issues, there can be multiple conversations, each grounded in a specific context, culture, and field of study. Rhetorician Kenneth Burke (1941) calls this the “parlor conversation.”
You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. … You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers, you answer him; another comes to your defense; another aligns himself against you. … The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress. (Burke, 1941, p. 110)
In other words, before you can effectively and persuasively enter into any conversation, you must understand and consider what others have already said. Otherwise you may simply replicate others’ ideas, ask questions or raise issues that have already been resolved, or otherwise lack the knowledge and information needed to make productive and persuasive contributions to the topic.
Academic writing requires presenting your sources and your ideas effectively to readers. According to Graff and Birkenstein (2006), authors of the book They Say, I Say, the first element in the process involves “entering a conversation about ideas” between you—the writer—and your sources to reflect your critical thinking (p. ix). Graff and Birkenstein provide templates (a quick Google search for “They Say I Say templates” brings up many examples) for organizing your ideas in relation to other research, your thesis, supporting evidence, opposing evidence, and the conclusion of your and others’ arguments.
You are likely already aware of the ‘“they say/I say” format. A common version of this is:
“On the one hand, ______________. On the other hand, ______________.”
When talking about research, you might begin with “on the one hand, Researcher X (2015) claims…..” and then insert, “on the other hand, I argue…..” Or, you may use this construction to put two sources in conversation before inserting your ideas. For example:
On the one hand, Researcher X (2015) claims…..On the other hand, Researcher Y (2016) argues…Building on Researcher X and Researcher Y, I contend…
What is most important to remember about integrating research and your own ideas is that you must provide clear attribution of ideas in the text. Attribution is not only about citations, but also about providing textual clues about source material and its origins. Sometimes this is described as introducing and explaining and sometimes it is described as sandwiching a quotation or idea. For example:
According to Researcher X (2015), “information directly quoted from source” (p. 20). That is, [explanation, justification, or other explication on the quoted material]. | textbooks/socialsci/Communication/Scientific_and_Technical_Communication/04%3A_Engaging_With_Research/4.03%3A_Writing_about_Research.txt |
Data Commentary
Data Commentary
Part of the research process includes making sense of the information you find, for yourself and especially for others. Data commentary is the process of explaining and contextualizing information. This section will discuss what data is (including some different types) and why commentary is important for understanding data.
What is Data?
Writ large, data can be defined as any information generated or collected through inquiry or observation. For example, in your class, you might observe individuals with curly, straight, or wavy hair. Observations of these categories of hair comprise one kind of data. Alternatively, you might measure how varying levels of carbon and nitrogen affect the growth of plant root structures. The measurements of plant roots represent another kind of data.
What are the Types of Data?
Both of the above scenarios involve the generation of data: information about observable or measurable phenomena in the world. In the scenario above where effects of carbon and nitrogen are associated with plants’ root structures, data would consist of measurements associated with the roots. For example, the length of roots produced by each plant, or the number of ‘shoots’ branching from each root are two different sets of quantitative data. Quantitative data is usually defined as numerical information, generated or collected through measurements conducted by humans or mediated through devices (computers, microscopes, scales, etc.)
Alternatively, the information collected in the first example—that people in a given group have different hair texture that can be described and grouped by category—is what we usually call qualitative data. Qualitative data is observable or measurable information that is not (typically) numerical in nature.
Writing and Talking about Data: What can we do with it and what should we do with it?
While the distinction between these two types of data can be valuable, it’s important to recognize that there are not hard and fast boundaries between the two. Qualitative judgments are often made about quantitative data, and quantitative judgments can be used to manipulate qualitative data:
“All quantitative data is based upon qualitative judgments; and all qualitative data can be described and manipulated numerically.” (http://www.socialresearchmethods.net/kb/datatype.php)
What does this mean? It means that when we collect quantitative data, our measurements are based on our qualitative judgments about what is important/valuable information to measure. So, in the root example above, the plant’s root length or complexity are potential measures that tell us something about how the plant has been affected by the variables, carbon and nitrogen levels. Through exposure to other scientific studies of similar phenomena, through which they have gained expert judgment and shared disciplinary knowledge, ecologists have come to expect that there will be a relationship between root length and complexity and these variables. This example demonstrates that what is important or valuable to measure is determined by a researcher’s questions, but also by cultural values and beliefs within that researcher’s discipline, as well as the larger culture.
How quantitative data is generated involves qualitative judgments that are influenced by larger disciplinary and cultural values and standards. In addition, analysis of quantitative data also involves interpretation and explanation influenced by what the interpreter already knows about the topic, what she wants to suggest with the information, and for whom she is presenting the information.
For example, the researcher studying the effects of carbon and nitrogen on plant roots might compose a paper for a scientific journal; the audience for this piece would be other researchers interested in plant ecology. In this paper, the researcher could focus on the data and results, emphasizing how varying levels of carbon and nitrogen differently influence plant root length and structure. Because of her audience (other ecologists) and purpose (communicating her results), the researcher doesn’t need to explain the significance of her findings in the same way she would if, for example, she was explaining her results to the public. The same study, written to appear in Popular Science, would need to explain why it matters that carbon and nitrogen differently influence plant root length and structure. The researcher might, for example, hypothesize that overuse of synthetic, nitrogen-based fertilizers on agricultural plants, such as carrots, could reduce the size or density of the crop yield. A conventional farming audience, or an audience interested in sustainable farming might differently interpret this representation of the research differently than the scientific audience reading the scientific article covering the same research and data. The difference lies in the purpose for which the writer is interpreting the data and how she must represent what is at issue, given the conventions and expectations of the genre of scientific article, versus popular news coverage of scientific research.
How Persuasion and Data Interpretation InteractAlthough it would be convenient for data to ‘speak for itself,’ this is rarely, if ever, possible. One individual looking at the data makes different sense of it than another, although through persuasion and discussion, we can come to agree what the data means. In the field of engineering, as well as many other scientific and technical fields, acceptance of your ideas and interpretations are based not only on your technical facility—coming up with the best answer or solution—but on your ability to persuade someone else that your interpretation or idea is the best answer solution. As such, technical writing and communication becomes a vital way of not only understanding what it is you know (e.g. writing an explanation of your results so you understand what it means), but also transmitting that knowledge to others. Until knowledge is shared, until you have effectively communicated what you know to another party who shares the same interpretation of the facts or data, what you know can’t really count as ‘knowledge’ (Winsor, 1996, p. 5). | textbooks/socialsci/Communication/Scientific_and_Technical_Communication/04%3A_Engaging_With_Research/4.04%3A_Data_Commentary.txt |
“Move in day” by University of Central Arkansas is licensed under CC BY-NC-ND 2.0
College: the romantic transition period from high school to work. Right? Every fall, as summer comes to an end, the media is flooded with images of 18-year-olds and their parents flocking to college campuses, loaded with personal belongings, ready to pack into the dorms. The word “college” tends to make people think of young adults, recently graduated from high school, who will be living in residences on campus, studying with friends, and socializing together on the weekends. Individuals who have found and been accepted to the school that is the perfect fit for them. Let the magic begin.
Many young adults will have spent the summer preparing for the transition to college. Bedrooms were cleaned, youthfully acquired belongings sorted and downsized, memories revisited and college planning guides for student success read. Transition guides include topics like: 10 things to do to be ready for college; dorm living; tips for classroom success; shopping for the things you will need in college; college and drinking; staying connected; and dealing with setbacks. All things the young adults need to know before striking out on their own for the first time. The 18 year old, recent high school senior is seen as the “typical” college student.
However, the student profile for many colleges today is shifting. Young adults with few responsibilities other than college courses, organizational issues, and maybe a few hours of work to earn spending money are becoming a shrinking demographic on many college campuses. Today’s college classrooms are increasingly becoming infused with non-traditional students, those over the age of 24 with responsibilities beyond the classroom walls. These are not students who transition directly from high school to post-secondary education. Many are first-generation college students whose parents have not attended college and are not providing the students with first-hand information about the inner workings of college. Besides the basic foundational information surrounding college, non-traditional students need help understanding the information regarding the contextual aspects of college systems.
Why I Wrote This Book
Most textbooks available on the topic of college transition/success today focus on the traditional 18-year old student, and the needs of someone living away from home for the first time. The desire to create this textbook comes from years of experience helping GED and other non-traditional students transition to community college and beyond. For over a decade, I have taught a class designed to specifically help non-traditional students build the contextual knowledge of college systems to help them be able to advocate for themselves and navigate the world of college. I have witnessed the struggle and confusion on the part of students trying to understand the contextual aspects of college and develop the confidence needed to take the transitional step. The content of this textbook will not focus on the needs young adults living away from home for the first time. There will be no shopping list for dorm supplies.
The goal of the book is to help students understand how to select the right college for them and then become acquainted with the inner workings and language of college. The content will be infused with stories about students who have successfully made the transition to college and their advice.
Today’s classrooms are increasingly becoming more diverse by age, ethnicity, and life experiences. It is important to recognize that all the faces in the classroom are, the students. While their preparation and pathway to college may have been non-traditional, once they have enrolled in college, they are the students.
What Makes A Student Non-Traditional?
Non-traditional students have an ever-growing presence on college campuses, especially community colleges. Non-traditional students can be broadly defined as having one or more of the following characteristics:
• Entry to college delayed at least one year following high school
• 24 years or older
• Having dependents
• Being a single parent
• Being employed full-time
• Being financially independent
• Veterans of US armed services
• Homeless or at risk of homelessness
• Attending college part-time
• Not having a high school diploma
• First-generation college student
• First generation in the US
• English Language Learner
• Dislocated worker.
The degree to which a student is non-traditional can greatly influence college success. The more characteristics from the list a student possesses, the more non-traditional the student may be from the perspective of the college system. However, the student may not view him or herself as non-traditional since several of the characteristics listed are typical adult behaviors, but when it comes to how colleges serves students, the individual is non-traditional in behaviors, needs, and expectations..
Non-traditional students face critical issues surrounding participation in college and ultimately, college success. These critical issues include, but are not limited to, the following:
• Strategies for managing competing needs on their time
• Difficulty navigating confusing institutional environments
• Understanding the culture of college
• Transitional services not in place to the same degree as for “traditional” students
• Knowledgeable support systems
• Personal barriers
• Unpredictable influences on their schedules
• Work first, study second priorities
• Paying for college
• Underprepared foundation skills (Reading, Writing, Math, Computer Literacy, Human Relations, Oral Communication).
Does A Non-Traditional Student Select The Same College Environment As Traditional Student?
Data from the National Center for Educational Statistics (NCES) supports the information highlighted in their 2003 report titled Work First Study Second. During the 1999-2000 academic year, 43% of undergraduates enrolled in postsecondary education were age 24 or older. This age is significant because it is used for determining financial independence for Federal Financial Aid programs (fafsa.ed.gov). Financial independence combined with the growing cost of attending college is leading to a growing number of part-time students enrolled in college classrooms. A more recent article in the Wall Street Journal indicates that the number of non-traditional students passed the 50% mark in 2011 (Number of the Week: ‘Non-Traditional’ Students Are Majority on College Campuses).
Research provided in 2012 by the Institute for Women’s Policy Research (IWPR) revealed that 51% of college students qualified as low income and would have to work to cover direct and indirect college expenses. The data shows that almost a third of college students need to work 35 hours/week or more while balancing their course loads, homework, and meeting family responsibilities. A little more than a quarter of non-traditional students are parents and 15% are likely to be single parents. The face of the college student is changing, as the data shows: Yesterday’s Non-Traditional Student is Today’s Traditional Student.
Financial independence influences attendance patterns and suggests a trend in college selection by non-traditional students. In the Work First Study Second report, 82% percent of the students were employed while attending college and thought of themselves as “employees who study” rather than “students who work”. A significant difference between employees who study and students who work is how they blend work and college attendance. Not surprisingly, employees who study work full-time and attend college part-time; students who work attend college full-time and work part-time.
Analyzing the data from NCES around college attendance patterns in the fall of 2013, 4-year colleges, both public and private had over 85% of their full-time student enrollment composed of young adults (under the age of 25). This trend was not true for private for-profit colleges, where young adults represented about 30% of the student population. Students over 24 years old tend to select private for-profit colleges 4-year colleges over public and private 4-year colleges. At 2-year colleges, the same trend could be seen. Approximately 70% of students attending 2-year colleges, both public and private, were young adults and 30% were over the age of 24. Once again, private for-profit colleges were composed of more non-traditional students. Students over 24 years old made up 53% of their student population.
According to NCES data, during the same time period, students over the age of 24 accounted for nearly 50% of the part-time students at public 4-year institutions; nearly 66% of part-time enrollment at private non-profit institutions; and over 75% of part-time students enrolled at 4-year for profit institutions. At 2-year colleges, 55% of the students were young adults at public colleges and 45% were over 24 years of age. Two-year private colleges had only 42% students were young adults and 48% were over 24 years old. At private for-profit 2-year colleges, 35% of part-time students were young adults and 65% were students over the age of 24.
Yesterday’s non-traditional students are becoming today’s students and bringing with them a different set of experiences and expectations. Employees who study report being interested in gaining skills to enhance their positions or improve future work opportunities as reasons for attending post-secondary education. In the Work First Study Second report, 80% of the employees who work reported enrolling in post-secondary education to gain a degree or credential.
Based on the research, non-traditional students are more likely to display the following preferences/behaviors than traditional students:
• Attend community colleges
• Be working towards an associate degree and vocational certificates
• Major in occupational fields such as computer science, business, vocational/technical fields
• Take fewer courses in behavioral sciences and general education.
Why Do The Demographics Matter?
If you talk to people who have gone to college 10, 15, 20, or even 40 years ago, you will hear similar stories about what their college experiences were like. College systems and structural foundations have not changed much from the past. The change that is happening is in the student demographics and their needs/expectations. It is important for students to realize every college has its own culture. Finding a comfortable match between student expectations and college expectations is essential for student success. Looking at demographics can help students think about what type of student needs would impact college selection and how does that relate their individual needs. For example, working students may need more course offering that are online or have shorter class session. Working students may have skills from their jobs and feel that they don’t need certain types of classes as a result. In addition, looking at college selection demographics can help perspective students understand there are many roads to college. Ultimately, college is a dynamic equation. Recognizing expectations from the student’s needs and the college’s ability to provide for those needs is a major factor in the student’s college success. | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.01%3A_Introduction.txt |
Learning is a treasure that will follow its owner everywhere.
~Chinese Proverb
What’s college for? That’s a little question with a big answer! A college education comes in many shapes and sizes. A 2010 report from the National Center for Education Statistics estimates that there are 4,500 different post-secondary degree- granting institutions exist in the US.
These schools may be public, private, religious, small, large, for-profit, community colleges, junior colleges. Considering the variety of college options, there is no single answer to the question, “What is college for?” Brenda Hellyer, Chancellor of San Jacinto College in Houston and Pasadena, Texas, wrote in the Chronicle of Higher Education that students “are seeking more than an education—they are seeking options, opportunities, and guidance.”
How do you view college? What will define college success for you?
People go to college for a variety of reasons. The type of college you select will help set parameters and expectations for your experiences. Before jumping into the details of going to college, it’s important to stop and think about the purpose college has in your life. Traditionally, college was a place young adults went after high school to explore courses and majors before settling into a job path. Today, most people generally go to college for one of 5 main reasons:
1. Job Opportunities: A college degree is seen as a minimum qualification for entry into the skilled labor market. Higher education can better prepare you for work, but also increase your flexibility to change jobs and locations. A degree or certificate can act as a springboard for employment.
2. Security in a Changing Economy: College experience may give you the ability to better adapt to changing business conditions.
3. More Money: a degree or certificate may mean greater expertise to an employer and result in higher wages. Investing in a college degree may make it easier to maintain employment in economically challenging times.
4. Better Health: Many jobs that require college degrees are less physically demanding in terms of the labor requirements to preform them. In addition, health insurance options may be better through employers.
5. Learning Things of Interest: college is a pathway to exploring new studies and finding personal passions leading to alternative career paths.
What impression does this TED Talk leave you with? Which generation are you?
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An article from 2015 in the Washington Post, What’s the purpose of college: A job or an education? says that students entering college today list getting a better job as the most important reason to attend college. In the past, learning about things that interested them was listed as the top reason to attend college. When did the change in priority occur? In his article The Day The Purpose of College Changed, Dan Berrett says the change in priority can be linked to Ronald Reagan, when he was Governor of California.
Economic times were tough in 1967 for California. Everyone needed to “tighten their belts.” At that time, California was known for excellent higher educational system. In a speech Reagan gave on Feb. 28, 1967, a month into his term as Governor, Reagan assured people that he wouldn’t do anything to harm the quality of their public education system. “But,” he added, “We do believe that there are certain intellectual luxuries that perhaps we could do without.” Taxpayers should not be “subsidizing intellectual curiosity,” he said. By the time Reagan won the presidency, in 1980, practical degrees had become the popular choice. In the 1930s, around the time Reagan went to college, about 8% of students majored in “business and commerce.” When he was elected Governor, that share was 12%. By the time he moved into the White House, more students majored in business than anything else. Business, as a major, has held that top spot ever since.
What frames your value of education? What kind of return on your investment do you expect from college?
Deciding to go to college has an “opportunity cost.” An opportunity cost is based on the economic principle that there are limited resources available and choices must be made. Examples of resources would be things like time and money. If you are spending time doing something, you must give up doing something else you want to do. That is the opportunity cost of your choice. Going to college will have an opportunity cost in your life. An important question to ask in the beginning of your college venture is: what are you willing to trade off for going to college?
Opportunity costs are tied to the idea of return on investment. Once you make an investment of your time and money in college, what investment are you hoping to get in return? How you define success in relationship to your college experience impacts how you see the concept of return on investment. Some ways to gauge return on investment include: job opportunities after college, immediate financial benefit to earned wages, social network/connections made while attending college, development of communication and other “soft skills,” and personal enrichment and/or happiness.
Short-term rewards compared to long-term rewards are another way to look at return on investment. For example, it takes much longer to become a CEO (Chief Executive Officer) of a company than it does to get a well-paid job at the same company. Different skills would be required from the CEO and it may require more investment to acquire those skills. Frances Bronet, the Dean of the School of Architecture at the University of Oregon, conducted a survey of former engineering graduates when she taught at Rensselaer Polytechnic Institute. She asked former graduates what they felt they had missed in their education. The results were very different depending on how recent their graduation was. Students who had graduated 1 year ago felt that they needed more technical skills. People who had graduated 5 years ago felt that they needed more management skills, and people who had graduated 10-20 years ago felt that they needed more cultural literacy because their work now involved more working with other cultures.
Deciding to go to college is a big decision and choosing a course of study can seem overwhelming to many students. Considering the changing world we live in, knowing what direction to go is not easy. According to Richard Riley, secretary of education under Bill Clinton, “We are currently preparing students for jobs that don’t exist using technology that haven’t been invented in order to solve problems that we don’t even know.”
Sir Ken Robinson: Do Schools Kill Creativity? (TED Talk)
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Personal Inventory Questions:
1. Why are you here?
2. Why college, why now?
3. How do you define college?
4. What do you imagine college life to be like?
5. How do you know when you are ready for college?
6. What have you done to prepare for college?
7. What do you think college expects from students?
8. What does going to college mean for your future?
9. Using the list of 5 reasons students attend college provided in this chapter, rank your reasons for going to college.
10. In your opinion, is it a good idea for academic counselors to steer high school kids towards either a 4-year degree or vocational training? Should students be steered towards careers that would be a good “fit” for them?
11. Opportunity Cost Analysis: Create a pie chart identifying how you currently spend your time (daily/weekly).
Suggested Readings:
The Day The Purpose of College Changed by Dan Berrett (1/26/2015)
What’s College For? Commentary Chronicle of Higher Education (4/22/2013)
How To Assess The Real Pay Off Of A College Degree by Scott Carlson (4/22/2013)
What’s The Purpose of College: A Job or An Education by Jeffery J. Selingo (2/2/2015) | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.02%3A_Whats_College_For.txt |
Between saying and doing many a pair of shoes is worn out.
~Italian Proverb
Before you enroll a college, it is important to understand your educational goal. Knowing your goal will help you decide the type of college you will need to select to reach that goal.
Scott Dinsmore: How To find And Do Work You Love (TED Talk)
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Before getting too far into the topic of choosing to attend college, stop for a moment and think about the following questions:
• What is your educational goal?
• What are the top 5 criteria you would use in selecting a college?
• What kind of degree or certificate will you need to achieve your educational goal?
• Do you want to be full-time or part-time student?
• Will you need to work while you are going to college? How much?
• What are your priorities from a college?
• What do you expect from your teachers?
• What kind of support services do you need from a college?
• What class size would make you feel comfortable?
• Do you need support in improving your basic skills in Reading, Writing, Math or Speaking English?
• What are you willing to pay for your college education?
• How do you plan to finance your college education?
It is important for potential students to realize that every college has its own culture. Finding a comfortable match between student expectations and college expectations is essential for student success. Ultimately, college is a dynamic experience and the student is half the equation. The culture of a college plays a key role in finding a good match. It is important to take the time you need to make the decision about the college that is right for you. Rushing the process can lead to an unsuccessful match-up. Following a friend or family member to the same college they selected may also lead to a mismatched situation.
If possible, try to visit the college in person to get a feel for the campus and the setting. Are you looking for an urban, suburban, or online setting? The distance you travel to attend college will impact many aspects of your college participation. Location is an important aspect of the overall college selection process. The process of finding the right college for you will depend on your educational goal and your expectation for services from a college.
10 Factors to consider in finding the right college match for you
1. Cost
How important is the tuition cost to your decision? Tuition example: The average yearly tuition at Lane Community College is \$4,275.00 as of this writing (find the most up-to-date info on the Lane College Tuition, Fees and Payments page). The average yearly tuition at the University of Oregon is \$8,190.00 as of this writing (find up-to-date info on the University of Oregon Cost of Attendance page).
2. Flexible Pacing For Completing A Program
How convenient and flexible are the class times and locations? Are there evening and weekend offerings? Online or Hybrid courses?
3. Your Work Schedule
How will your employment affect your ability to attend classes?
4. Open Access
What are the enrollment requirements of the college?
5. Teaching Quality
Who will teach the classes you take and is the college accredited?
6. College Size
How big a campus are you comfortable with and what size classes do you expect?
7. Support Services
Will you want child care, computer labs, health services, parking, tutoring, financial aid, scholarships, or other services?
8. Academic Reputation
What do you know about the academic quality of the college?
9. Variety of Certificate/Degree Options
Are you interested in career pathway options or transferring credits to another school? Are you planning to use the college you select to attend as a stepping-stone to another college or program?
10. Opportunity to play sports or participate in club activities
How important is it to you to have activities to participate in outside of your course work?
Where can a student find out information about the factors to consider when selecting a college when evaluating a specific college? Many students would suggest Google or another online search engine, Instagram, Facebook, Twitter, and other social media, which may be helpful, but the place to learn the specific details of college is in their college catalog.
The most important book on campus: the College Catalog
A college catalog is the place a college puts all the information regarding the specific details and rules of the school. The purpose is to have all that information in one easy place for prospective students and current students. A school’s catalog contains all the information you need to know about living and learning at the school of your choice, so it can help streamline your college or degree research process. College catalogs are a long-standing tradition that pre-dates the Internet and websites. Many colleges are trying to find a way to make the information more available to students on websites and other social media.
The information in college catalogs changes as degree programs, school rules, and student expectations change. These changes make the catalog just as useful to current students as it is to new students. Catalogs are usually published every year, so make sure you’re using the most current version. Specific topics covered include:
• Overview of the college’s history
• Availability of financial aid and specific financial aid programs
• Academic expectations
• Degree programs and course descriptions
• Tuition, housing, and meals costs/estimates
• Campus life information
• Mission statement/statement of faith for religious affiliations
• School policies and student services offered
Finding College Catalogs
Most colleges give students access to the catalog on the school website. In addition, you may be able to pick up a printed copy on campus. Some colleges do a better job of making the transition to online information delivery and accessibility better than others. Finding easy-to-use online college catalogs may be frustrating to new college students. For this reason, some students prefer printed catalogs as they get acquainted with the framework of college systems.
What is the difference between a certificate, associate degree, and a bachelor’s degree?
The main differences between certificates, associate degrees, and bachelor’s degrees boil down to these 5 factors:
1. Time: How long does it take to earn the credential?
2. Tuition: How many courses/units/credits will it take to obtain the credential and how much will that cost? This factor may vary from school to school.
3. Admissions requirements: What the college expects your skill level to be prior to starting coursework.
4. Level of study/Amount of Coursework: Will you study something very specific or something more general?
5. Career opportunities: A certificate usually means you have completed a specialized form of training. It may demonstrate technical knowledge in a field and generally it is faster to complete than a degree. Sometimes a certificate can be a benchmark that applies toward a degree.
Associate degrees are commonly referred to as “2-year” degrees. If you can fix something or fix people, an associate degree may be what you are looking for. For example, health professionals, Information Technology, many high tech jobs, and culinary arts are examples of careers that do well with associate degrees. Associate degrees may be used as a stepping stone and transferred meet some of the general required classes for bachelor’s degrees.
Bachelor’s degrees are commonly referred to as “4-year” degrees. A bachelor’s degree extends learning and usually requires around 120 credits (about 40 courses) or more to complete, which is approximately twice as long as an associate degree takes to earn. These numbers vary based on whether the college operates on a semester or quarter schedule. If you want to pursue a career in teaching, engineering, architecture, business, or finance, a bachelor’s degree may be required.
Where can you find out what educational level is needed for a career?
The table below lists several types of careers. Evaluate each career and determine what kind of educational background a person would need for the jobs listed. Some careers may be suited to multiple levels of education and you may select more than one choice if applicable.
Try using a college catalog and/or online search engine to find the information needed to fill in the table below. Some answers will vary based on state regulations for the career.
Vocational Certificate Associate Degree Bachelor’s Degree No Specific Educational Requirement
Truck Driver
Massage Therapist
Energy Management Technician
Environmental Engineering
Early Childhood Education
Fitness Specialist
Dance Teacher
Computer Information Specialist
Computer Game Designer
Dental Assisting
Food Service Management
You may have noticed that the answers to the educational requirements for the careers listed in Table 1 may vary and some careers have multiple layers to their skill requirements and degree requirements. Early Childhood Education, for example, has a career pathway option. Students can earn a certificate and then go on to earn an associate degree and even transfer to earn a bachelor’s degree depending on the job aspiration of the student.
What is a Career Pathway?
A Career Pathway Certificate opens doors to your employment and educational goals. Each certificate requires just a few courses and is self-paced. The first certificate gives you a competitive edge when applying for an entry-level position.
Career Pathways: Lane Community College
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The Early Childhood Education program at Lane Community College is an example of a program that has a career pathway option that stacks to an associate degree. Career pathways can help students earn a certificate quickly and improve employment options, as well as serving as the beginning steps to an associate degree. Read the course catalog information linked above to see how the programs intertwine and give students multiple options.
What are the advantages and disadvantages of each of these educational outcomes? Fill in the table below based on your opinion.
Advantages Disadvantages
Vocational Training
Certificate
Associate Degree (2-yrs)
Bachelor’s Degree (4-yrs)
Based on what you know so far about certificates and degrees, what will you be seeking as your educational credential?
Now that you have thought about what kind of certificate or degree you might need, where could you go to get that credential? Colleges can come in several forms. Some things to consider about the design of the college:
• Profit or non-profit
• Private or public
• 2-year degrees or 4-year degrees
• Accredited or non-accredited
• Transferable credits or non-transferable credits
Where are you most likely to attend college? Let’s look at the statistics!
Statistics show demographic differences in student populations between public and private; and for-profit and non-profit colleges. The culture of the colleges may vary greatly based on these qualities.
Examine the following 2 charts. Based on your age and whether you plan to attend college on a full-time or part-time basis, what kind of college are you most likely to attend? Do you agree or disagree with the statistical prediction about the college you will attend?
Suggested Activity
Using your favorite Internet search engine, find out how many colleges are located in your area. You may be surprised by the results. In the Eugene, Oregon area, for example, you will find at least 6 colleges that vary greatly in their missions and student populations. One local college in Eugene only has 38 students. Can you figure out which one that is? Would that college be the right one for you?
Making the Choice
Ultimately, as a student, you will have to select a college that feels “right” to you. Complete the table below based on what is important to you as a college student.
Want Don’t Want
Cost
Flexible pacing
Interaction with teachers
Support services
Academic reputation
Certificate/degree options
Access to technology
Convenience/flexibility
Location
Setting/commute time
Community/social interaction
Student Clubs/sports
How does the philosophy of Sam Berns relate to your decision to go to college?
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Suggested Readings
2012 National Research Report: The Factors Influencing College Choice Among Non-Traditional Students | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.03%3A_Choosing_A_College_To_Attend.txt |
Watch the movie Accepted, starring Justin Long and Blake Lively, directed by Steve Pink. It was made in 2006, and pokes fun at the idea of college. It also brings up some great points about what is important in college and some things to think about.
Here are some things to think about while watching the movie.
1. What are some reasons a college might not admit someone who was interested in attending that school?
2. According to the movie, who should go to school and why?
3. How do students pay for college in the movie? Do you think that is a typical payment method?
4. How did South Harmon Institute of Technology get started in the movie? Can a college just “spring up” overnight?
5. How does a college get started in the “real world”?
6. What is a “mission statement”?
7. What makes a college “real”?
8. According to the movie, what is the reason a person goes to college?
9. What obstacles do students face when they first enter college?
10. Can students buy textbooks at places like Amazon.com?
11. Are college students typically close in age?
12. Can students be involved in running a college? Explain ways you think students could be involved in college policies/procedures.
13. Should colleges be open to everyone who wants to attend that school? Why or why not?
14. Do you think taking a tour is a good way to find out about a school?
15. What is meant by the term “accreditation”?
16. Do all college classes apply towards degrees?
17. Do all colleges measure students’ progress with grades?
18. What is the purpose of an education?
19. Do you think the students at South Harmon were “engaged” learners/students actively participating in their education?
1.05: Evolution To College- Becoming A College Student
The doors we open and close each day decide the lives we live.
~Flora Whittemore
When you envision yourself as a college student, what do you see? What will your daily life be like?
Jane McGonigal: Gaming Can Make A Better World (TED Talk). Video link: https://youtu.be/dE1DuBesGYM
After watching the Jane McGonigal’s TED Talk, think about the following questions:
• What are gamers good at?
• What is the importance of “10,000” hours?
• Are gamers goal oriented?
• How do gamers feel about tests and being measured?
• What happens when a gamer makes a mistake?
• How do gamers handle frustration?
• How do gamers feel about change?
• Can the skills of a gamer be applicable to the skills a college student will need?
College is constant change. Not just in terms of studying and learning new material, but also in terms of how it is structured. If the college is on the quarter system, a student’s classes, teachers, and the hours a student needs to be on campus will change every 11-12 weeks – 4 times a year. Semesters divide an academic year into thirds and may have short intensive sessions in between the main semesters. People sometimes use the words quarters and semesters as if they are synonyms because both divide up a school year, but they represent different units of time.
Dividing up the academic year provides an opportunity for varied learning and developing specialties, but it also means new faces in classes, unknown expectations from new teachers, and juggling a new schedule. It means you may have new routes to travel on campus as you make your way to a different building if your college has a large campus. If a student is working along with going to college, it may mean negotiating new work hours with a boss and coworkers. All of these changes can feel like chaos that comes in like a tidal wave. Every term it can feel like starting over, especially for students who are not in a specific program yet. The beginning of a college experience can seem blurry to a new student trying to navigate the system.
“There’s no blinking light to say, hey, look over here, this changed!”
~Amber McCoy, Lane Community College Student
Many students come to college with at least some high school experience and expect college to be similar. After all, many classes have similar names: Biology, Algebra, Writing, Chemistry, and so on. However, the expectations that accompany those titles may be very different. College classes tend to cover course material at a faster pace and expect students to carry more of the burden of learning the material on their own outside of classroom activities.
Compared to college, high school has a straightforward curriculum. High school is segmented and chronological. Students generally go to school at the same time each morning and finish at a similar time in the afternoon. Students are assigned counselors to guide them. High school students usually don’t have to buy textbooks for their classes. There are clear deadlines and the teacher monitors progress and potentially shares progress with parents. The academic benchmarks of quizzes, tests, and projects are concrete indicators of progress. Teachers may monitor students’ use of smart phones in class and help students maintain focus on classroom materials. The high school a student attends is picked for him or her, either by geographic location or their parent’s choice.
College is about choice. Initially, the choice is where to go to school. The student has to find the right “fit” on his or her own and figure out the process of college admission. There are forms to fill out, submit, and process. Students may have to learn the steps for admission and enrollment for more than one college, and the process can vary from school to school. Students are expected to be able to complete the application process on their own. Students must determine if college placement tests are required and if so, when they must be taken.
The next choice for the student as part of the enrollment process is what to study in terms of declaring a major. The major a student declares may impact financial aid awards. If a student is unsure of what to study and doesn’t choose a major, financial aid may not be given to the student.
A student can choose to attend classes part-time or full-time. College class times try to accommodate a variety of student needs and my can occur during the day, evening, online, or a combination of classroom and online (Hybrid). Unless the student has someone to be accountable to, probably no one will check to see if attendance happens or if a student cruises the Internet or social media while in class.
Monitoring of time and its use will be student driven. Understanding the workload associated with a college schedule can be a surprise to the new college student. The first year of college can have a steep learning curve of time management and self-responsibility. For the first time college student, starting college can feel like pushing a big rock up a steep hill all alone.
What is Considered Half-time or Full-time Status?
The answer to this question may vary from college to college. Lane Community College’s website uses the following definitions:
• Full-Time Status: 12 or more credits per term (limit of 18 per term)
• 3/4 Time Status: 9-11 credits per term
• Half-Time Status: 6-8 credits per term
An average student full-time credit load is between 15-18 credits. This means that a student will be in the classroom 1 hour per credit. Based on the 15-credit schedule, a student would be in the classroom 15 hours/week. Students mistakenly think that is all there is to it. A schedule requiring a student to be in class 15 hours/week sounds much easier than high school where students typically attend 6-7 hours a day or 30-35 hours/week. College has hidden expectations for students in terms of outside of class “homework.” What does that mean? College classes expect 2-3 hours of homework, and sometimes more, per credit. That means for 1 hour in class, a student can expect to spend 2-3 hours on homework or more. A 15-credit load expects a student to put in 30-45 hours outside of class each week on homework.
What does this mean in terms of your life?
Activity Hours Required/Week 168 hours in a week
Full-time attendance 15 in class -15
Homework 30 plus hours -30 (minimum)
Sleeping 6hrs/ day x 7 days -42
Eating 1.5hrs /day x 7 -10.5
Work 20hrs/week -20
Subtotal
117.5 hrs
168-117.5 = 50.5hrs
Fill in the blanks with what else you would need to do each week
How many hours will each item take to complete?
Add the hours into the spaces below
Total hours 50.5- _______=_______
Many students enter college with uninformed expectations. First-generation college students are at a disadvantage without family to help them understand the context of college, what to expect as a college student, and what college life is like. As a result, first-generation college students may be less prepared to handle the challenges they encounter. Students tend to be idealistic in their expectations of college. Pre-college characteristics and experiences play a role in shaping expectations.
Tee Jay: Going Back To School As An Adult Student (Non Traditional)
Video link: https://youtu.be/UhifZr21qxY
Things to think about:
• How prepared are you to go back to school?
• How much time can you devote to college?
• How would you rate your time management skills?
• How do you feel about reading/homework?
• How are your technology skills?
• What kind of support do you have for going to college?
• Who is your support system?
• Make of a list of the resources you have to support your college lifestyle.
• What strengths do you bring with you that will help you succeed in college?
• What skills will you need to improve?
• What tips did you gain from watching the video?
How do you know if you are academically ready for college? If you are accepted into college, does that mean you are ready?
College readiness is not clearly defined. Traditionally, completing high school was viewed as preparation for college, but course completion in high school does not guarantee college readiness. For example, English classes in high school may focus more on Literature where as entry-level college courses may stress expository reading and writing skills. If you have gone the route of getting your GED, did you work to dig deeper into the subjects and develop your skills, or just try to pass the tests as soon as possible? How did you handle attending classes and participating in classroom activities?
Another measure of college readiness has been standardized test scores. The problem with using a standardized test to determine readiness is its inability to measure the soft skills college courses require. Soft skills include qualities like accepting feedback, adaptability, dealing with difficult situations, critical thinking, effective communication, meeting deadlines, patience, persistence, self-direction, and trouble-shooting, to name a few. Meeting deadlines, for example, is a key to college success. The skills and behaviors needed to thrive in college may be different from those it takes to be admitted. Being accepted into college does not necessarily mean you are ready to face the challenges and frustrations that might lie between you and your goal.
Answering the question about being academically prepared for college is tough. Test scores and grades are indicators of readiness, but don’t guarantee success in college courses. Soft skills are important to college success, but without basic academic skills, soft skills alone won’t be enough. Most colleges use some type of placement test to try to place students into courses that will be appropriate for their skill levels. Usually, colleges have minimum placement test scores in Reading, Math, and Writing, requiring students to demonstrate they are able to handle the minimal expectations of college courses in terms of basic content areas. The degree or certificate associated with the student’s goal also influences the academic readiness required for success. Recognizing the importance of balancing the academic and soft skills, and how that relates to student goals is essential for college success and beyond.
Andy Wible: Strengthening Soft Skills (TEDx Talk)
Video link: https://youtu.be/gkLsn4ddmTs | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.04%3A_Supplemental_Fun.txt |
Created by Alise Lamoreaux using the Visual Poetry app.
Language is the dress of thought
~Samuel Johnson
Getting started in college can seem like an uphill battle. One of the first challenges a student can encounter is navigating the college’s website. In the attempt to get as much information as possible into the hands of current and future students, college websites are crammed full of information and language that may be new to the first-time college student. Trying to figure out how to get started can be confusing, even when the web site says, “Steps To Enroll.” Registration, admission, enrollment… are they all the same thing? If you are registered, are you admitted and enrolled? Is enrollment in the college the same thing as enrollment in classes? And that’s just the beginning of the potential for confusion! How can a student know the answers to these questions?
Learning to speak the “language of college” can seem even harder than learning a foreign language because as a new student, you have no idea what words you need to learn. If you travel to a foreign country, you know there are core vocabulary words you will need. Things that will get you the food you like and services you need. Basic needs like bread and water can be correlated among different languages. A dog is a dog all over the world and not confused with a cat. The vocabulary of college is not so straightforward.
One of the first decisions a student may need to make is if they are planning to attend college as a credit or non-credit seeking student. Even more confusing, non-credit students can also be referred to as “continuing education” students. For example, a student wants to take a drawing class. One of the first questions that may be asked is whether the student wants to take the class for credit or non-credit? Both types of students can take drawing classes. If a student doesn’t know what a credit is or what one is worth, it’s hard to answer the basic question in order to register for the drawing class, and the registration process is very different depending on the answer to the question of credit or non-credit. How can a student know if he/she wants to be a “credit student” or not?
What is the difference between a credit and non-credit student?
According to Lane Community College’s web site the difference between credit and non-credit students is:
• Credit Students are working towards either a career/technical certificate or degree program at Lane, or are taking courses that will be eligible to transfer for a program at another college or university. In some cases, students take courses that are offered for credit for personal reasons or skills updating, even if they do not need the college credit.
• Noncredit or Community Education Students are taking courses for personal or professional interest. These courses do not offer college credit, but in some cases community education students can earn continuing education units, certification or other evidence of class completion to meet personal or professional requirements. The terms “Continuing Education” and “Community Education” are used interchangeably at Lane, and do not refer to credit students who wish to continue with credit coursework. Noncredit classes are offered at many different locations. Noncredit community education students can take advantage of many college services.
Even this definition does not necessarily make clear to students whether to take courses for credit or non-credit. For example, if a student’s goal is to pass the State of Oregon Board certification exam for Massage Therapy, then at Lane Community College that program will be located in the non-credit side of the college, but at nearby Chemeketa Community College, the Message Therapy program is located in the credit side of the college. Students at both schools will take the same State Board Exam, but their academic preparation will not be transcribed in the same way.
One important difference between credit and non-credit/continuing education courses is whether or not a student will be able to use Federal Student Aid to pay for the courses. Check with the specific college you are interested in attending to see whether or not you can use Federal Student Aid for tuition in the program you want to study. Another important difference may be in the transferability of the course work to other institutions. A student may find credit classes are easier to transfer than non-credit classes. The importance of this factor would depend on the long-term goal of the student. The key to answering the question of credit or non-credit lies in determining what program of study a student will pursue and how the college of choice classifies that program. Learning to speak the language of the college is part of learning the school’s culture. It is important to remember that not all colleges use the same words in the same way.
Commonly Used Academic Vocabulary Used At Lane Community College
Below is a list of commonly used terminology at Lane. Without using the Internet or college catalog, see how many words you know the meaning of. Write the meaning in the space adjacent to the term.
Academic Year
Registration
Enrollment
Admission
Student Number
Probation
Credit Hour
Term
Tuition
General Education/Gen Ed
Elective
Degree
Certificate
Career pathway
Financial Aid
FAFSA
Stafford Loan
Scholarship
Grant
Federal Work Study
Transcript
Non-Credit/Continuing Education
Audit
Grade Options
Course Number
College Level Course
Pre-College Level Course
Lower Division Course
Upper Division Course
Prerequisite
Co-requisite
Learning Community
ExpressLane & myLane
*A list of the definitions to the vocabulary words listed is provided at the end of the chapter.
As a college student, you will need to come up with a strategy for learning lots of information, like the specific language of your school. Tim Ferris has a TED Talk about mastering skills by deconstructing them. When you deconstruct something, it means to take something large, and break it down into smaller parts. It also means to identify why you might fail before you start and make a plan to stop failure before it happens.
Axis of Awesome is a comic music group that has created a funny video demonstrating simplicity and seeing the common factor among songs.
Tim Ferriss: How To Feel Like the Incredible Hulk (TED Talk)
A YouTube element has been excluded from this version of the text. You can view it online here: https://openoregon.pressbooks.pub/collegetransition/?p=31
Video link: https://youtu.be/iPE2_iCCo0w
Axis of Awesome: 4 Chord Song
A YouTube element has been excluded from this version of the text. You can view it online here: https://openoregon.pressbooks.pub/collegetransition/?p=31
Video link: https://youtu.be/5pidokakU4I
Based on the ideas of simplifying and deconstructing a task in order to learn it, think of how those ideas could be applied to mastering the language of college.
• Can you see any ways to simplify the task of learning 30 words?
• Are there any connections between the words that you can see?
• Will you need all the words all the time?
• Will you need some words more frequently than others?
• When and where might you need each of the works?
• Can you think of any words not included in this list that would be helpful to know in relationship to your college vocabulary?
Core Academic Vocabulary Used At Lane Community College
Word Sample Definition
Academic Year The academic year at Lane begins with Summer term and ends with Spring Term
Registration The process of signing up for classes using myLane.
Enrollment Refers to who is eligible to attend the college and the series of steps that a student must take to complete the process
Admission The process of completing an application to the college (usually completed online via the college web site)
Student Number Lane does not use Social Security numbers to identify students. Students are given an “L” number after the admission process is completed.
Probation A student who does not achieve satisfactory academic progress will be placed on academic probation. Students on academic probation may be required to meet with a counselor or advisor before they can register for the next term.
Credit Hour At Lane, one credit is generally equivalent to one hour of class per week over an academic term. The average number of credits for a full time student is 12-15 credits per term. Part-time students enroll in fewer than 12 credits per term.
Term A term, or quarter, is a unit of academic time. At Lane, we have four terms per year. Fall, Winter, and Spring terms are each 10 weeks of instruction, plus one week of final exams. During Summer Term courses may be four, six, eight, or twelve weeks in length.
Tuition Money charged for instruction. Tuition charges are different for credit and non-credit classes, and for residents and non-residents of Oregon (including international students).
General Education/Gen Ed Refers to general education core required classes for transfer degree options.
Elective A course that does not meet any specific requirement for a degree or certificate. Unless there is a restriction, when an academic major requires an “Elective,” students may choose any credit class in the catalog.
Degree Degrees usually require that students complete a set of courses, often known as “core requirements.” Lane offers associate degrees in many areas. The number of credits need to complete a degree may vary. Generally, associate degrees require around 90 credits in the quarter system.
Certificate Getting a certification usually means that you completed a specialized form of training. Also, it can mean that you have the technical knowledge of a specific field. Generally it is faster to complete when compared to getting a degree, as most certification programs take less than a year to complete.
Career pathway Career Pathway Certificates of Completion (CPC) are between 12-44 credits and are fully embedded in an Associate of Applied Science degree or One Year Certificate. They acknowledge proficiency in specific technical skills and are a “milestone” toward completion of a more advanced program. CPCs help students qualify for entry level jobs, enhance their current program, or advance in their current field of employment.
Financial Aid Financial aid is any grant or scholarship, loan, or paid employment offered to help a student meet his/her college expenses. Such aid is usually provided by various sources such as federal and state agencies, colleges, high schools, foundations, and corporations.
FAFSA Federal Student Aid provided by the US Department of Education
Stafford Loan Stafford Loans are available both as subsidized and unsubsidized loans. Subsidized loans are offered to students based on demonstrated financial need. The federal government pays the interest on subsidized loans while the student is in school and during authorized deferment.
Scholarship A scholarship is a financial gift awarded to a student on the basis of academic achievement and promise. Many scholarships are based on merit; however, some are based on various criteria or financial need. Scholarships do not have to be repaid. Scholarships are worth seeking!
Grant Unlike loans, grants—which can come from the state or federal government, from the college itself, or from private sources—provide money for college that doesn’t have to be paid back.
Federal Work Study Federal Work-Study provides part-time jobs for undergraduate and graduate students with financial need, allowing them to earn money to help pay education expenses. The program encourages community service work and work related to the student’s course of study.
Transcript A college transcript is your school’s documentation of your academic performance. Your transcript will list your classes, grades, credit hours, major(s), minor(s), and other academic information, depending on what your institution decides is most important. It will also list the times you were taking classes (think “Spring 2014,” not “Monday/Wednesday/Friday at 10:30 a.m.”) as well as when you were awarded your degree(s).
Non-Credit/Continuing Education These courses do not offer college credit, but in some cases community education students can earn continuing education units, certification or other evidence of class completion to meet personal or professional requirements. Noncredit classes are offered at many different locations. Noncredit community education students can take advantage of many college services.
Audit If you choose a grade option of “Audit” you may attend class but no credits are earned. The grade recorded on your college transcript is U, which has no effect on your grade point average. The tuition charges for audit are the same as for all other grade options, i.e., you will be charged the full tuition for courses that you choose to audit.
Grade Options When you register for a class, myLane will always assume that you wish to receive a letter grade (A, B, C, D, or F) for the course. If you prefer to take a class for a Pass/No pass or Audit grade option, you must change your grade option using ExpressLane within the first eight weeks of a full-term class.
Course Number The CRN is a five-digit number that identifies a specific section of a course. Credit courses have a course number that includes letters and numbers (e.g. WR 121, ART 115).
Non-credit course numbers have letters and numbers in the format XART 5785. The “X” before the subject and the four-digit numbers identify the course as non-credit.
College Level Course College level courses have course numbers 100 and greater.
Pre-College Level Course Pre-college credit courses have course numbers below 100, and do not transfer to a 4-year institution.
Lower Division Course Courses with course numbers between100 and 299. These are generally freshman and sophomore level courses.
Upper Division Course Courses with numbers 300 and above. These types of courses are offered at colleges with Bachelor’s degree options and above.
Prerequisite Some classes require that you take one or more other classes first. Consult the course descriptions in the catalog to see the prerequisites for any class you plan to enroll in. At Lane, if you try to register for a class that has a prerequisite that you have not completed, you will see the following error message in myLane: ” PREQ and TEST SCORE-ERROR.”
Co-requisite Requires a student to take 2 separate classes that are linked together as part of a program or Learning Community.
Learning Community Learning Communities are linked courses with the same students and connected content.
ExpressLane & myLane ExpressLane is Lane Community College’s web-based tool for registration, making payments, viewing transcripts, checking your financial aid status, and much more. myLane allows students to interact with the college from any computer connected to the Internet. | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.06%3A_Speaking_The_Language_of_College.txt |
The great majority of men are bundles of beginnings.
~Ralph Waldo Emerson
Planning a class schedule is an opportunity for students to take the lead in their educational experience. For some students it will be the first time planning a college schedule. The amount of freedom to choose classes can be exciting and frightening all at the same time!
Before beginning, there are some key factors to consider:
1. Have you met with an academic advisor or counselor?
2. Will you be going to school full-time or part-time?
3. Have you taken college placement tests?
4. Are there specific courses you are required to take?
5. How many days a week do you want to be on campus? Will you be taking online classes?
6. Do any of the classes you want to take have prerequisites or co-requisites?
7. Do any of the classes have addition requirements such as labs or other components?
8. How much time will you have to devote to school-related activities during the term?
9. What are your learning styles and habits?
10. Are you a morning person or a night person?
11. Have you balanced required classes with less intensive electives?
12. Do you need any special accommodations for the classes you have selected?
13. Do you have alternative courses in mind in case the classes you want are not available?
Balancing College, Work, and Life
Attending classes, studying, working, and finding time for family, friends, and yourself can be a hard schedule for college students to balance. How a student organizes their class load can affect their overall success when starting college. Class names may remind students of high school classes and how classes were scheduled in those years. College classes may only meet once a week or as many as 5 times a week. Not all classes are worth the same amount of credit or have the same attendance requirements. Some classes like Biology or Spanish will probably have additional lab requirements, which means a student will need to spend additional time on campus for those labs. Writing classes will require time outside of class preparing, editing, and revising papers. Many teachers require electronic submission of papers/projects. A student may need to build in extra time for meeting submission deadlines.
As a new college student, it is a good idea to take fewer classes in the beginning as you learn what college classes will mean to your daily life. Students who work full-time might want to start with 1 or 2 classes. You may find that you can handle more as you learn to manage your class time and work time. A counselor or advisor can help you with this decision. Be sure to include classes that interest you as well as required classes.
Something to think about:
Employment Obligations Suggested Load
40 + hours/week 3 – 4 credit hours (1 course)
30 – 40 hours/week 3 – 6 credit hours (1-2 courses)
20 – 30 hours/week 6 – 9 credit hours (2-3 courses)
20 hours/week or less 12-15 credit hours (4-5 courses)
Where is class information located?
The college catalog will have descriptions of specific classes and the college schedule for each term will be the place to find the offering. Not all classes are offered every term and some must be taken in sequence.
How to read the course numbering system
Courses are identified by a subject and a number. To search for courses when planning your class schedule, you will generally use the subject and number to identify the course rather than the course title.
WR 115 Introduction to College Writing
Subject Number Course Title
At Lane Community College, courses also have a 5 digit CRN (Course Registration Number) that identifies specific sections of the class being offered. You will use that number to register for your classes.
If you have selected a specific program of study, consult the college catalog for directions on the sequence of courses to take. For example, the Retail Management One-Year Certificate program at Lane Community College has requirements that must be met before a student can enroll in the certificate program. A student must place into Writing 121 or 122; Math 065; and take BT 108 (Business Proof Reading) before starting the program. The program takes a student 4 terms or about 15 months to complete. The courses a student should take each term are listed.
Sample Fall Term:
Course Number Course Description Number of Credits
BA 101 Introduction to Business 4 credits
CS 120 Concepts of Computing Information Processing 4 credits
MTH 060 Beginning Algebra or higher 4 credits
Choice of:
COMM 100
COMM 111
COMM 130
Basic Communication
Fundamentals of Public Speaking
Business and Professional Speech
4 credits
Total Credits: 16
Know key dates and deadlines!
Organization is an important part of being a successful college student. One important aspect of organization is knowing the important dates for your classes and the college in general. Academic deadlines matter! Deadlines in college may not be flexible. They can have consequences for financial aid and grading that cannot be undone. A student needs to be aware of key dates throughout the term. The responsibility for knowing important dates lies with the student. The course syllabus that you get for each class you take will have important dates for that specific class. The college will put important dates to know on an academic calendar for the school.
Examples of key dates to know for a college:
• When does the term/semester start and end?
• Are there holidays or campus closures during the term?
• When is the last day to drop a class with a complete refund?
• When is the last day to make changes to your schedule?
• When is the last day to drop a class?
• When is the last day to change grading options?
• When is finals week and what it the schedule like during that week?
For an example of an academic calendar, see the Lane Community College Academic Calendar.
Using technology to stay organized
Many student use smartphones and tablets in their daily lives. There are several websites that can be very helpful to students.
The US News article 5 Apps That Can Help Students Mange College Life includes suggestions about apps for students that can help with daily planning, capturing information in class, creating to-do lists to help with procrastination, making study flash cards, and other organizational issues. This list is just a place to start you thinking about ways you can simplify tasks and maximize productive study time.
College Info Geek has great videos for students on YouTube. Several recommended videos are below.
College Info Geek: 20 Useful Websites Every Student Should Know About
20 Useful Websites Every Student Should Know About - College Info Geek. Video link: https://youtu.be/p3O_Y5vb9Cg
College Info Geek: How I Organize My Notes, Homework, and School Files
How I Organize My Notes, Homework, and School Files - College Info Geek. Video link: https://youtu.be/yoheFZaYvLU
College Info Geek: How to Start a New Semester or School Year the Right Way
How to Start a New Semester or School Year the Right Way - College Info Geek. Video link: https://youtu.be/Ey-cAHDme2s | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.07%3A_Planning_A_College_Schedule.txt |
A journey of a thousand sites begins with a single click.
~Author Unknown
A college website can be like a cookbook, full of great information and ideas, and can be completely overwhelming. Where do you start? Looking at the pictures? Reading about the author? Can you taste the food in your mind just by looking at a picture? Can you imagine a food just from the list of ingredients? Is the number of ingredients needed to make the recipe exciting or paralyzing? How experienced a cook you are can impact your reaction to the cookbook.
As you begin navigating new information, remember, Julia Child wasn’t always a great chef! In fact, when she got married, she could barely cook. Experience doesn’t matter. An open mind does. Let the joy of discovering be your guide.
Take risks and you’ll get pay offs. Learn from your mistakes until you succeed.
It’s that simple.
~Bobby Flay, Master Chef
The role of a college website has changed substantially over the past few years. Student expectations for easy, accessible information drives colleges to get as much information online as possible. It also can lead to a battle for what information makes it onto the home page and how many clicks it will take to find what the student is looking for.
Student services are increasingly utilizing the college website to communicate with students and expecting that students will be proficient in navigating the college website. Students expect to easily locate information; this is helped when the college uses logical organization to the information architecture and design of the website. College websites can be very frustrating to new users, especially if the new user is a first-time college student and is unfamiliar with the underlying structure of the college system. The people creating the college web site may be very familiar with the way they system works and not see the structure as confusing.
Adding to potential confusion can be the lack of ability to view the entire home page of the college depending on the size of monitor or mobile device the student is accessing the website from. Students are increasingly using smart phones and tablets as their primary viewing device for the Internet. Sometimes key information a student needs may be just out of view on the screen. The experienced user knows to make adjustments, but new users may not. Knowing where and how to get started may not be as easy as the “start here” button.
Logical arrangement of information for the college’s needs may not be a logical progression of information for the students’ needs. From the college perspective, students come in different groups/classifications. Here are some examples:
• New
• Returning
• Transferring
• Students needing accommodations
• Local residents
• Veterans
• International
• Credit
• Non-credit/Community Education
• Adult Basic Education
Each of these groups can have variations on what their first steps should be. Students aren’t necessarily used to thinking of themselves in terms of these classifications/groups. It can be difficult for first time students, who may fit into more than one of these groups, to decide which one is the place to start.
Most college websites have a “Getting Started” type button on the home page. After clicking that button, a student begins to make a decision about what category of student he or she is. To an experienced user, this is not an obstacle, but to the first-time college student it may be a barrier. For example, if a student had been getting a GED at the college, which probably falls on the non-credit side of the college structure, is the person a new or retuning student when it’s time to sign up for credit classes? The person may be new to credit classes, but not to the college in general. Where does the person fit? The answer may vary from college to college.
In addition, some college websites may not be mobile friendly so that students who are trying to use smartphones or tablets may face additional obstacles. Despite the potential difficulties, today’s college students need to become savvy users of the college website and recognize the role it will play in the communication process.
Website challenge:
Pick 2 different colleges and examine their websites. Try to find the following information on each of the websites.
1. Can you find the Mission Statement/Strategic Plan/Vision of the college?
2. What does the statement say and why is it important to know a college’s mission/plan/vision?
3. What are the steps you would to take to enroll at the college?
4. How many locations does the college have and where are they?
5. How long would it take you to travel to the location of that college?
6. What term are you planning to attend the college for the first time? Is there an application deadline you must meet?
7. Where can you find important dates and deadlines for the term?
8. How long does a person need to live in Oregon to be considered a resident of the State in terms of college tuition at the colleges you are investigating?
9. Does the college have a student conduct code? (A document about student rights and responsibilities)
10. Does the college have placement tests a student needs to take prior to staring college?
11. Does the website explain what type of tests are required and is there a cost?
12. What are the test scores used for?
13. Is financial aid available for students who attend the college?
14. Does the website have student success stories and/or student success tips?
15. Identify a program that you might like to study at the college.
Website Challenge Reflection
1. How comfortable were you navigating the college websites?
2. Did the websites’ organization make sense to you?
3. What was your strategy for finding the information you were looking for?
4. What information would you consider most important to you as a student?
5. What suggestions do you have for making the website easier to use?
The college website will be part of your communication system with the college you attend. Your college website makes you part of a learning community.
• What other social media does the college use?
• As a student, how can you use the college website, social media, and the Internet in general to strengthen you learning community and connections?
John Green: Paper Towns and Why Learning is Awesome (TED Talks)
A YouTube element has been excluded from this version of the text. You can view it online here: https://openoregon.pressbooks.pub/collegetransition/?p=35
Video link: https://youtu.be/NgDGlcxYrhQ | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.08%3A_Navigating_The_College_Website.txt |
Great ideas need landing gear as well as wings.
~C.D. Jackson
Congratulations! You are accepted to college. Now what? Before you can begin signing up for classes, most colleges will require you to take a College Placement Test (CPT).
Some things to think about:
• What is the purpose of the CPT?
• Can a student fail the CPT?
• Where is the CPT given?
• What does a student need to do to sign up to take the CPT?
• How much does it cost to take the CPT?
• Can a student re-take the test if he or she is not happy with the score?
• How long is the placement test score valid?
• Can a student study for the CPT?
The College Placement Test is an entrance examination that is a required part of the admissions process for many community colleges and other schools in the United States. The placement test can be referred to as CPT or CTP exam. CPT exams are not scored on the basis of pass or fail. The CPT exam tests students in subjects like reading, writing, and math. The test results help place each student in the most appropriate level of classes. The goal is to place students into classes that are not too difficult or too easy.
Community colleges tend to rely on placement testing because students entering these colleges have a variety of backgrounds and skill levels. The test results may mean a student can skip introductory level classes or that students need to refresh or build skills in a specific area. However, if a student gets a low score on the tests, he or she may need to take extra classes to be able to register for a certain class in a specific program.
Across the college campus, in many different classes, a student will be asked to read and write on a daily basis as part of the class activities. Even a Speech class will require writing! As a result, many classes have a prerequisite requirement for writing. If Writing 121 is a prerequisite to starting a class, and a student scores into Writing 115, the student will need to take 2 classes, Writing 115 and Writing 121, before gaining entrance to the class with a prerequisite.
Many students have not taken a math class recently, or been using more than basic math in their daily lives, and may need to refresh or build their skills to be able to handle the course requirements of college. Also, certain programs emphasize specific math skills in order for students to be successful in those programs of study. Culinary Arts students must be proficient with the math skills needed for menu planning and food cost analysis. Those are different skills than a Nursing student. A Nurse needs to be proficient in math related to dosage and other measurements. The purpose of the placement tests is to help students identify their abilities. It is important for students to take the placement tests seriously since the test scores will influence course selection. Scoring well on placement tests can save a student time and money.
Which student in the video reflects your attitude about college placement tests?
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Can a student study for college placement tests?
Students often wonder if they should study for CTP exams. Studying and becoming familiar with the type of test you will be taking is a good idea. If a student is unhappy with the CPT exam score, retesting options usually exist, but vary from college to college. Check the policy of the college you are choosing to attend. Poor performance on a CTP may end up costing the student extra time and money. If the student has to take extra classes to build the skills needed for college that may change the timeline for the student’s goal and target completion.
Community colleges often have free or low-cost options for improving a student’s skill level for college course through an Adult Basic Education program. Check to see what options exist at the college you have selected in terms of improving CPT scores. Many first-generation college students find attending Adult Basic Education classes to be very helpful for getting ready for the rigors of college expectations. Along with improving academic skills, a student can also become familiar with the culture of the college before becoming a full-time student.
The CTP exam is a general term and not the name of a specific test. Colleges may use different standardized tests as their CPT. Two of the most common tests are Accuplacer and Compass. As of June 18, 2015, ACT, the company who makes Compass, said in the article Finding A New Compass that it will discontinue making the test and phase out its use. If the college you have selected has been using Compass as its CPT, changes may be happening for that college. ALEKS is an assessment system that is gaining momentum with the departure of Compass. ALEKS stands for Assessment and Learning in Knowledge Spaces.
Sometimes it can be challenging to figure out which standardized test is being given by the college. If you have difficulty finding the name of the test the college is using, try the search engine on the college website for the keywords “college placement test.”
It is possible to study for these tests as well as becoming familiar with the format of the tests. Some college website may have study resources listed to help students prepare for the CTP exam. Check with the college you select to see if resources are suggested.
At Lane Community College, Accuplacer is the CPT given. Accuplacer is an “adaptive” test. It gives you one question at a time. You must answer every question it presents. When you get a question correct, the computer adapts by giving a harder question worth more points for the next question. A wrong answer gives you an easier question worth fewer points for the next question. Lane Community College offers a list of free online study resources for placement tests.
Thinking about college placement tests and taking them can be stressful for students.
Kelly McGonigal: How To Make Stress Your Friend (TED Talk)
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• How does the information provided by Kelly McGonigal in her TED Talk apply to preparing for and taking college placement tests?
• What tips can you take away from her talk that might help you with college related stress?
Suggested Reading
Why Writing Matters Project | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.09%3A_Placement_Testing.txt |
Budget: a mathematical confirmation of your suspicions.
~AA Latimer
Expenses you may encounter:
• How much is the degree or certificate you want to earn going to cost?
• What factors go into the cost of the college?
• What costs are included in tuition?
• What costs are not included in tuition?
• What is college worth to you?
• How much money can you afford to spend on college?
• Where can you get financing for college if you need help paying for it?
• How much money do you think you could afford on a monthly basis to pay back a loan related to financing college?
• What is the current interest rate on student loans?
• Are interest rates all the same?
• What do you think your life will be like after college?
Paying for college is an undeniable component of the educational process. While there are political discussions underway about making college free, at this point in time, students must pay for college themselves or with the help of others. Understanding the factors that combine to create the overall cost of a college education can help a student make decisions about the college that is right for him or her.
Today’s colleges are in a competitive market for students. Thinking about the services you as a student need or want from a college environment can help define what is personally important and what you are willing to pay for. The following video from John Green and Hank Green (who you may recognize from the Crash Course series on YouTube) provides a quick look at factors affecting the cost of college.
Vlogbrothers: Why Is College So Expensive?
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The President of Colorado State University made a video explaining how tuition money is spent at that school. His information is specific to his school, but the overall explanation is applicable to many colleges. Watch what he has to say:
Colorado State University: Where Do My Tuition Dollars Go?
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College costs can be measured by 7 main categories:
1. Tuition: The price you pay for taking college classes is based on the academic program you choose. Tuition is also affected by selecting a school in the state where you live, and by whether the school is public, private, for-profit, or non-profit.
2. Fees: Academic programs may have additional fees beyond tuition costs. For example, a student majoring in culinary arts will need specialized tools to participate in that program. Services the college provides to students can have associated fees. For example, a student health center may have a basic fee that all students must pay whether they use the service or not. Some colleges have dining fees that give students food cards to use on campus. Student fees are not fees students can opt out of. It is important for students to examine a college’s fee structure and maximize the services that are being paid for by fees.
3. Books and supplies: The cost of books and the supplies students will need to complete a program can vary greatly. Books and supplies can add \$1000 or more to the annual tuition cost. This is an important factor that is easily overlooked by students. Finding classes that offer low cost book option/open source materials can help reduce the overall cost of college. Often times, students will end up financing the cost of books and supplies with financial aid. It is important to remember that an additional \$1000 financed with aid or credit cards can quickly add up to an unanticipated cost of college.
4. Transportation: Getting to and from college costs vary significantly based on how close a student lives to the college campus and the transportation method selected. Some colleges may have a transportation fee as part of the student fees that might provide mass transit (trains or buses) options for getting to school. Colleges may also have parking fees for those students who drive to the campus. Seasonal weather conditions are another factor in transportation choices. As a student estimating cost of college, remember to think about the entire school year.
5. Living Expenses: Where will you be living while attending college and with whom? The answer to this question determines a major factor in the overall cost of attending college. Living with family may be less expensive for some, but many times is not an option for students. Answers to the question of where you will live and how much it will cost vary greatly. One thing to think about is how much did it cost you to live last year? Will going to school change that and if so, how? Will you have to eat or spend money on groceries/meals differently than in the past? If the college you choose has a dining fee built into your tuition costs, don’t overlook using it. Staying healthy is an important part of college success.
6. Personal expenses: Another wide open category of cost, but don’t forget you will still need basic health care and hygiene. And you will still have social events and family commitments. Students tend to underestimate how much money will be needed for personal expenses. For example, many students today cannot survive without smart phones, computers, and data plans.
7. Opportunity Cost: Choosing to spend time and money going to college has an opportunity cost. If you are spending time and money on your education, you will not be spending that same time and money somewhere else. One example of this relationship is employment. Attending classes and doing homework may mean you can’t work at a job as much as you want to. It may also mean you will have less time to spend with friends and family. If you have a long commute to school, that may impact other aspects of your daily life. The following video examines the opportunity cost of college.
Vlogbrothers: Is College Worth It?
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Financial Aid Basics
Most students will need some form of financial aid to help pay for college. Before accepting an offer of assistance, it is important for a student to understand what each possible offer means and what the student’s responsibility will be after accepting the offer. The Office of US Department of Education offers financial assistance to students in the forms of grants, loans, and work-study programs. Filling out the FAFSA application is the first start towards receiving financial aid for college.
The video below from Federal Student Aid (FAFSA) debunks myths about who is eligible for financial assistance for college.
Federal Student Aid: Myths About Financial Aid
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The following 2 videos created by Federal Student Aid provide an overview of your options and what it means to borrow money for college. FAFSA is the best place to get information about student aid for college. A student can contact them directly and the contact information is on the website.
Federal Student Aid: Overview of the Financial Aid Process
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Federal Student Aid: Responsible Borrowing
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Understanding interest rates and how they impact student loans is essential. Many students shy away from doing the math to understand what their responsibility will be in repaying a loan. It is also essential that students understand the difference between a subsidized and unsubsidized loan. Both types of loans may be offered to a student in an award letter for financial aid. Many of the horror stories about the burden of college debt on students when they graduate from college could be avoided if students better understood options for financing their college education and examined their college selection process in greater detail.
Wall Street Survivor has a short explanation of how interest and compound interest work. The video demonstrates the difference between a flat/annual interest rate and a compound interest rate. Compound interest can make you very happy as an investor, but it works against you as a borrower. Subsidized loans do not add interest while a student is attending college. The interest is not compounded while the student is attending college. Unsubsidized loans begin charging interest as soon as you take out the loan, like a car loan would. Watch this video to gain some basic information about interest rates.
Wall Street Survivor: What are Interests Rates
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Formula for Compound Interest (the formula unsubsidized loans will use)
A= P(1 + r)t
P= amount borrowed r= interest rate t = time (years of the loan)
Example #1
Community College Annual In-State tuition is approximately \$4,000 for each year of college
*Stafford unsubsidized loan rate for 2015-2016 is 4.29%
First Year of College Second Year of College
A= 4,000 (1 + .0429)2
A= 4,350.56
A=4,000(1+.0429)1
A= 4,171.60
Total cost for loan over 2-year period:
\$4,350.56 + \$4171.60 = \$8, 522.16 (money borrowed first will accrue interest the longest)
The interest accrued on the loan in a 2-year period is \$522.16
Example #2
Community College Annual In-State tuition is approximately \$6,000 for each year
*Stafford unsubsidized loan rate for 2015-2016 is 4.29%
First Year of College Second Year of College
A= 6,000 (1 + .0429)2
A= 6525.84
A=6,000(1+.0429)1
A= 6,257.40
Total cost for loan over 2-year period:
\$6525.84 + \$6,257.4 = \$12,783.24 (money borrowed first will accrue interest the longest)
The interest accrued on the loan in a 2-year period is \$783.24
Example #3
College offering Bachelor’s Degree In-State Tuition at approximately \$10,000 each year
*Stafford unsubsidized loan rate for 2015-2016 is 4.29%
First Year Second Year
A=10,000(1+.0429)4
A= 11,829.63
A=10,000(1+.0429)3
A=11,343.00
Third Year of College Fourth Year of College
A=10,000(1+.0429)2
A=10,876.40
A=10,000(1+.0429)1
A=10,429.00
Total cost for loan over 4-year period:
\$11,829.63+ \$11343.00+ \$10,876.40+ 10429.00= \$44,478.03
The interest accrued on the loan in a 4-year period is \$4,478.03
The key difference between unsubsidized and subsidized loans is the amount of debt a student will leave college owing. Unsubsidized loans charge students interest while they are attending college, so the interest is growing on the loan during that time. A student might think they are borrowing \$4,000.00 or \$6,000.00, but unsubsidized loans add interest to the amount borrowed that adds up over time. Subsidized loans do not add interest while the student is attending college, so \$4000.00 really is \$4,000.00, no extras added.
Another important thing to remember when borrowing money for college is that if you add the cost of books and supplies or other needs onto the loan you have taken on for tuition, and you have unsubsidized loans, that extra money also grows over time with interest. While the tuition may have been \$4000.00/year, the amount financed was more than that. Example 4 demonstrates this scenario.
Example 4
Year 1 Year 2
Community College tuition = \$4,000.00
Books and supplies = \$1000.00
New computer = \$1000.00
Total Loan amount = \$6000.00
A= 6,000 (1 + .0429)2
A= 6525.84
Community College tuition = \$4,000.00
Books and supplies = \$1500.00
Other fees = \$350
Total Loan amount = \$5850.00
A=5850.00(1+.0429)1
A= \$6,100.96
Instead of owing \$8, 522.16 like in Example #1, total cost for loan over 2-year period:
\$6525.84 + \$5850.00 = \$12,626.80 which is \$4,104.64 more for the same time period and degree. Be watchful when adding even small amounts of money to your loan balances. It can add up quickly!
Voices of Debt: The Student Loan Crisis – Don’t Major in Debt
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Loan Calculator
Students need to remember that they are consumers when it comes to taking on loans for college. Not thinking about what the debt means after college only compounds the issues. It is important to think about how much could you afford to pay monthly on a student loan once you have completed college. It’s easy to do the math on loan costs. The Smart Student’s Guide to Financial Aid has a free loan calculator that will do the work for you. All you have to do is plug in the numbers. The loan calculator will also give you an estimate of what your annual salary will need to be to be able to repay the loan. Of course, the loan calculator will not know your other financial commitments, so be sure to look at the monthly payment and decide if you afford that additional expense. College debt is considered a partial economic hardship if it requires you to use more than 15% of your discretionary income.
Here are 2 examples using the same colleges costs as the previous examples:
Loan Balance: \$10,000.00
Adjusted Loan Balance: \$10,000.00
Loan Interest Rate: 4.29%
Loan Fees: 0.00%
Loan Term: 10 years
Minimum Payment: \$50.00
Monthly Loan Payment: \$102.63
Number of Payments: 120
Cumulative Payments: \$12,315.47
Total Interest Paid: \$2,315.47
Loan Balance: 4,000.00
Adjusted Loan Balance: \$4,000.00
Loan Interest Rate: 4.29%
Loan Fees: 0.00%
Loan Term: 10 years
Minimum Payment: \$50.00
Monthly Loan Payment: \$50.00
Number of Payments: 94
Cumulative Payments: \$4678.45
Total Interest Paid: \$678.45
Note: The minimum monthly payment must be at least \$50.00; so on the \$4,000.00 loan the number of monthly payments was shortened. Also, there isn’t a prepayment penalty for repaying loans early. If you pay as little as \$25 more each month on the loan you can shorten the duration of the loan by almost 3 years.
It is also important to realize that even if you don’t finish college, you will have to repay a loan taken out for college. According to an article titled The Feds Don’t Care If You Dropped Out of College. They Want Their Money, students who dropped out of college and ultimately didn’t obtain a degree or certificate, generally don’t earn higher wages after leaving school. Statistics show that students who start college but don’t finish struggle with student debt.
The US government backs loans that are taken out through FAFSA/Federal Student Aid. Repayment is expected. The government has the authority to garnish wages and withhold tax returns as part of repayment of loans that are not paid. Government-backed debt cannot be forgiven in bankruptcy, except under rare circumstances.
Bloomberg: Why It’s So Hard to Get Rid of Student Debt
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The cost of going to college seems to be constantly increasing. Understanding the opportunity cost both now and in the future needs to be an important part of a student’s decision process when selecting a college and a major. Do the math! There are plenty of resources to help you. Follow your dreams, but be informed.
Financial aid vocabulary is a specialized language that students participating in the process must understand. Try free flashcards that can make learning financial aid vocabulary fun!
Common Financial Aid Vocabulary Definitions
Terminology Definition
Award package The way colleges and universities deliver their news about student eligibility for financial aid or grants. The most common packages include Pell Grants, Stafford Loans, and Work Study.
Borrower A person or group that obtains funds from a lender for a particular period of time. A borrower signs a “promissory note” as evidence of indebtedness.
Campus-Based Financial Aid Programs The three major aid programs are funded by the federal government, but the disposition of the funds is handled by colleges’ financial aid offices. The aid programs are: the Federal Supplemental Educational Opportunity Grant, the Federal Perkins Loan, and Federal Work-Study (FWS).
Cost of education This includes tuition and fees, room and board, books and supplies, transportation, and miscellaneous expenses. A student’s financial aid eligibility is the difference between the cost of education and the Expected Family Contribution as computed by the federal government using the FAFSA.
Default A failure to meet a financial obligation, especially a failure to make a payment on a loan. Defaults are recorded on permanent credit records and may result in prosecution and/or loss of future borrowing possibilities.
Dependent Student A student claimed as a dependent member of household for federal income tax purposes.
Expected Family Contribution (EFC) The amount of financial support a family is expected to contribute toward a child’s college education. This amount is part of the formula used by the federal government to determine financial aid eligibility using the FAFSA form.
Federal Direct Loan A group of federal loan programs for which the lender is the federal government. Included in these programs are government-subsidized loans for students and unsubsidized loans for both students and parents.
Federal Pell Grant Program This is a federally sponsored and administered program that provides grants based on need to undergraduate students. Congress annually sets the appropriation; amounts range from approximately \$400 to \$3,000 annually. This is “free” money because it does not need to be repaid.
Federal PLUS Loan A nonsubsidized loan program for parents of undergraduate students under the Federal Education Loan Program umbrella
Federal Perkins Loan Program A federally run program based on need and administered by a college’s financial aid office. This program offers low-interest loans for undergraduate study. Repayment does not begin until a student graduates.
Federal Stafford Loan A federal program based on need that allows a student to borrow money for educational expenses directly from banks and other lending institutions (sometimes from the colleges themselves). These loans may be either subsidized or unsubsidized. Repayment begins six months after a student’s course load drops to less than halftime. Currently the interest rate is 0 percent while in school and then is variable up to 8.25 percent. The loan is typically repaid within ten years. Be sure to know the interest rate at the time of borrowing.
Federal Work-Study Program (FSW) A federally financed program that arranges for students to combine employment and college study; the employment may be an integral part of the academic program (as in cooperative education or internships) or simply a means of paying for college.
Financial Aid Award Letter Written notification to an applicant from a college that details how much and which types of financial aid are being offered if the applicant enrolls.
Financial Aid Package The total amount of financial aid a student receives for a year of study.
Free Application for Federal Student Aid (FAFSA) This is the federal government’s instrument for calculating need-based aid. It is available from high school guidance departments, college financial aid offices, and the Internet (www.fafsa.ed.gov). The form should be completed and mailed as soon after January 2 as possible.
Gap The difference between the amount of a financial aid package and the cost of attending a college or university. The student and his/her family are expected to fill the gap.
Gift Aid Grant and scholarship money given as financial aid that does not have to be repaid.
Grants/scholarships These are financial awards that are usually dispensed by the financial aid offices of colleges and universities. The awards may be need- or merit-based. Most are need-based. Merit-based awards may be awarded on the basis of excellence in academics, leadership, volunteerism, athletic ability, or special talent.
Lender One who provides money on the condition that the money be returned, usually with an interest charge.
Merit awards, merit-based scholarships More “free” money, these awards are based on excellence in academics, leadership, volunteerism, athletic ability, and other areas determined by the granting organization, which can be a college or university, an organization, or an individual. They are not based on financial need.
PIN Personal identification number.
Student Aid Report (SAR) Report of the government’s review of a student’s FAFSA. The SAR is sent to the student and released electronically to the schools that the student listed. The SAR does not supply a real money figure for aid but indicates whether the student is eligible.
Subsidized Student Loan The government is paying the interest on the loan while the student is in college at least part-time (six credits).
Tuition Amount of money charged to students for instructional services. Tuition may be charged per term, per course, or per credit.
Unsubsidized Student Loan The interest is accruing while the student is in college. The government is not paying the interest on the loan.
Making It Personal:
1. What is the tuition cost for the college/program you want to enroll in?
2. What additional fees can you expect to pay along with tuition?
3. What kinds of services will you get from the additional fees you pay?
4. Can you estimate the cost of books and supplies for your chosen program?
5. Are you more likely to be a full-time student or a part-time student?
6. What is your plan for paying for college?
7. If you were to take out loans, how much money do you think you would need to borrow?
8. Who is ultimately responsible for your college expenses?
9. Have you filled out the FAFSA application?
10. What do you feel like you need more help with in relation to financing college?
Susan Dynarski: Why Financial Aid Is Broken And A Simple Solution to Fix It (TED Talk)
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When the world says, ”Give up,” Hope whispers, ”Try it one more time.”
~ Author Unknown
A scholarship is a financial investment in someone’s potential to succeed. It’s based on past experiences, the possibility of making a difference, and the embodiment of the core values of the organization or person sponsoring the scholarship. As a student applying for scholarships, think about what can you do to demonstrate that you are a worthy investment. What story can you tell that will make someone want to invest in you?
Describe a personal accomplishment and the strength and skills you used to achieve it. (Use no more than 150 words)
Last year I volunteered with the Art Support Services. Art support is a part of Burning Man’s infrastructure that facilitates everything involving massive art installations. Being my second year I went from being a simple volunteer to a volunteer trusted with the duties and responsibilities of a radio. My job entailed communicating with the artists, figure out where they were in the building process then decide what heavy machinery they needed. Next I would radio Heavy Equipment to inform them of the artist’s needs. The most important skill I gained was appropriate radio communication. I learned how to change channels and proper radio etiquette. On the radio I used terms like “ten-nine”, “copy that”, or “affirmative” a personal favorite. Having a radio was a huge feeling of accomplishment, because I got to play a part in coordinating all the pieces that made the art come together.
~ Student #1
• What kind of person would you say Student #1 is?
• Does the person seem dependable?
• Would this person follow through on a task he or she was given?
• What qualities stand out for you about this person when you read this personal statement?
• Would you invest in this person’s future?
Coming back to school after twenty-five years is an accomplishment I’m very proud of. I didn’t graduate from high school when I was supposed to, so the first strength I used was faith that I could come back and do it now. I definitely needed a little courage, going from a forty year old server in a restaurant to a first time college student was a big change. In order to figure out what I wanted to study I researched online, bounced ideas off of friends and even talked to strangers on the street. I tried to keep an open mind and think creatively about my options, and then used my experience and perspective to narrow down the long list of potential interests. Once I decided on a career path and school, I quit my job and moved to a new city, relying heavily on discipline, humor and hope. I can’t tell you how many times I thought about staying in Portland and working at my old job forever, but now that I’m in school, I’m really grateful that I didn’t.
~Student #2
• What kind of person would you say Student #2 is?
• Does the person seem dependable?
• Would this person follow through on a task he or she was given?
• What qualities stand out for you about this person when you read this personal statement?
• Would you invest in this person’s future?
A few years ago I gathered together a group of children from my neighborhood and together we wrote an adaptation of “The Frog Prince.” We then built a stage in the back yard and spent weeks painting sets and creating costumes. When we had finished all the preparations, we pulled couches and chairs into the backyard and invited our whole neighborhood over to watch our play. It was amazing to help guide and motivate the children as they performed their creation; it took an enormous amount of organization and delegation skills to make our production go smoothly. It was incredible to be able to help our community come together and watch neighbors that had lived next to each other for years finally forging connections and becoming friends. It was wonderful to be able to see the children growing in their confidence and sharing their creation with our community.
~Student #3
• What kind of person would you say Student #3 is?
• Does the person seem dependable?
• Would this person follow through on a task he or she was given?
• What qualities stand out for you about this person when you read this personal statement?
• Would you invest in this person’s future?
After sorting though several scholarship applications, the scholarship committee have selected 3 finalists for their scholarship. The scholarship committee must pick only one student to give a scholarship to. As a member of the scholarship committee, you must make a choice as to who wins the scholarship. Which student would you select and why? What criteria would you use to make your selection?
Thinking about applying for scholarships can seem like an overwhelming prospect, and students have many excuses for not applying. There are so many scholarships available for college that knowing where to start is the first obstacle to the process. Remember, scholarships are the gift of money for college. A gift does not have to be paid back like a loan does.
Scholarships are offered to students who meet a specific requirement established by the sponsor, who may be an individual or an organization. Scholarships can be offered through local, state, or national sponsors. Each scholarship will have its own requirements based on the purpose of the scholarship. Scholarships are a good way to help pay for college without increasing student debt. Students may apply for multiple scholarships. Receiving a scholarship will affect the student’s overall financial aid award because all the student aid added together cannot be more than the cost of attending college. However, it is important to realize that scholarships are gifts and do not have to be repaid, so trying to include a scholarship your overall financial aid package is a good idea.
Common Excuses For Not Applying For Scholarships
• Scholarships are only for people with good grades or athletic skills
• There aren’t scholarships for someone like me
• You have to be a good essay writer to win a scholarship
• There is too much competition to even try
• Finding scholarships to apply for is hard and takes too much time
• Scholarship awards are for small amounts of money, so it’s not worth it
• Scholarships are only for high school graduates
• GED graduates can’t get scholarships
Finding scholarships requires research and effort on the part of the student, but the effort can have a financially rewarding outcome. Searching for scholarships today is much easier than in the past. Students used to have to comb through books in counselors’ offices and photocopy applications to be put in the mail, snail mail!
The Internet has changed the search process. In today’s scholarship search process, a student can use several websites to help find the treasure. Never pay for help to search for scholarships. Websites that charge fees to find scholarships may be scams. The Scholarship Fraud Prevention Act of 2000 was passed to help increase the penalties for people convicted of scholarship fraud. Before this Act was passed, the Federal Trade Commission was limited to closing operations defrauding consumers. Now the government has the power to incarcerate or fine perpetrators of scholarship fraud.
Free help can be found through the college you have selected to attend as well as through several great websites. Check with student support services at your college to see what services are offered. Scholarship Junkies, Unigo, Fastweb, and Fin Aid are examples of online resources for finding scholarships to apply for. Unigo even has a section for scholarships that don’t require an essay.
25 Strange, Crazy, and Obscure Scholarships
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Video link: https://youtu.be/-VZKL5bcFvI
In the State of Oregon, the Oregon Office of Student Access and Completion (OSAC) is a place to start the scholarship application process. OSAC was established in 1959 by the Oregon Legislature to help fund post-secondary education. OSAC requires students to fill out the FAFSA before applying to OSAC. Each year OSAC awards over \$118 million to Oregon residents seeking a college education. According to their website:
As a national leader in public/private partnerships of scholarship and innovate outreach programs, OSAC administers the following programs: Scholarships, the Oregon Opportunity Grant, the Chafee Grant, the Childcare Grant, ASPIRE (Access to Student assistance Programs In Reach of Everyone) as well as smaller funding programs.
Mistakes to avoid when applying for college scholarships
Scholarship committees want to give their money away to deserving students. It’s your job to properly sell yourself so they know why you are the right choice. Build a profile that can’t be ignored, one that showcases your originality, your character and your drive to be successful. Avoid these common mistakes students make. Get your application done right!
Deadlines
One of the major reasons student fail to earn scholarships is due to missing the application deadline. Deadlines matter and once they pass, the opportunity for that scholarship has ended for that year. It is important to pay attention to the time zone the deadline occurs in. The scholarship website may be located in a different time zone than you are. If the deadline says 11:30 pm EST (Eastern Standard Time) that is 8:30 pm PST (Pacific Standard Time). If the scholarship says it’s due by March 15th, it means it. On March 16th you will not be able to submit the application. This is a harsh reality for some students who put off working on their scholarship applications.
Fill Out The Application Correctly
The directions on a scholarship application are not suggestions. These are the basic requirements that you need to fulfill in order to be considered for a scholarship. If you do something careless like emailing your application when you are supposed to mail it or not bothering to format your application correctly, you may not get the scholarship.
Fill Out The Application Completely
Scholarship committees request specific information because they need it. If the scholarship committee does not receive all of that information from you, the scholarship committee will likely look at your application, see that it is incomplete, and move it to the disqualified pile. If your application is submitted online and the information is incomplete, the application will not make it past the computer screening.
Make sure you are eligible for the scholarship
Read the requirements of the scholarship carefully. If there is a specific aspect of the scholarship that you do not meet, find a different scholarship to apply for.
Familiarize yourself with the sponsor of the scholarship
Use the Internet to find out as much as possible about the sponsor of the scholarship. If it is a company or organization, find out what their mission is and what they care about. If the sponsor is a person or in memory of a person, what was the person’s passion?
Proofread Your Application
Always have someone proofread your application before you send it in. This will help reduce any spelling or grammar errors or other mistakes that may be in your application before you send it. If you want to earn some money, you’ll want your application to be as polished as possible!
Scholarship Essay Mistakes
Word count is probably the most common scholarship essay mistake. If the application asks for a word range, hit the range. If it asks for a specific word count, hit the word count as closely as possible. This shows you’re capable of paying attention and satisfying specific requirements. Another common mistake is falling off topic. You want your essay to stand out from all the others. It needs to be unique, but it needs to address the topic given.
Email Address
While a cute or risqué email address can seem clever among your group of friends, it can send the wrong message to a scholarship committee, or the professors at your college. When applying for scholarships, avoid email addresses that use nicknames, profanity, that are offensive, or that have sexual connotations. Instead, create a professional email address to use for scholarship applications and professional correspondence. Keep it simple and straight forward by using variations of your first, middle, and last name.
Personal Statements & Essays
Many scholarship applications request a personal statement or essay to gain a perspective on the student in a more personal way. This is an opportunity for a student to build a unique picture of him or herself. OSAC uses 4 topics in their application. At Lane Community College, the Foundation (the source of scholarships specific to Lane) uses the same 4 topics in their applications. A student may use the same answers for both OSAC and Lane Community College’s applications. Check the college you plan to attend and see if you can find their essay questions. Chances are good, if it’s an Oregon school, it will use the same questions as OSAC.
OSAC’s application limits the number of characters you can use in a response. This is different from a word limit. Be sure to find out if the application you are completing uses words or characters in the directions for space limitations of answers.
• Explain your career aspirations and your educational plan to meet these goals. Be specific.
• Explain how you have helped your family or made your community a better place to live. Provide specific examples.
• Describe a personal accomplishment and the strengths and skills you used to achieve it.
• Describe a significant change or experience that has occurred in your life. How did you respond and what did you learn about yourself?
Sometimes students worry that they don’t have a good answer to the questions posed by the scholarship application. Your answer doesn’t need to be a world-saving event. It needs to show your personality and qualities that will be worth investing in. The examples at the beginning of the chapter demonstrate real-life events that answer the question being posed. Finding small stories to tell will make better statements when you only have limited characters to use.
Zach King: The Storyteller In All Of Us (TEDx Talk)
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Video link: https://youtu.be/VMIpxqeoI1c
The final message in Zach King’s video is that everyone has ideas that matter and thoughts and ideas that inspire people. The personal statements and essays in a scholarship application are the place a student can set him or herself apart from the other applicants. Sitting down and writing an inspiring essay in 1000 characters or 150 words can seem like an impossible task.
One way to get started is to write something less structured. Try writing a random autobiography about yourself. This can be a fun way to start thinking about yourself and your experiences in order to find topics to use for personal statements and essays. It’s your story – you can’t get it wrong. Instructions and examples for writing a random autobiography are in the next chapter.
Licenses and Attributions
Student work on this page used with permission. | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.11%3A_Hidden_Money-_Scholarships.txt |
Random Autobiography Instructions
Begin by making some lists:
• Make a list of the towns and states you have visited or lived in. Put a note about what you saw or did there.
• List animals you’ve touched or petted. When? Where? What did it feel like?
• List the historic events you have witnessed. These can be neighborhood, city, state, national or international.
• List things you’ve lost.
• List some odd things you have experienced.
• List places you have shopped and things you have bought.
• List memorable things you have seen happen in your classroom, or with particular students.
• List a few favorites, whatever comes to mind.
• List places that are special to you and a few details about each.
Complete the following sentence starts:
• I was expected to
• I’ve held
• I lost
• I tell you sincerely
• Once
• Twice
• I bought
• I love
• I‘ve been scared
• I’ve seen
• I’m
• I learned
• I’ve heard
• I’ve had some
• I witnessed
• I will testify
• I have stories
• I found
Remember… if you don’t apply for scholarships, you won’t get them. Your college has resources to help you perfect your essays. At Lane Community College students can visit the Scholarship office for help with essays. There are experienced people to help you. If you can’t make it to campus, there are also websites like Scholarship Junkies that can help with essays online. Chances are, you have a story to tell that will inspire someone.
If you need inspiration, read the student examples below.
Random Autobiography By Quinn B.
I was the expected guest
I’ve held the trust and compassion of many
I lost the negativity in my heart
I tell you sincerely, I am not as I was
Once I have loved
Twice I have traveled
I bought affection and admiration
I love to offer all that I have
I’ve been scared to find myself among others who have lost
I’ve seen happiness in the faces of man
I am eager to further live out my life through exploration and discovery
I learned to never take for granted the compassion of others
I’ve heard songs that tell stories
I’ve had some time to ponder
I once took a ride from a mysterious man
And only one person believes themselves to be the lesser of the two evils
I have been drowned in desperation and resuscitated by a profound acceptance
I witnessed art in a foreign city
I will testify to the beauty of my home
I have stories to tell strangers who will become my friends
I found myself in Damascus
Random Autobiography By Brady H.
I was expected to drop-out
I’ve held myself to a higher standard
I lost respect from my family
I tell you sincerely that I’m serious about changing my life
Once I’ve been criticized
Twice I’ve been shaped into the man I am now
I bought things that further my passions
I love striving for greatness
I’ve been scared of failure
I’ve seen said failure first hand
I’m not giving up
I learned this isn’t easy
I’ve heard it’s impossible
I’ve had set backs in my life
I once thought about giving up
And only one person can truly hold me accountable, that’s me
I have been upset with some choices I’ve made
I witnessed that with a little time you can work your way back from anything
I will testify that you can literally do anything as long as you believe whole heartedly that you can
I have stories about times that I’ve had no hope
I found hope in the midst of those stories
Random Autobiography By Crysta R.
My teachers in the K-12 system expected me to fail.
I’ve held all 3 of my friends’ kids when they were born.
I lost all of my teeth except for the top canine tooth, my friends called me a vampire.
I tell you sincerely that even though I look mad all the time I’m not.
Once I hated reading.
Twice I bought books on learning Korean.
I love K-pop.
I’ve always been afraid of the dark.
I’ve seen discrimination towards my mom .
I’m shy
I self taught myself some Korean, Japanese and Chinese.
I’ve heard 4 languages in my house at one time.
I’ve had to get a restraining order on my dad on my 15th birthday.
I almost died more than once.
And only one time have I been late on returning a movie.
I have always loved photography, it started because I didn’t want my picture taken.
I witnessed first hand what drugs and alcohol do to a family.
I will testify that have stories only my friends know.
I found that there more to life than staying stuck.
Random Autobiography By Kelly G.
I’ve held microphones, one job for 20 years and a friends hand while she had an abortion
I tell you sincerely how I feel if you really want to know
I’ve lost friends to car wrecks, alcoholism, drug abuse and sometimes all of the above
Once you make it into my inner circle, you’re there for life
I have played music in front of hundreds of people at one time
I found a friend of mine passed out in a bush on the side of the road while I was driving home one night, I recognized him by his butt
I have witnessed domestic violence, frat boy riots (yes, more than one) and a homeless man
wearing pink, leopard print spandex head to toe and a feather boa smoking crack in the street and then dancing to Prince
Random Autobiography By Asher L.
I’ve been scared
I’ve been scared, scarred, and torn down to my basic parts
But I am re-building myself
No longer spaz, tweak, or the class clown
No longer running from my problems, because I can’t run from the things inside
No longer am I escaping reality through drugs or anger
I’m doing what’s best for me
And honoring my friends lost lives
I will not let myself be defined by my past choices
But instead by my aspirations
The scars on my back are no longer referred to as such
They are my stripes
My tiger stripes, each one from a battle won
In school, my abuse was of a different kind
It came from me
I listened to all the teachers, who told me to sit down
To be quite
To pay attention
After years, it wore me down
Like the mighty mountain
Eroding away under the torrent of abuse
Falling like rain
I lived this self-destructive life for years
Preferring an intact family with no bed
Or roof over our heads
To the dysfunctional one
Connected only by blood, and tears shed
But I was given a chance that not many others could receive
Now I have a new family
One I chose myself
That I earned
The same ones who support me
And helped me understand college isn’t something to dream about
Fantasize about
And put on the highest shelf by myself
Like a parent hiding a cookie jar from a toddler’s grubby hands
No
I can do this
Because I AM scared
But I’m NOT scarred
Licenses and Attributions
Student work on this page used with permission. | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.12%3A_Random_Autobiographies.txt |
Excellence is not a skill. It is an attitude.
~Ralph Marston
Many students never expected to find themselves in college. Maybe as high school students there were factors in their lives that left them underprepared for college. Maybe a good paying job came along and the person went straight into the work force. Maybe a health problem kept them out of school. Perhaps an unstable home life limited the person’s options. But now, something has changed and college is in the future. Chances are that gaps in the skills needed to be successful in college will show up. Knowing and using the resources available to bridge those gaps will be important to college persistence.
Imagine life as a college student. You have signed up for a required class in the program you have selected. The professor of the class requires a graphing calculator along with textbooks for the course. You show up to class with your required materials and the calculator. The professor starts class by having students get out their calculators. You look down at the device and have no idea how to use it. The professor says that you are expected to know how to use the calculator since it is commonly used in high school, so reviewing its use won’t be part of the class. Now what do you do?
• What would your first reaction to this situation be?
• How would you solve this problem?
• What resources can you think of to help you?
• What obstacles for college success might you encounter?
• How do you feel about asking for help when you need it?
Colleges have an entire system of free resources in place to support students in a variety of ways. Students may feel pressure to succeed on their own because of the independent nature of many college related decisions. As a student, educating yourself about all the resources available at the college you have selected to attend can help you feel part of a community that wants to see you succeed. Asking for help from appropriate resources is not a sign of failure or lack of independence. Many college students hesitate to ask for help and end up in situations that could have been prevented by talking to the right person and knowing important deadlines. Learning to network is a valuable skill to develop while in college.
Community colleges are concerned about providing students with support services. Community college students are frequently commuter students who spend less time on campus than students who are in residency. They are likely to be working and have family obligations. Almost 30% of community college students are parents, according to 2014 data from the Institute for Women’s Policy Research (Fact Sheet: 4.8 Million College Students are Raising Children). Unstable child-care arrangements, for example, can impact a student’s persistence in college.
All of these challenges put students at risk of stopping their educational plan due to life events. Community colleges try to develop comprehensive student support systems to help students overcome the obstacles of life and persist in college. Making students aware of the support systems and how to gain access to the services available is a constant challenge. Students often struggle to match their problem to the right support service, are hesitant to ask for help, and/or wait until the problem is too big to handle. Student persistence and success is the goal for both the students and the college.
• As a student, what kind of support services do you need from a college?
• What is the best method for you to access support services?
• Have you evaluated the support services available at the college you plan to attend?
• How would you rate your social media skills?
Several different models for delivering student support services exist due to the wide variety of students who enroll in community colleges. Many community college students have multiple competing priorities (family, work, school) for their time. Student service models offering an integrated approach to delivering services make it easier for a busy student to access the services they might need. When selecting a college, how student services are delivered and how easily you could access them should be considered.
Technology has introduced more options for connecting and networking with other students and college faculty/staff. Social media, networking, email, text messages, and the college website all help students communicate with peers and college faculty/staff.
15 Key College Resources to know about
• Academic Advising
• Counseling/Personal Guidance
• Financial Aid & Scholarship Assistance
• Tutoring Options
• The Library & Librarians
• The Health Center
• Career & Employment Services
• Center for Accessibility/Disability Resources
• Multi-cultural Center
• Student Organizations
• Trio Services
• Services for Specific Student Groups
• Information Technology Services
• Faculty Office Hours
• Child care options
The language of college can complicate a student’s ability to ask for help and utilize student support services. It can be hard to figure out from the name of a service exactly what kind of help would be provided by that service. For example, what’s the difference between an advisor and a counselor? Don’t they both give advice? If counselors aren’t advisors what are they?
Past experiences may inhibit students from accessing support services. Asking for help can feel embarrassing. In high school, students primarily use tutors when they are not doing well in a subject. Students bring that perspective to college with them. In college, tutors can be a key part of a student success plan. In college settings, free tutors staff a variety of centers designed for student success. Writing and math are typical subjects where students need extra support to learn class materials and complete assignments. Students new to college may not realize the top students in their classes are likely to be using tutoring services. Tutors are like assistant teachers. Sometimes it is hard for students new to college to understand the role of tutors and let go of past notions about who uses a tutor and why. Some colleges offer tutoring services online as well as on campus. The college website is the place to find out about the offering related to tutors for the college you select.
Students with limited time to spend on the college campus may look for tutoring help online via videos to watch. Several excellent websites can be found. Also, there are a variety of apps for smartphones and tablets designed to help students. Support for student success can come in many forms.
Watch the following TED Talk by Sugata Mitra and see the impact the Internet is having on education around the world. As you watch the video, think about yourself as a student/learner and how you could find learning assistance online.
Sugata Mitra: New Experiment In Self-teaching (TED Talk)
A YouTube element has been excluded from this version of the text. You can view it online here: https://openoregon.pressbooks.pub/collegetransition/?p=144
Video link: https://youtu.be/dk60sYrU2RU
Website Challenge:
Pick 2 different colleges and examine their websites. Try to find the following information on each of the websites.
1. Do the 2 colleges you selected have the same definition of advisor and counselor?
2. Do both colleges offer the 15 key resources listed above? If not, what couldn’t you find?
3. How comfortable were you navigating the college websites to find student services?
4. What are 3 student support services you might use and how would they benefit you?
5. Did the websites organization make sense to you?
6. What was your strategy for finding the information you were looking for?
7. What information would you consider most important to you as a student?
8. What suggestions do you have for making the website easier to use?
1.14: Pulling It All Together
Once you choose hope, anything is possible.
~Christopher Reeves
Which comes first, hope or goals? A strong argument can be made for both sides. Believing you can set goals is the first step in setting goals. Transitioning to college involves a series of events that constantly interact. It is a cycle from term to term and year to year. As college student you will always be revising and planning, envisioning goals and making plans. Obstacles will cross your path and the support systems you have in place will be crucial to your success.
Discounted Dreams
The documentary Discounted Dreams is about students who attend community colleges in various parts of the US. The documentary focuses on four students. As you watch the video, identify the obstacles each student must overcome in order to be successful in college. Based on your observations, what is each student doing that will facilitate his or her success? Also note ways in which you think the student could improve his or her chances of being successful in college.
Student’s Name & Major Obstacles Faced Success Behaviors Suggested Improvements
After watching Discounted Dreams, answer the following questions:
1. Which student mentioned in the video did you relate to the most and why?
2. Describe the strengths and weakness each of the 4 individuals featured in the documentary.
3. What advice would you offer each person that could help them be more successful in school?
4. Why does Jose finally get the “break” he needs to continue school?
5. Why didn’t Jose stop going to school when he already had a good job as a result of his partial education?
6. What obstacles do you face as you transition onto college?
7. What information have you gained through reading A Different Road To College and watching this documentary that will help you succeed in college?
8. What was your reaction to watching this documentary? | textbooks/socialsci/Counseling_and_Guidance/A_Different_Road_To_College_-_A_Guide_For_Transitioning_To_College_For_Non-traditional_Students_(Lamoreaux)/1.13%3A_College_Resources.txt |
Thumbnail: Image by congerdesign used under CC0 licence. Note: image has been modified.
01: Successful Beginnings
Introduction
Who are you and why have you decided to go to university? Starting this chapter with you, the student, seems to make perfect sense. You are probably full of emotions as you begin this journey towards a degree and the fulfilment of a dream. Are you excited about meeting new people and finally getting to take subjects that interest you? Are you nervous about how you are going to handle your courses and all the other activities that come along with being a university student? Are you thrilled to be making important decisions about your future? All of these thoughts, even if contradictory at times, are normal and you may be experiencing several of them at the same time.
The decision to go to university is a choice that students make. You have made a choice to commit several years of hard work to earn a degree. In some cases, you may have worked long and hard to get here by getting good grades in high school. You may have even set yourself up financially and be earning money to pay for textbooks and other expenses. Now that you are enrolled in university, you have a clearer path to achieving your goals!
Why university?
• greater job satisfaction
• better job stability
• better outcomes for the next generation
• greater earning potential over time
University also provides an opportunity to develop much needed soft skills. The National Association of Colleges and Employers (2019) in the United States has identified eight career-readiness competencies that university students develop:
• critical thinking/problem solving
• oral/written communication
• teamwork/collaboration
• digital technology
• leadership
• professionalism/work ethic
• career management
• global/intercultural fluency
There are few occasions that will provide you the opportunity to develop all of these skills in a low-stakes environment (i.e., without the fear of being fired!). You will learn all of this and more in your courses. It seems like a great opportunity, doesn’t it? If you find yourself asking the question “What does this course have to do with my major?” challenge yourself to look for connections between the content and your larger educational, career, and life goals.
Growth Mindset
The way you think about your university experiences can affect your journey and your success. Psychologist, Dr Carol Dweck (2016, p. 2) and her colleagues developed a model showing two contrasting approaches to thinking – a fixed mindset and a growth mindset. Someone with a fixed mindset views abilities as something they either possess or do not. It cannot be changed. In contrast, someone with a growth mindset sees abilities as something that can be learnt and developed (see Figure 1.2).
Adopting a growth mindset can assist you to overcome challenges, and grow in knowledge and ability as you set out on your new university journey. As strange as it may seem, research into fixed versus growth mindsets has shown that if you believe you can learn something new, you greatly improve your ability to learn (Dweck & Leggett, 1988). At first, this may seem like the sort of feel-good advice we often encounter in social media posts or quotes that are intended to inspire or motivate us (e.g., believe in yourself!). However, in looking at the differences outlined in Figure 1.2 between a fixed (i.e., performance-goal-oriented student) and a growth mindset (i.e., learning-goal-oriented student), you can see how each part of the growth mindset path would increase your probability of success when it came to learning.
Something you may have noticed is that a growth mindset would tend to give a learner grit and persistence. If you had learning as your major goal, you would normally keep trying to attain that goal even if it took you multiple attempts. Not only that, but if you learnt a little bit more with each try you would see each attempt as a success, even if you had not achieved complete mastery of whatever it was you were working to learn. With that in mind, it should come as no surprise that Dr. Dweck found that those people who believed their abilities could change through learning (growth versus a fixed mindset) readily accepted learning challenges and persisted despite early failures (2016, pp. 2-5).
Doing this Together
Having a helpful mindset is one way you can put yourself on the pathway to academic success. Another powerful tool is to connect yourself with your fellow university students, academic and professional staff to make your journey together. If there is anything that you would like some assistance with when studying at university, talk to someone and let them know what you need. The secret about university success that not many people know is that successful students seek help. They use resources and they do that as often as necessary to get what they need. Your tutors and lecturers will expect the same from you, and your university will have all kinds of offices, staff, and programs that are designed to help.
These are called “help-seeking behaviours,” and along with self-advocacy, which is speaking up for your needs, they are essential to your success. As you get more comfortable adjusting to life in university, you will find that asking for help is easier. In fact, you may become really good at it by the time you graduate, just in time for you to ask for help finding a job! Review Table 1.1 for a few examples of times you may ask for extra support. See if you can identify where at your university you can find the same or a similar resource.
Table 1.1 Challenges, university resources, and potential outcomes
Type Challenge University resource Potential outcome
Academic Mastering the homework in your math class. The university library, learning centre or math’s learning advisors A peer or professional tutor can walk you through the steps until you can do them on your own.
Health You’ve had a great few days studying but are now tired and noticed that you have a slight cough. The university health or medical centre A licensed professional can examine you and provide care.
Social You’re looking for a group to belong to. Your classmates seem to be going in different directions and your roommate has different interests. Student organisations and interest groups Becoming a member of a group at university can help you make new friends.
Financial You were granted a scholarship which was great but are now looking for ways to cover additional university expenses. University Student Support or Wellness office A student welfare counselor can provide you with information about your options for meeting your university expenses.
Conclusion
In conclusion, knowing who are you and why have you decided to go to university is an important first step to appreciating the magnitude of the choice you have now made to achieve your goals. This is exciting because a university degree is highly valuable and university graduates are more likely to experience greater job satisfaction, job stability, health and wellness, outcomes for the next generation, and earning potential over time. Starting to study at university will open the door to fantastic opportunities to develop your knowledge and skills and will test your mindset to overcome challenges. The best part is that you will be doing this together with your fellow students, academic and professional staff. This book will also provide you with assistance as you make the transition across the great divide − from high school, work, home or wherever you were at in life − to university student. Welcome aboard!
Key points
• The decision to go to university is a choice that students make to achieve their goals.
• University graduates are more likely to experience greater job satisfaction, better job stability, improved health and wellness, better outcomes for the next generation, and greater earning potential over time.
• Adopting a growth mindset can assist you to overcome challenges and grow in knowledge and ability as you set out on your new university journey.
• You will be doing this together with your fellow students, academic and professional staff. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/01%3A_Successful_Beginnings/1.01%3A_Beginnings.txt |
Introduction
University will not only expand your mind, but it may also make you a little uncomfortable, challenge your identity, and at times, make you doubt your abilities. It can be transformative for you as an individual and through you, transform your communities and the nation more broadly through the development of a “love of learning for its own sake and a passion for intellectual discovery” Bradley, et al., (2008). For this transformation to happen, however, it means that we will need to be open to the transformation and allow the changes to occur. This chapter will provide you with an understanding about types of adjustments in the first year, and what to expect of university culture and expectations. Next, your learning responsibilities as a university student and some information about what to expect in your first year will be explained. Finally, a summary of practical study experiences you may need, the challenges that you may encounter and hints about scholarship opportunities will give you the information you need to adjust to your new life as a university student.
Adjustments in the First Year
Flexibility, transition, and change are all words that describe what you will experience. Hazard and Carter (2018) describe six adjustment areas that first-year university students experience: academic, cultural, emotional, financial, intellectual, and social. Of course, you won’t go through these adjustments all at once or even in just the first year. Some will take time, while others may not even feel like much of a transition. Let’s look briefly at these adjustments to prepare for the road ahead:
• Academic adjustment. There are no surprises here. You will most likely—depending on your own academic background—be faced with the increased demands of learning at university. This could mean that you need to spend more time learning to learn and using those strategies to master the material. Asking for help early to develop your academic skills is highly recommended to help build your confidence. This is covered in more detail in the chapter Successful Connections.
• Cultural adjustment. You will likely experience a cultural adjustment just by being at university because most campuses have their own language (modules, lectures, and tutorials, for example) and customs. You may also experience a cultural adjustment because of the diverse and multicultural environment that you will encounter.
• Emotional adjustment. Knowing that you may have good and bad days, and that you can still bounce back from the more stressful days, will help you find healthy ways of adjusting emotionally.
• Financial adjustment. Most students understand the investment they are making in their future by going to university. Even if you have most of your expenses covered, there is still an adjustment to a new way of thinking about university and living costs and how to pay for it. You may find that you think twice about spending money on entertainment or that you have improved your skills in finding discounted textbooks.
• Intellectual adjustment. Having an intellectual “a-ha!” moment is one of the most rewarding experiences of being a university student, right up there with moving across the graduation stage with a degree in hand. Prepare to be surprised when you stumble across a fascinating subject or find that a class discussion changes your life. At the very least, through your academic work, you will likely learn to think differently about the world around you and your place in it.
• Social adjustment. A new place often equals new people. At university, those new relationships can have even more meaning. Getting to know your lecturers can not only can help you learn more in your classes, but it can also help you figure out what career pathway you might want to take and how to get desired internships and jobs. Learning to reduce conflicts during group work or when living with others helps build essential workplace and life skills.
Think about what you have done so far to navigate these transitions in addition to other things you can do to make your university experience a successful one.
University Culture and Expectations
Going to university—even if you are not far from home—is a cultural experience. It comes with its own language and customs, some of which can be confusing or confounding at first. Let’s start with the language you may encounter. In most cases, there will be words that you have heard before, but they may have different meanings in a university setting. Table 2.1 has a brief list of other words that you will want to know when you hear them on campus.
Table 2.1 Common university terms, what they mean, and why you need to know.
Term What it means Why you need to know
Attendance policy A policy that describes the attendance and absence expectations for a class. Lecturers will have different
attendance expectations. Read your course specifications to determine which ones penalise you if you miss too many classes.
Final exam A comprehensive assessment that is given at the end of a term. If your class has a final exam, you will want to prepare for it well in advance by reading assigned material, taking good notes, reviewing previous tests and assignments, and studying.
Learning The process of acquiring knowledge. In university, most learning
happens outside the classroom. Your lecturer will only cover the main ideas or the most challenging material in class. The rest of the learning will happen on your own.
Plagiarism Using someone’s words, images, or ideas as your own, without proper attribution. Plagiarism carries much more serious consequences in university, so it is best to speak to your lecturer about how to avoid it and review your student handbook’s policy.
Study The process of using learning strategies to understand and recall information. Studying in university may look different than studying in high school in that it may take more effort and more time to learn more complex material.
Course specifications The contract of a course that provides information about course expectations and policies. The course specifications will provide valuable information that your lecturer will assume you have read and understood. Refer to it first when you have a question about the course.
In addition to its own language, higher education has its own way of doing things. For example, you may be familiar with what a teacher did when you were in high school, but do you know what an academic does? It certainly seems like they fulfill a similar role as teachers in high school, but in university academics’ roles are often more diverse. In addition to teaching, they may also conduct research, mentor graduate students, write and review research articles, serve on and lead campus committees, serve in regional and national organisations in their disciplines, apply for and administer grants, advise students in their major, and serve as sponsors for student organisations. If your most recent experience has been the world of work, you may find that there are more noticeable differences between those experiences and university.
Learning Is Your Responsibility
As you may now realise by reviewing the differences between high school and university, learning in university is your responsibility. Being able to stay self-motivated while studying and balancing all you have to do in your classes will be important. Taking ownership of learning will also hinge on the effort that you put into the work. Because most learning in university will take place outside of the classroom, you will need determination to get the work done. You will need to develop the ability to control your calendar to block out the time to study. You will learn more about strategies for managing your time and the tasks of university in a later chapter. Finally, a commitment to learning must include monitoring your learning, knowing not only what you have completed, but also the quality of the work you have done. Taking responsibility for your learning will take some time if you are not used to being in the driver’s seat. However, if you have any difficulty making this adjustment, you can and should reach out for help along the way.
What to Expect During the First Year
While you may not experience every transition within your first year, there are rhythms to each semester of the first year and each year you are in university. Knowing what to expect each month or week can better prepare you to take advantage of the times that you have more confidence, and weather the times that seem challenging. Review the table on First-Year University Student Milestones (see Table 2.2). There will be milestones each semester you are in university, but these will serve as an introduction to what you should expect in terms of the rhythms of the semester.
Table 2.2 Example overview of a semester and what you may be doing/experiencing in your first semester.
A table is one way to communicate information about a semester, but it is not the only way. Some students may relate better to images with text. For example, Table 2.2 could also be represented as a learning map, highlighting the important ideas and their sequence (see Figure 2.2).
Practical Study Experiences
Some universities may also require all students to participate in additional experiences beyond their regular coursework. Ask your university about details specific to your major or institution. One common practical study experience universities arrange for students is a placement. Placements are a type of fieldwork specifically required of students from courses such as engineering, nursing, human services, paramedicine and education. Placements may take place in hospitals, nursing homes, mental health facilities, schools or in the field. They provide students with the opportunity to practice skills that cannot be learnt in a regular classroom. During placements, students will interact with real staff, students and/or patients. Because they are new to the discipline, students participating in placements are more closely supervised by experienced professionals than those in other types of work experience. Thus, placements function very much like a real-world classroom and progress to more independent work through the degree. Before undertaking placements, students will need to complete certain coursework and background checks.
Placement for education students is a specific type of fieldwork undertaken by students who plan to teach in early childhood, primary or high school levels. Education students are often required to complete student teaching placements to obtain a teaching registration in their state. Students must often complete core education coursework prior to placement and must complete a background check prior to placement in a school setting. During their placement experience, students are usually paired one-on-one with an experienced teacher and have the opportunity to observe that teacher, get to know the students, understand the classroom culture, and participate in lessons as a teaching assistant as needed or appropriate. Students studying other fields such as health also have a placement component. All of this additional workload and need to plan for the next semester can seem overwhelming, but if you plan ahead and use what you learn from this chapter and the rest of the book, you will be able to get through it more easily. Your university or faculty will likely have a dedicated team or staff member who can help you with placement and be your contact if you have any questions.
Common Challenges in the First Year
It seems fitting to follow up the expectations for the first year and practical study experiences with a list of common challenges that university students encounter along the way to a degree. If you experience any—or even all—of these, the important point here is that you are not alone and that you can overcome them by using your resources. Many university students have felt like this before, and they have survived and even thrived despite them because they were able to identify a strategy or resource that they could use to help themselves. At some point in your academic career, you may do one or more of the following:
• Feel like an imposter. Students who experience imposter syndrome are worried that they don’t belong, and that someone will “expose them for being a fake.” This feeling is common but trust the professionals. You do have what it takes to succeed.
• Worry about making a mistake. While students who worry about making a mistake tend to avoid situations where they may fail, students should instead embrace the process of learning, which includes—is even dependent on—making mistakes. The more you practice courage in these situations and focus on what you are going to learn from failing, the more confident you become about your abilities.
• Try to manage everything yourself. There will be times when you are overwhelmed by everything. This is when you will need to ask for and allow others to help you.
• Ignore your mental and physical health needs. If you feel you are on an emotional rollercoaster and you cannot find time to take care of yourself, then you have most likely ignored some part of your mental and physical wellbeing. What you need to do to stay healthy should be non-negotiable. Your sleep, eating habits, exercise, and stress-reducing activities should be your highest priorities.
• Forget to enjoy the experience. Whether you are 18 years old and living on campus or 48 years old starting back to university after taking a break to work and raise a family, be sure to take the time to remind yourself of the joy that learning can bring.
Grants and Scholarships
Grants and scholarships are some things that can assist students with some of the financial challenges faced at university. Grants and scholarships are free money you can use to pay for university. Unlike loans, you never have to pay back a grant or a scholarship. While some grants and scholarships are based on a student’s academic record, many are given to average students based on their major, ethnic background, gender, religion, or other factors. It is worthwhile investigating what options are out there.
Private organisation grants and scholarships
A wide variety of grants and scholarships and are awarded by foundations, civic groups, companies, religious groups, professional organisations, and charities. Your university scholarships office can help you find these opportunities.
Employer grants and scholarships
Many employers also offer free money to help employees go to school. A common work benefit is a tuition reimbursement program, where employers will pay students extra money to cover the cost of tuition once they’ve earned a passing grade in a university class. Check to see whether your employer offers any kind of educational support.
Conclusion
While university will expand your mind, adjusting to university may also make you a little uncomfortable, challenge your identity, and at times, make you doubt your abilities. This chapter has provided you with an overview about the types of adjustments you may need to make as you transition to university life. Some of the tips outlined may also assist you with a few of the challenges faced at university.
Key points
• There are six adjustment areas that first-year university students experience: academic, cultural, emotional, financial, intellectual, and social.
• Going to university is a cultural experience, even if you are not far from home.
• Learning in university is your responsibility. You will need to develop the ability to control your calendar to block out the time to study.
• Knowing what to expect each month or week can better prepare you to take advantage of the times that you have more confidence and weather through the times that seem challenging.
• Some universities may require all students to participate in additional experiences beyond their regular coursework.
• Common challenges that university students encounter include feeling like an imposter, worrying about making a mistake, trying to manage everything yourself, ignoring mental and physical health needs, and forgetting to enjoy the experience.
• Grants and scholarships are some things that can assist students with some of the financial challenges faced at university. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/01%3A_Successful_Beginnings/1.02%3A_Adjusting_to_University.txt |
Introduction
University can be intimidating. Thousands of unknown faces, cryptic messages emblazoned on PowerPoints and an unending list of acronyms that can be confusing and confronting. One way to ensure you don’t get lost in the jungle is to make successful connections to the support services offered at university. This chapter begins by discussing the importance of asking for help at university, and then helps you to create your own support contact list. Next, it considers the types of varied support staff and peers you can access, followed by a look at the inclusivity of all students at universities, especially those with a disability. The chapter concludes by explaining the value of reaching out for support to maintain your mental health while studying.
Asking for Help
At university, there are many individuals and support services who can help you plan your path. Students grapple with unfamiliar university paperwork and technology with little assistance as they proudly tackle perhaps newfound roles as adult decision-makers. Seeking help is a strength, not a weakness, particularly when that help comes from well-informed individuals who have your best interests in mind. When you share your goals and include others in your planning, you develop both a support network and a system of personal accountability. Being held accountable for your goals means that others are also tracking your progress and are interested in seeing you succeed. When you are working towards a goal and sticking to a plan, it’s important to have unconditional cheerleaders in your life as well as people who keep pushing you to stay on track, especially if they see you stray. Knowing who in your life can play these supportive roles will allow you the opportunity to confidently immerse yourself in the university experience.
Your Support Contact List
When you start a new job, go to a new school, or even fill out paperwork at a new doctor’s office, you’re often asked to provide contact information for someone who can assist in making decisions and look out for your best interests in the event of an emergency. Academic decision-making and planning doesn’t involve the same level of urgency, but it’s useful to have in mind the people in your personal life and university life who motivate and support your plans, or can assist you in setting them. Prepare your support call (text, email, or direct message) list now so that all you have to do is pick up your phone to get the support you need. Keep in mind that one person can fulfill more than one role. Use the following table as a catalogue for your support call list.
Table 3.1. Support contact list
Academic Advisors
All universities provide resources to assist you with your academic planning. Academic advisors may also be called success coaches, mentors, or counselors. They may be staff members, or faculty members who may provide advisement as an additional role to their teaching responsibilities. Regardless of what your university calls this role, academic advisors are individuals who are able to assist you in navigating the puzzle of your academic plan and piecing your courses and requirements together with your other life obligations to help you meet your goals.
An advisor is an expert on your university and its major requirements and policies, while you are the expert on your life circumstances and your ability to manage your study time and workload. It is also an advisor’s responsibility to understand the details of your degree requirements. This person can teach you how to best utilise university resources to make decisions about your academic and career path. An advisor can help you connect with other university staff and faculty who might be integral to supporting your success. Together with your advisor, you can create a semester-by-semester plan for the courses you will take and the special requirements you will need. Even if your university does not require advising, it is wise to meet with an advisor every semester to both check your progress and learn about new opportunities that might lend you a competitive advantage in entering your career. Common functions that academic advisors can help you with include:
• Setting educational and career goals
• Selecting a major and/or minor
• Understanding the requirements of your degree
• Navigating the online tools that track the progress of your degree
• Calculating your Grade Point Average (GPA) and understanding how certain choices may impact it
• Discussing your academic progress from semester to semester
• Assisting with time management strategies
• Connecting with other support and resources at the university such as counseling, tutoring, and career services
• Navigating institutional policies such as grade appeals, admission to special programs, and other concerns
• Strategising how to make important contacts with faculty or other university administrators and staff as necessary (such as discussing how to construct professional emails)
• Discussing transfer options, if applicable
• Preparing for graduate school applications
Lecturers as Learning Partners
In primary and secondary education, the teacher often has the dual role of both instructor and authority figure for students. Children come to expect their teachers to tell them what to do, how to do it, and when to do it. University learners, on the other hand, seem to work better when they begin to think of their lecturers as respected experts who are partners in their education. The change in the relationship for you as a learner accomplishes several things: it gives you ownership and decision-making ability in your own learning, and it enables you to personalise your learning experience to best fit your own needs. For the lecturer, it gives them the opportunity to help you meet your needs and expectations, rather than focusing all their time on trying to get information to you.
The way to develop learning partnerships is through direct communication with your lecturers. If there is something you do not understand or need to know more about, go directly to them. When you have ideas about how you can personalise assignments or explore areas of the subject that interest you or better fit your needs, ask them about it. Ask your lecturers for guidance and recommendations, and above all, demonstrate to them that you are taking a direct interest in your own learning. Most lecturers are thrilled when they encounter students who want to take ownership of their learning, and they will gladly become a resourceful guide for you.
Mentors
When making academic decisions and career plans, it is also useful to have a mentor. A mentor is an experienced individual who helps to guide a mentee. A good mentor for a student engaged in academic and career planning is someone knowledgeable about the student’s desired career field, is more advanced in their career than an entry-level position, or who is skilled and qualified as a Career Development Practitioner. This person models the type of values and behaviours that are essential to a successful career, and helps the student better understand their own values and strengths.
Your university may be able to connect you with a mentor through an organised mentorship program or through the alumni association. The Career Development service, available to the student body at many Australian universities, may offer Work Integrated Learning opportunities and the chance to connect with potential mentors (Hora et al., 2020). Additionally, student/staff partnership projects facilitate connection between students and potential mentors (Cook-Sather et al., 2014) Remember, you can also find a mentor by reaching out to family, friends, and contacts who work in your field of interest, and through applying for membership of professional associations and organisations related to your field.
Peers
Aside from the professional support personnel there will be opportunities to learn from more experienced students who can help you understand coursework and the university environment in a less intimidating way (Kimmins, 2013). Study groups and Peer Assisted Learning programs are offered at many Australian universities. These programs are academic support programs rather than mentoring programs, providing opportunity for students to study collaboratively with peers to improve their academic learning skills, to develop connections, and to become more comfortable with the university environment (Pascarella & Terenzini, 2005). By learning with other students, you can share the learning and study journey in your chosen discipline.
Peers as Mentors
Peer mentoring occurs through both formal and informal processes at many universities. Programs facilitated through the university often take place throughout the first few months of the academic year; participating can help you become accustomed to university life (Shaniakos, T., Penttinen, L., & Lairio, M., 2014). Connection with a peer mentor can assist you to become part of the learning community, and to learn about the range of supports available to you (Christie, 2014).
Peer mentors and mentees are people of similar age and experience, who work together to strengthen social supports, to share information, to give feedback, and to nurture friendship (Terrion, J.L., & Leonard, D, 2007). Because peer mentors are similar in experience to you as a mentee, they can help smooth the way as you step into a new environment (Christie, 2014).
YARNING WITH PEERS AND MENTORS
Yarning is a form of communication valued by Aboriginal and Torres Strait Islanders. It takes the form of one person speaking and another person, or a group of people, listening. Terare and Rawsthorne (2019) describe it as “a process of storytelling that involves both sound and silence”. There are quick yarns, long yarns, funny yarns or serious yarns. Yarning can be done face to face, on the phone or online. Yarning is basically having a conversation with someone else which creates knowledge and understanding (Bessarab & Ngandu, 2010; Walker et. al., 2014).
Yarning is an effective way to communicate with your peers and mentors and to build valuable connections that can support your university journey. For example, you could yarn about the stress of adjusting to university, your concerns about money or the challenges of finding your way around the university campus or website. Yarning about your assignments and feedback from your lecturer is also a good way to clarify your understanding of university expectations. Whether it’s in a formal or informal setting, yarning is way to tell your stories and learn from the stories of others. It has also been shown to have positive impacts on health and well-being (Terare & Rawthorne, 2019).
No matter what the context, there is meaning in every yarn. Whether those stories are about your heritage or about everyday life, they all carry meaning (Phillips et. al., 2018, p. 8). Yarning is a valuable tool for connecting with others, for understanding university life and for finding meaning in the world around you.
Students with Disabilities
Students with disabilities are sometimes the most informed when it comes to making decisions about their own learning. It is in students’ best interest to make their educational institution aware of their own unique situation and to leverage available resources and opportunities. Just like anyone else, under the law, qualified students with disabilities are entitled to the same education universities provide to students without disabilities. Even though a particular disability may make attending university more difficult, awareness on the part of the government, learning institutions, and the students themselves has brought about a great deal of needed change over the years. Now, students with disabilities find that they have more appropriate student services, campus accessibility, and academic resources that can make attendance and academic success possible. Due to this increased support and advocacy, Australian universities have seen an increase of students with disabilities enrolled.
Legislation for students with disabilities
Universities are governed by state and Commonwealth legislation, in particular the Disability Discrimination Act 1992 (Cth). This legislation requires that all people should be given equal rights, equal opportunity, and equal access to many things including education. Australian universities are required to make provision for access to their facilities, online and face to face services, and academic support for all students including those who have a disability. Higher education institutions also have policies and procedures, as well as staff, to ensure the right settings and equipment are available to enable all students, including those with a disability, to demonstrate their ability and capabilities for successful study. Policy and procedure must demonstrate and promote the inclusion of all students across campuses. Each university will have a dedicated support team for students with disabilities, including those students with mental health and well-being concerns. Support staff in institutions can assist students to access all necessary support to ensure they can be included within university life and successfully complete their study.
Students will have access to reasonable adjustments for assessment and should seek assistance from disability support areas if there are problems in accessing facilities, classes, online or face to face study requirements. Fostering an inclusive community of scholars is a fundamental objective of Australian universities. If you need assistance, please contact your student disabilities and wellbeing unit who can help you with settling into university life and to know what is available to support you in your study.
Mental Health Resources
Because entering university is such a big transition, it is important to know what health services are available on your campus. Some help may be beyond the scope of a university counseling program, and if this is the case, your university health center can refer you to off-campus resources to support you. Your brain requires a constant supply of energy to function. What you eat and are exposed to have a direct impact on its processes, your mood, and your ability to make good decisions. Most university students feel anxious, lonely, or depressed at some point during the year. We all have bad days, and sometimes bad days string into weeks. It’s OK to feel bad. What’s important is to acknowledge and work through your feelings and find a friend or a counselor to talk to. Two experiences that students often encounter are stress and anxiety.
Stress
Like with any new adventure, starting to navigate university and its requirements can be stressful. Your ability to manage stress, maintain loving relationships, and rise to the demands of university and work all impact your emotional and mental health. Feeling stressed can be perfectly normal, especially during exam time. It can motivate you to focus on your work, but it can also become so overwhelming you can’t concentrate. It’s when stress is chronic (meaning you always feel stressed) that it starts to damage your body. Stress that hangs around for weeks or months affects your ability to concentrate, makes you more accident-prone, increases your risk for heart disease, can weaken your immune system, disrupts your sleep, and can cause fatigue, depression, and anxiety (University of Maryland Medical Center, n.d.).
Anxiety
We all experience the occasional feeling of anxiety, which is quite normal. Unfamiliar situations, meeting new people, driving in traffic, and public speaking are just a few of the common activities that can cause people to feel anxious. It is important to seek help when these feelings become overwhelming, cause fear, or keep us from doing everyday activities. Anxiety disorders are one of the most common mental health concerns, and while there are many types of anxiety disorders, they all have one thing in common: “persistent, excessive fear or worry in situations that are not threatening” (National Alliance on Mental Illness, n.d.). Physically, your heart may race, and you may experience shortness of breath, nausea, or intense fatigue. Talk with a mental health care professional if you experience a level of anxiety that keeps you from your regular daily activities. Taking care of your mental health is incredibly important, especially when you find yourself in a new environment such as a university. Knowing what you are feeling and how to get help if you need it is imperative to ensuring your tertiary experience is positive and successful.
Conclusion
Navigating your way through university can at first, be difficult and confronting. As you have seen however, the way to be successful is to reach out and seek help and support when you need it.
Key points
• All universities offer a range of learning support services. These can include academic advisors, mentors and peer support services and/ or programs.
• Your lecturers can also assist you. Use clear communication to tell them what you need help with. This can lead to a positive working partnership.
• All Australian universities ensure inclusive learning opportunities for all students. Students with disabilities will have access to all learning opportunities and resources.
• Universities also offer a range of non-academic support such as counselling, which you can use for emotional or mental health support. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/01%3A_Successful_Beginnings/1.03%3A_Successful_Connections.txt |
Image by Free Photos used under CC0 licence. Note: image has been modified.
02: Successful Foundations
Introduction
Welcome to the English Language Foundations chapter. Here, we are going to discover some of the academic English foundational skills required for study at university. Firstly, we will look at levels of English proficiency that are usually required for academic study. In the second half of this chapter, we will examine some of the mechanics of academic writing including grammar and techniques to enhance your academic writing skills. If English is not your first language, you may find this chapter especially beneficial.
English entry level requirements
Every institution and every course in Australia has its own English entry level requirements, so it is always best to first look at what requirements your institution states you must have before studying a particular course. If English is not your first language, you may be required to undertake an English proficiency test, examples of which include: IELTS (International English Language Testing System) Academic, Pearson PTE (Pearson Test of English) Academic, TOEFL (Test of English as a Foreign Language internet-based test), CAE (Cambridge English: Advanced) and OET (Occupational English Test) (Studies in Australia, 2020). Each testing system scores participants according to a scale. Please always check with your institution about what requirements you need to enter your preferred university course.
Academic English
Writing is the main way to show your understanding of a particular topic or concept in your course. It is important to work on improving your writing skills as in most courses, you are assessed on your written work. Academic English is the particular style of English that is used at the university level. It is important to note that every person entering university studies for the first time, needs the time to learn and develop their understanding of what Academic English is and how they can apply it to their own writing. In the sections below, you will see what some of the basics of academic writing are and you will see some key rules and explanations of Academic English. Further into the chapter, you will also be able to learn about some of the basic grammatical structures of academic writing as well as some techniques for applying academic writing to your work to make it stand out.
Academic English Basics
If you are new to university, it is normal for academic writing to seem a little daunting. Academic writing can sometimes feel like you are learning a whole new language, even if you feel you are proficient in English. Remember, we all have to start somewhere, and therefore it is helpful to familiarise yourself with the basics of academic writing. Fortunately, there are many great support services available to support you at university as you develop your academic literacy and by following a few guidelines, you will also be well on your way to communicating effectively in the academic context. Let’s look at some do’s and don’ts of academic writing:
Do’s
Write clearly and concisely
• This is important not only so your writing is clear, but also so that you can stick to the word count.
• For example: it is better to say, “the research data” rather than “the data from the research”.
Reference your research and information
• Referencing is an essential skill to learn throughout your university studies as it helps you to credit the sources of information you are using.
• For more information on referencing, check out the next chapter on Working with Information.
Write in third person
• Writing in third person means to write from the perspective of other people rather than yourself. It is better to name other researchers/professors/academics by their name (in the appropriate referencing system) to support what you are saying. For example, it is better to say Smith (2020) believe that…. Rather than say “I believe that…”
• Please note however, that first person is sometimes acceptable for some assignments when you are asked to reflect. In this case a balance of first and third person may be used. You can read more about reflective writing in the Writing Assignments chapter.
• You can also read more about how to use third person below in the section ‘techniques for academic writing’.
Plan your writing
• Planning is an important early step before you start writing and can help you to focus and answer all parts of the assignment question. Check out the Writing Assignments chapter in this book for more information.
Do Not’s
Use slang words or colloquialisms
• Academic writing is considered formal, so informal language including slang and colloquial/idiomatic expressions should be avoided in writing (Uni Learning, 2000).
• For example, avoid saying, “Managing climate change is easier said than done” because easier said than done is a colloquial expression. It would be better to write, “Managing climate change can be difficult in practice.” This example is more formal and academic, and therefore more appropriate for academic writing.
Write sentences that are too long or too short
• Sentences that are too long can be difficult for the reader to follow.
• Similarly, sentences that are too short can sound ‘choppy’ or disjointed.
• Try to keep your sentences roughly between 15-25 words. You can also have sentences that are longer and shorter than this, but if you aim for this length, it will assist in making your writing coherent.
Use contractions
• Contractions are when we shorten two words together as one word. For example, ‘do not’ becomes ‘don’t’. Although contractions are common in our everyday spoken life, they are not commonplace in academic writing. You should always use the full words rather than the contracted forms of words while writing in academia.
• For example, do not write, “It doesn’t seem accurate to label the author’s words as exceptional.” Instead you should write, “It does not seem accurate to label the author’s words as exceptional.”
Be overly emotive in your language
• Academic writing is often described as being ‘objective’, which means that it relies on evidence-based research and practice to support arguments.
• The opposite of objective is subjective, which relies on emotions to support a position, and is therefore considered less effective. Therefore, it is important to avoid emotive ways of backing up your arguments, as they are not considered as reliable as evidence from good quality research.
• For example, avoid using a sentence like “It is such a shame that too many people do not take advantage of the benefits of exercising every day.” Instead, it would be better to say, “Research suggests that exercising every day has many health benefits.”
Grammar for academic writing
Review of parts of speech
Parts of speech are what we call the different words that make up a full sentence. It can be useful to familiarise yourself with the parts of speech in a sentence so that you can recognise where the different parts of speech normally go in a sentence and can also help you understand where you may need to make improvements in your own writing. Here are some of the most common parts of speech:
Table 4.1 Parts of speech
Part of speech Explanation/examples
Noun A noun is the name of a person/place or thing.
e.g. Australia, tree, internet, climate change
Pronoun Pronouns replace the name of a noun with something else.
e.g. It, he, she, they, that
Verb A verb is a ‘doing’ word in a sentence.
e.g. Examine, explain, write, is, suggest
Adjective An adjective is a describing word and is used to describe nouns.
e.g. vibrant, big, small, credible, extensive, limited
Adverb An adverb is a describing word used to describe verbs. They often end in ‘ly’.
e.g. confidently, quickly, smoothly, slowly, knowingly
Preposition Prepositions shows the relationship between nouns or noun phrases.
e.g. on, at, in, over, into, through, from, of, with
Article Articles refer to particular nouns and/or modify the noun. There are only three articles in English:
e.g. a/an/the
Conjunction Conjunctions are important words that help to link words or phrases together in a sentence.
e.g. and, however, but, because, since, also
Sentence structures
There are four main types of sentence structure in English, each described below. In your academic writing, try to use a mixture of sentence types, rather than sticking to just one or two. By having a variety of sentence types in your writing, you can improve your coherence and cohesion between ideas and help the reader make sense of your argument.
Simple sentences
Simple sentences only require one subject (a noun or noun phrase), and what is known as a ‘predicate’ which is the information about the subject and contains the verb (or verb phrase).
The research is completed.
‘The research’ = the noun
‘is completed’ = the predicate
Compound sentences
Compound sentences make up at least two independent clauses. Independent clauses are parts of a sentence that have at least a subject and a verb. Importantly, the independent clauses must be joined together with one of the following conjunctions: for, and, nor, but, yet, so. For example:
The research is completed, and the assignment is finished.
‘The research is completed’ = independent clause one
‘and’ = conjunction
‘the assignment is finished’ = independent clause two
If we consider the two independent clauses, they make sense on their own and therefore are considered independent clauses.
Complex sentences
Complex sentences are made up of at least one independent clause and one dependant clause. A dependant clause also contains a subject and a verb, but it relies on the other information in a sentence for it to make sense. Complex sentences can be joined together by any other conjunction not listed above for compound sentences. For example:
I completed the research which was difficult.
‘I completed the research’ = independent clause
‘which’ = conjunction
‘was difficult’ = dependent clause
In this example you can see that the dependent clause relies on the information in the independent clause for it to make sense.
Compound-complex sentences
Finally, compound-complex sentences as you may guess, are a combination of compound and complex sentences. These sentences can be useful for conveying complex ideas and information. For example:
I completed the research which was difficult, but I still managed to submit my assignment on time.
‘I completed the research which was difficult’ = complex sentence clause
‘but’ = conjunction
‘I still managed to submit my assignments on time’ = independent clause
Example paragraph using a mixture of sentences
Can you identify the simple, compound, complex and compound-complex sentences in the paragraph below?
Study is an important aspect to a students’ life. Students may take on a variety of tasks such as studying, working and socialising which can impact negatively on their study success. However, study should be a key priority for those students who wish to succeed, despite what challenges they may encounter. Each student has a different style and each university has its own expectations of students. Managing these expectations may be tough, but over time you will become more confident as a student. Overall, students who focus on their study are successful students.
Punctuation rules
Using punctuation correctly is essential to success at university. Knowing the rules about how to use punctuation marks correctly can not only improve the logic and flow of your sentences, but also can improve the quality of your writing. Take a look at the table below which outlines the main punctuation marks used in academic writing and consider the explanation and examples.
Table 4.2 Punctuation rules
Punctuation mark Explanation of use Example of use
. Full stop To show the end of a sentence. Usually one or two spaces is required on the keyboard before starting a new sentence, but check your formatting and referencing requirements. I went to university today.
, comma Commas show pauses between ideas in sentences and also help to break up clauses in a sentence. 1. Today I studied chemistry, went to work, and had my dinner.
2. Harry, a good friend of mine, came over on the weekend.
: colon A colon is used before listing a series of ideas that are related to the information that was presented before the colon. There are three main parts to an essay: an introduction, body, and conclusion.
; semi-colon A semi-colon helps to join together two independent clauses within a sentence. Think of it as a longer pause than a comma, but not quite a full stop as the ideas in the sentence are related to each other. I finished my assignment on the weekend; now I can relax and watch Netflix.
Em dash
Em dashes have a variety of functions in a sentence. In academic writing, you may see them used to emphasise elements within a list, or to show a change of thought or idea within a sentence. 1. Students, admin staff, professors, researchers— these are all types of people you will meet on campus.
2. Many students believe it is a difficult assignment —I hope the professor covers it in the next class.
… ellipsis Ellipsis in academic writing usually shows the reader where there is information from a source that is taken out from the original. “One of the most significant reasons why we procrastinate…is a lack of planning.”
() parentheses Parentheses, also known commonly as ‘round brackets’, show additional information in a sentence. They are also used in many referencing systems as well to credit authors within a paper. 1. I enjoy my physics class the best (not chemistry) because the teacher is so engaging.
2. Significant research (Smith, 2020; Jones, 2014) demonstrates that…
[] brackets Brackets, also known as ‘square brackets’ are used in academic writing to show additional information within a quote that was not from the original source. “It is commonly referred to [in Australia] as the tyranny of distance.”
Transition words
Transition words are very important to help link your ideas together between your sentences and between your paragraphs. They help to improve coherence and cohesion in your writing and should be evident in most, if not all, pieces of writing you do at university. Look at the transition words image below and take note of how different transition words are used to show different ideas.
Table 4.3 transition words and phrases
For continuing an idea For providing a contrast view For showing cause and effect For showing sequence For concluding For restating a point or giving an example
Additionally...
In addition...
Moreover...
Because...
Consequently...
Clearly, then...
Furthermore...
In the same way...
Continuing this idea...
Also...
Pursuing this further...
In contrast to these...
Unlike the previous example...
Different from this...
Despite these findings...
Contrary to these findings...
In opposition to...
Nevertheless...
Following...
In response to...
Therefore...
As a result of...
For this reason...
Thus...
Due to this...
Consequently...
The reaction...
The first [concept/aspect]...
The second [concept/aspect]...
The third [concept/aspect]...
Firstly, Secondly, Finally...
After...Afterwards...
As soon as...
In the first place...
In the meantime...
Later...
Meanwhile...
Next...
Therefore...
This...
Hence...
In final analysis...
In conclusion...
In final consideration...
Indeed
In other words...
Specifically...
For instance...
One such occurrence...
This is demonstrated by...
To illustrate...
Also...
To demonstrate...
This is supported by...
Verb tenses
When writing, it is important to be mindful of the tense you are using and to be consistent, particularly when you are highlighting results from research or a study. Check out the below table for an overview of the common tenses used in academic study.
Table 4.4 Tenses
Tense Explanation Example
Simple present tense You use the simple present tense in writing when:
• stating your main points
• giving an overview of your topic
• giving the opinion of the writer you are referring to
1. Smith (2009) states that…
2. The moon revolves around the earth.
3. It seems to be the right choice.
Simple past tense You use the simple past tense to:
• give the findings of past research
• recall something that happened in the past and the action is completed.
1. The study revealed that, in 1998, 35% of children played violent video games.
2. He was a smoker in those days.
3. She went to the gym at seven every evening.
Present perfect
tense
You use the present perfect tense:
• to show that research in a certain area is still continuing.
• when you write a general statement about past research.
The present perfect tense is formed with have + past participle verb.
1. He has lived in Australia for two years.
2. The research has shown that…
3. Researchers have found that…
When you use a reporting verb in the past tense you must change the verb tense used by the other person.
Tenses in reported speech
• Present simple – past simple (The report found that 90% of participants agreed with…)
• Present perfect – past perfect (…found that 27% of the patients had responded favourably…)
• Past simple – past simple or past perfect (…found that most students planned / had planned their semesters…)
General tips for using tenses in academic writing:
• Using the past tense or the present perfect tense is most common when writing the literature review and/or the describing past events such as research. For example, ‘the authors researched…’ or ‘the authors have researched…’
• You should also use past tense to describe the results, because the results are a result of past actions. For example, ‘the participants results increased after the intervention’.
• However, when you wish to discuss the implications of results and the possible conclusions that can be drawn from the evidence or research, it is best to use the present tense. For example, ‘these results indicate that…’
Subject-verb agreement
Subject-verb agreement refers to how both the subject and the verb must agree with each other in a sentence based on whether it is singular or plural. For example, if the subject is singular, then the verb must also be singular, and if the subject is plural, then the verb must also be plural. Take a look at the examples and explanations below of some of the most common mistakes when it comes to subject-verb agreement.
Subject-verb agreement with ‘to be’
When you use the verb to be (e.g. am/is/are/was/were), remember to change the form according to the subject:
• I am / was
• you, we, they are / were
• she, he, it is / was
Remember this when you use any verb in the continuous tense or in the passive voice. For example:
• Those students [‘they’] are having problems with referencing.
• We were having dinner when she arrived.
• It was made in Bangladesh.
Subject-verb agreement with ‘to have’
When you use the verb to have in the present simple, it goes with the subjects I, you, we, they. However, if the subject is third person singular (he, she or it) then the verb should be ‘has’.
I, you, we, they have
she, he, it has
• The past simple, however, is always had.
• Remember this when you use any verb in the perfect tenses
For example:
• I have been to France.
• My sister [‘she’] has never been to France.
• We had finished dinner when she arrived.
Subject-verb agreement with other verbs
When you use a verb in the present simple and the subject is the third person singular (he, she or it), add an –s to the verb:
• Professor Smith lives nearby.
Remember that there can only be one –s ending: either on the subject or on the verb:
• That car costs too much.
• Those cars cost too much.
Remember also that you must not add an –s to modal verbs (can, could, will, would, shall, should, must):
• e.g. It can be rather difficult.
Using modals
Modal verbs (e.g. can, may, must) are auxiliary verbs, which means that you use them with main verbs to do the following:
• show ability, probability or necessity
• give advice or permission
• They can express the present, past or future tense.
• You must not use ‘-s’ with the third person singular. For example:
He must study hard this weekend.
Modal verbs are useful in academic writing as they can often show how strong or tentative arguments/ideas/points of view are. For example: What is the difference between these two sentences?
1. Smoking causes lung cancer
2. Smoking may cause lung cancer
In the second sentence the use of ‘may’ indicates the possibility of lung cancer, whereas, in the first example there is more certainty that smoking causes lung cancer. When presenting evidence-based research and facts, it is important to be mindful of using modal verbs to indicate to the reader the strength of the evidence you are presenting.
Checklist for assessing your grammar in academic writing
• Have you used modals appropriately in your writing?
• Have you checked your sentences to ensure the subject and verb agree?
• Check your verbs in your sentences to ensure you have used the correct tense throughout your paper.
• Does your paper use some transition words to help your reader understand the ideas you are presenting?
• Does your paper have a good mix of simple, compound and complex sentences?
• Have you checked the correct use of punctuation within your sentences?
Techniques to enhance academic writing
If you are still developing your academic English skills, there are some techniques that you can use to help enhance your writing and take it to the next level. This section covers nominalisation, active/passive voice, and using third person.
Nominalisation
This refers to the process of changing verbs (or other parts of speech) into nouns. This process can be effective in your academic writing, as it not only helps you reach the point you were making quicker, but also helps you with paraphrasing and creating headings as well if needed.
Process of nominalisation:
1. Identify the verb (or verb phrase) in the sentence
2. Change the verb into a noun (or noun phrase)
3. Reconstruct the sentence using the noun, instead of the verb. Sometimes additional information is needed to complete the sentence.
Example
Take a look at the following sentence:
• The assignment was completed by the student.
Was completed = verb phrase.
The noun phrase we can use here instead could be = The completion of
Now, let’s reconstruct the sentence:
• The completion of the assignment by the student…
Here, the sentence is not complete as it still requires a verb. However, by doing this, you can bring in extra information which you could not have done in the first example.
You can usually spot nominalisation when we need to use ‘of’ after the noun, and many nouns will end with the suffixes -ion, -ness, -ment. However, be careful of using too much nominalisation in your writing. Although this technique can be handy in some situations, overusing it can result in your writing becoming unnecessarily complicated and less explicit.
Active vs passive voice
Active voice means that the subject comes first in the sentence and therefore is the most important thing in the sentence. For example: I ate the biscuit. ‘I’ is the most important part of the sentence here, because it is about ‘who’ ate the biscuit. Therefore, ‘I’ comes first.
Passive voice means that the action in the sentence is the most important and the subject is not important or doesn’t belong in the sentence. For example: The biscuit was eaten (by me). The fact that the biscuit was eaten is the most important part of this sentence, and who ate it is not relevant or important, that’s why ‘by me’ is in parentheses because it can be included if needed.
Passive voice
You use the passive voice:
• to avoid using informal personal pronouns (I, we, you)
It will be argued that… (instead of I will argue that…)
• when the ‘doers’ of the action are not important, or you don’t want to mention them:
e.g. The buildings were built in 1950.
A mistake was made.
• to describe a process
e.g. The dry ingredients are mixed together.
A word of caution:
• Overuse of the passive voice can sometimes make your writing ‘wordy’, vague, and more difficult to read. Try to keep a balance of active and passive voice in your academic writing.
• When reporting on research especially; be sure to include some active voice.
Using third person
Using third person refers to using either proper noun or pronouns to refer to the subject in a sentence. It is usually recommended to stick to third person in academic writing as it helps you to support your argument using credible sources, rather than from your own position.
Consider the two sentences below:
1. Many researchers believe that looking after the community’s mental health is important.
2. I think that looking after the community’s mental health is important.
The first sentence is more appropriate for academic writing as it not only points to research that support the argument made, it doesn’t come across as a personal opinion. Check out the examples in the table below for more ways to maintain third person in your academic writing.
Table 4.5 First, second and third person examples
First or second person Third person
In this essay I will discuss… This essay will discuss…
When you have finished the task… When the task is finished…
I strongly agree that this is a valid point. This is a valid point.
If you’ve never written an essay before these techniques may help. These techniques may help those who have never written an essay before.
Conclusion
Overall, this chapter has explored the English language foundations required at university level study. More specifically, this chapter gives an overview of general advice for English language requirements, then explores some of the basics of academic English. Finally, it explores a number of areas that cover grammar for academic writing, as well as techniques for academic writing to help students with their study success.
Key points
• Each university and each degree has its own English language requirements.
• Academic English takes time to master and requires practice.
• Following some basic rules for writing in academic English can help enhance your writing.
• Reviewing key grammatical concepts such as parts of speech, tenses, subject-verb agreement and punctuation can help you to improve your academic writing.
• Some techniques to improve your writing and paraphrasing skills are nominalisation, understanding active/passive voice and using third person.
Acknowledgements
I would like to acknowledge and extend my thanks to my colleague Fiona Perry for her advice and feedback on this chapter. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/02%3A_Successful_Foundations/2.01%3A_English_Language_Foundations.txt |
Introduction
Mathematics (or maths) is a common part of daily life and forms an important part of our learning journey. In many instances, although we use maths every day, we don’t always recognise it. Likewise, maths may be part of your studies in obvious and subtle ways. This chapter examines approaches to empower you to study maths in whatever form you encounter it at university. It begins by identifying the value of studying maths. It then examines a common problem experienced by students known as maths anxiety and presents six strategies for overcoming it. Next, the chapter addresses how to approach studying maths in general, then how to approach a single module of work in maths, followed by a discussion of problem-solving and hints for success. It concludes with some tips for how to approach maths assessments. Altogether, the chapter will put you on the path to a successful encounter with maths at university.
WHY IS MATHS IMPORTANT?
Maths is an integral part of day-to-day life. We all work with numbers daily, for example, telling time, calculating change when shopping and measuring ingredients when cooking. There are several professions that are highly dependent on maths such as science, engineering and accounting to name a few. Depending on the profession where you are intending to work, the level of maths required will vary. Therefore, the amount of maths that you do will also vary based on your study program. This chapter will help you approach it with a positive attitude and successful strategies to master what is required.
The study of maths is important as it allows you to train your brain to think logically, accurately and carefully helping you to make logical and informed decisions in your life. It also helps you to build confidence to undertake common routine tasks more confidently such as measuring ingredients when cooking and calculating change when shopping.
The study of maths is not about the final answer but the processes and the journey to the final answer. It is about the development of the maths skills needed to perform the required operations that produce the correct answer. These are valuable skills that can be used in future employment.
WHAT IS MATHS ANXIETY AND ITS IMPACT ON THE STUDY OF MATHS?
When it comes to studying maths, students often become anxious and start to overanalyse the maths or statistical content. This then causes an elevated level of anxiety and difficulty in understanding the underpinning concepts. The Australian Council of Educational Research (ACER) defines maths anxiety as “feelings of unease and worry experienced when thinking about mathematics or completing mathematical tasks” (Buckley, Reid, Goos, Lipp, & Thomson, 2016). Maths anxiety is highly prevalent in today’s society. The Australian Mathematical Sciences Institute estimates that between 25% to 80% of the college population in the United States of America has some form of maths anxiety and hypotheses that the percentage is similar in Australia given the similarities in culture (Koch, 2018).
Maths anxiety causes people to have significant self-doubt in their ability to do maths, causing them great distress. When a person has maths anxiety, their brain continually thinks about the anxiety rather than the actual maths problem. This causes the brain to allocate the working memory and other resources that it would normally use with computations of the maths problem to the anxiety itself causing the person not to learn or retain the relevant skills or information (Marshall, Staddon, Wilson, & Mann, 2017).
Symptoms and causes of maths anxiety
Maths anxiety can easily be identified. The symptoms of maths anxiety range from simple low confidence problems to more complex physical symptoms. If you find yourself doing either of the following, you may have maths anxiety:
• If you have low confidence and have negative thoughts such as “I am no good at maths”, “I won’t be able to do this”, “I am never going to understand this maths concept” (Department of Education, Victoria State Government, 2020).
• If you have physical symptoms such as increased heart rate, increased breathing or a panic attack when thinking about or doing maths (Department of Education, Victoria State Government, 2020).
These symptoms are triggered when doing maths or from a thought (anticipation) of doing maths. The level of anxiety will vary from person to person (Department of Education, Victoria State Government, 2020). While maths anxiety is common, it can be managed or resolved allowing you to succeed in your maths learning journey.
Dealing with maths anxiety
Maths anxiety can be addressed in a positive way using six strategies. The strategies will need to be employed over time to see the results. The strategies are also recommended for people without maths anxiety to further develop their maths skills.
Six strategies you can use to help reduce maths anxiety are:
Strategy 1: Creating a safe, calm and comfortable environment in which to study maths: A safe and comfortable environment when studying maths is essential. When you are in a comfortable environment, you have more scope to use your working memory to understand the maths concepts which would otherwise be occupied in a busy or stressful environment.
Strategy 2: Having positive self-efficacy: Self-efficacy is the belief that we are capable of successfully performing a task, for example studying maths. It is critical to change the negative connotations associated with doing maths to positive thoughts. The human mind is probably one of the most powerful objects that can allow you to either excel or limit what you can do. Therefore, if you have maths anxiety, it is important that you change negative thoughts such as “I can’t do this” to “I can do this” or “I am no good at maths” to “I am sure if I try, I can get better at maths”. The self-efficacy that you have is a major factor that influences your confidence. As such, it is paramount that it be addressed from the beginning.
Strategy 3: Practising maths concepts by showing all the processes: Maths is all about using the maths processes. It is important for you to practise the maths concepts with all the processes, showing all your working. When practising the maths concepts with the full working, you are storing the processes in your working memory. This allows you to understand the concept and make a mental map of the concept. It allows your brain to form the connection of where and how to apply the maths concept.
Strategy 4: Seeking help: Asking for help is one of the hardest things that you may have to do. However, for you to succeed with maths (and overcome your maths anxiety if you have it), it is important that you approach your teaching team to seek assistance (or other maths support services which might be available at your university). Your teaching team has extensive experience and knows the concepts in detail. They can help you by breaking down the concepts into smaller and simpler processes that are easier for you to understand. It is also important to remember that you should seek help from the right people to ensure that you are learning the right things.
Strategy 5: Timed practice: It is essential for you to do timed practice of maths concepts and to apply the concepts in all its different forms to ensure that you build your confidence completing maths questions and build your speed in applying the concepts. Timed practice is when you set a timer and work through as many problems as you can in this time. This is modelling what you will need to do during a timed assessment item, such as an exam. During exams and other timed assessment items, the most critical factor is the time you have to complete the questions. To overcome your anxiety of doing maths in timed situations, you need to practice by recreating similar situations.
Strategy 6: Ensuring you understand the process: It cannot be emphasised enough that maths is all about the processes you use to solve problems. It is about training your brain and using your working memory. When you learn and understand the concepts, you make mental mind maps of the concepts, and these are stored in your working memory. This allows for easier recall and application of the process. Memorising or “cramming” does not help you with learning maths effectively, and thus should be avoided.
The use of the six strategies will not only make you more confident but will also help you to form good mental mind maps within your working memory. This will also improve your self-efficacy and break down the barriers that would have otherwise made studying maths more difficult. These strategies can also be used if you don’t have maths anxiety.
FIVE METHODS FOR STUDYING MATHS EFFECTIVELY
Just like the strategies to help reduce maths anxiety, there are methods that can help you study the maths in your courses effectively. These five approaches can equip you for success:
Method 1: Build your skills with practice throughout your course:
Learning maths is like learning a new language. We need to do some practice every day/week. Studying maths concepts shouldn’t be left to just before assignments are due or just before exams. No one becomes good at anything without practice, so regular practice is essential for you to succeed with maths. It is recommended that you practise your maths every day, so that you become familiar with the relevant concepts and skills required to solve the different problems you will see throughout your course. If you need additional strategies to help you with your time management skills, to allow to you practise your maths each day, please see the chapter Time Management. It is also essential to practise concepts from earlier in your course, not just the current module/chapter.
Unfortunately, procrastination and avoiding studying maths is a common experience when you are anxious about maths study. For more information about recognising and developing strategies to combat procrastination, please see the chapter Combatting Procrastination. It is important to master the foundations at the beginning of the course before progressing to the harder material.
It is also vital to show all your working, whenever you are practising maths questions. This allows you to fully practise setting out the steps and processes of the maths concept you are studying. It also allows you to identify any mistakes you may make during the process of answering a question. Practising questions will also help you to recognise similar problems using the same processes.
Method 2: Improve your self-efficacy
Just as it helps you deal with any maths anxiety, improving your self-efficacy around doing maths is important every time you sit down to study maths. If you believe that you can do the maths within your course, you are more likely to spend time working on developing your skills rather than being discouraged and giving up.
Improving your self-efficacy will also motivate you to persevere with questions that you may find difficult, resulting in better marks. If you find yourselves having negative thoughts about our maths ability, try to replace them with positive thoughts. That is, if you find you are thinking “I cannot do this problem”, try instead “I can do similar problems, and with continued practice and seeking help when I need to, I will continue to improve, which will help me to pass this course.”
Method 3: Understanding the process
To be successful in maths, it is necessary to understand the process used for solving maths problems. You are less likely to remember how to do something if you don’t understand the process. If you are shown a calculation in a lecture or tutorial, go over it again later and rewrite it in steps that you understand. Things always look easier when someone else is showing you how to do it, compared to when you try at home on your own. Rewriting the steps will make it easier to complete different questions and you will have good notes for revision. It is also important to remember that there may be more than one method for coming to the right answer. Identify the most appropriate method to complete the question and then apply it. If a question doesn’t specify a particular method to use to solve the problem, you can use a method that suits you best.
As mentioned in the previous section on building your skills through practice, it is essential to show all your working. This allows you to show yourself and others that you understand the processes involved in solving specific problems. It also allows you to go back and follow your thought processes when you need to revise for your exams. Practising your working (with full setting out) will allow you to cement the processes into your working memory. Then things in your setting out will become automatic, for example, aligning your equal signs throughout the problem using the correct symbols and notations, and adding text to explain what you are doing. When these become automatic, you won’t have to worry about them as much in your assessment, as you are doing them all the time.
Method 4: Find techniques that can help you to reduce your stress or maths anxiety
You will need to recognise when you are starting to feel stressed or anxious and having difficulty trying to complete maths problems. You should develop some methods to help you to relax and unwind. Some different strategies you may be able use include distraction techniques including reflecting on how you feel; leaving the room to do another activity for short periods of time; mindful breathing techniques (such as breathing in for a count of 5, holding for a count of 6 and breathing out for a count of 7); or any other techniques you may have for reducing anxiety.
It is also helpful to remind yourself of what you can do by returning to a problem that you can do before attempting the problem which caused the stress. More information about mental health resources (including sections on stress and anxiety) can be found in the chapter Successful Connections.
Method 5: Asking for help
It is essential to recognise when you need help. Asking for help is not the easiest thing to do. However, if you are finding certain concepts difficult, you should ask for help from either your teaching team or other maths support services your university might offer. It is also recommended that you use the online course forums as a medium for asking questions which can be answered by the teaching team or other students. We will give you some more ideas for how to ask for help productively later in the chapter.
APPROACHES FOR STUDYING EACH MODULE
Now that you have some strategies for combatting maths anxiety, and have some general methods for studying maths, you can begin your maths journey at university with a positive mindset. Some degrees will have entire courses that focus on maths, such as Fundamental Statistics, Foundation Mathematics, or Algebra and Calculus. Within these courses, the maths concepts are broken up into smaller segments for you to study, known as modules. Modules allow you to look at one new concept at a time and gradually build your knowledge, experience and confidence. When beginning a new module, try these approaches to make your maths study more manageable:
• Scan the module first to see what it is all about. The objectives in the introduction of the module will also give you a summary of what to expect.
• Start at the beginning of the module, reading through the text and examples. When you come to an activity, attempt the questions yourself. This will help you learn the formulae and when and how to apply them, thus developing your problem-solving techniques. It will also give you an idea of what you know or where you need to focus more.
• Do not skip over pages or chapters in the study materials because maths is a building process that requires the foundations to be strong before you can build upon them.
• Ensure that you have a complete understanding of the topic that you are studying. If you cannot understand a topic, look for alternative resources that may explain it in a different way, contact the teaching team or find a tutor to help. Do this as soon as you have a problem so that you can move on with your studies, and not get behind. Check to see if your university has any maths support services, for example, learning advisors, tutors or peer mentoring programs.
• Summarise the module as you work through it. List any new formulae and problem-solving techniques and take note of anything that you do not understand so you can seek assistance.
• You are encouraged to talk about your maths. It is amazing how problems can be clarified by talking with somebody. You can do this with friends, work colleagues, at our tutorials (in person or online) or through the course discussion forums or groups.
• Contact your teaching team or university maths support (if available) for help if you get stuck. This could save an enormous amount of time, especially when you have any misunderstanding within a topic or module.
STRATEGIES FOR PROBLEM-SOLVING
In many ways, maths is like solving a puzzle, where a question is posed, and you must find the answer. At the heart of this process is what we call problem-solving skills. Problem-solving skills are something that can be practised and developed to make you a stronger mathematician. Most people find problem-solving difficult, and as such, it is an area they need to spend time developing. Problem-solving questions are typically the worded questions you find in the application sections of your materials, or in your assignments. Here are some tips to help develop your skills:
• Read the question or problem carefully and identify what you are expected to find.
• Express the given information in mathematical terms, defining any variables that you are given and noting any special conditions.
• Determine whether any of the information is not needed for solving the problem.
• Break down the problem into smaller parts.
• Estimate the answer to the part of the problem that you cannot solve yet and proceed from there.
• Decide which of the skills or techniques you have learnt in the course that could be applied to solve the problem.
• Apply the technique that you think will solve this problem.
• Check that your answer makes sense to the problem.
Even if things haven’t gone quite right, there are problem-solving strategies you can use to help put yourself back on the right path. You can:
• Check that you copied down everything correctly without error.
• Scan for errors in your calculations.
• Look back at your working and answers to similar questions.
• Start with a fresh page where you cannot see what you have done previously.
• Read the question again slowly.
• Leave the problem for another day.
• Ask for help from your teaching team or maths support services which might be available at your university.
GETTING HELP
Sometimes students need assistance with maths. As discussed, getting help is a successful strategy for fighting maths anxiety and as a problem-solving strategy. Here are some suggestions to maximise the benefits of the help you can get:
• Be specific as to what you don’t understand — you do not want the tutor to cover areas where you do not need help. In other words, being specific about what you need will save you some time in any support sessions you have.
• Attempt to solve the problem(s) yourself first and have your working available so that the tutor can discuss it with you. This will develop your problem-solving skills because you will have thought through the problem and will not be expecting the tutor to do all the thinking for you. It will also show where your understanding is lacking and where you became stuck.
• Attempt similar problems from the study materials or other textbooks/websites that have answers provided, so that you can discuss your problems with the tutor rather than requiring tuition in the basic concepts. This can help tailor the support to your specific needs.
• Be organised and specific. Make a written list of problems that need clarifying, including page numbers in the text, along with your working.
TIPS FOR MATHS ASSESSMENT
After you have studied the modules, you will need to complete some assessment. This section with give you some hints and tips for your assignments and exams.
Maths Assignments
When studying maths, it is essential to develop regular study patterns. Do not leave your maths study until just before an assignment is due. Make sure that you keep up to date with the recommended study schedules provided to you in your courses. This includes working through suggested questions and tutorial questions. Often your tutorial questions will help you to develop the skills needed in your assignments.
When doing a maths assignment, you must express yourself clearly both in English and mathematics. Many students think that doing maths just involves “doing the sums”. However, “doing the sums” is only one part of doing and being involved in maths. In fact, it doesn’t matter how good you are at doing these sums if you cannot communicate your answers or solutions with others. In your career, you must be able to convince your colleagues or clients that your answer is the appropriate one. Therefore, communicating is just as important in maths as it is in all other subject areas.
Finally, you need to also allow adequate time to present your assignment. Just like your other assignments, you need to complete a rough draft and then prepare a final “good” copy. Your makers are looking for assignments that are neat, tidy, with the maths formatted correctly, and with logical, well documented communication (mathematical and English). This could be as simple as following the guides for best practice for maths notation, such as aligning equal signs, centring equations on the page, defining any variables you have used including their units. Your textbooks and study modules are a good guide to how your lecturers are expecting you to format your assignments.
Maths Exams
At the end of your course, you may need to complete an exam. Details about preparing for a maths exam can be found in the chapter Types of Exams. A summary of preparation techniques for maths exams include:
• Review the information about spaced practice in the chapter Preparing for Exams to maximise your exam preparation.
• As you have been practising your maths throughout the course, you won’t need to cram the night before the exam. See additional information on cramming in the chapter Preparing for Exams.
• Review your notes (and worked examples) and make a concise list of key concepts and formulae. Make sure you know these formulae and more importantly, how to use them.
• Work through your tutorial problems again (without looking at the solutions). Don’t just read over them. Working through problems will help you to remember how to do them.
• Work through any practice or past exams which have been provided to you. You can also make your own practice exam by finding problems from your course materials. See the Practice Testing section in the chapter Preparing for Exams for more information.
• When working through practice exams, give yourself a time limit. Don’t use your notes or books. Treat it like the real exam.
• Finally, it is essential to get a good night’s sleep before the exam so you are well rested and can concentrate when you take the exam.
During your exams, you will need to remember your strategies for managing maths anxiety, as this can be heightened during timed exams. You will also need to remember to set out and communicate your maths in a way that the marker can follow. Normally the marker is not looking for perfection, but that you have the correct methods (processes), so communicating what you are doing is just as important or more so than the actual calculations. Practising your setting out throughout all your practice questions, will help you to automatically set out your working.
CONCLUSION
Maths is an integral part of university study, regardless of which course you select. This chapter identified the value of studying maths and provided strategies to help students manage maths anxiety. It also presented methods for approaching studying maths in general, how to study single modules, it discussed problem-solving hints for success and concluded with tips for how to approach maths assessments. Armed with these tips and strategies, you can be ready to learn and work successfully with maths in your university studies.
Key points
• Maths is an important part of the learning journey.
• The study of maths trains your brain to think logically, accurately, and carefully.
• Maths anxiety is something everyone may experience at different stages in their university studies. The six strategies to help you manage it are: Creating a safe, calm and comfortable environment in which to study, developing positive self-efficacy for maths, practising maths (including all working), seeking help when required, timed practice and understanding the process.
• When seeking help, show your tutor your attempt to solve the problem(s) (with your working) so that they can discuss it with you. This will give you the most tailored support.
• Develop your problem-solving skills to help with applying the concepts in different situations, including assessments.
• Present your maths logically with full working and communication in your assignments. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/02%3A_Successful_Foundations/2.02%3A_Studying_Maths.txt |
INTRODUCTION
The 21st century university is highly technological and much of university life is lived online. To succeed at university, a student must be confident to operate online and be digitally literate. This means being able to understand, use, adapt to and innovate with technology. This chapter begins by exploring why digital literacy is important and how it is relevant to university life. Next, it examines what universities will expect of you in terms of digital life. The chapter then outlines the digital attitudes, attributes and skills you will need to develop, and how these relate to other skills and attributes, such as finding information online. By developing each of the elements that will be discussed in this chapter, you will be well equipped for online university life.
DIGITAL LITERACY AND UNIVERSITIES
People develop digital literacy throughout their lives. From using a mobile phone or typing a document, to manipulating data and engaging in social media, digital literacy is an important facet of every part of your life. It is helpful to build your capacity to be digitally literate as you progress. When you come to university, most likely you will not be familiar with the systems, technologies and environments that you will be expected to use throughout your study journey. It is important to become familiar, and develop these skills. You will also learn skills and attitudes with technology and digital environments that will help you in the rest of your life.
Online environments are now a key part of universities. You will not be able to succeed at university without access to relevant technology and systems. You will need to use email, learning management systems, online collaboration and videoconferencing tools and many other systems. Most information is online these days. Things like online course readings, online journals and e-books are commonplace in modern education. You may even need to build a social network online to communicate and collaborate on team projects and assessments.
It is also important to learn about the threats to you that online life can bring. Threats to your privacy, professional image, and academic success can be magnified if you don’t live your life online securely, safely and ethically.
Everyone needs digital literacy to succeed in all aspects of their lives -learning, working and living. As a university student, you must be committed to developing your digital literacy within your academic, professional and personal life. Universities are committed to providing opportunities to develop digital literacy as part of your work and study.
WHAT IS A DIGITALLY LITERATE STUDENT?
Being digitally literate means having the skills, knowledge and attitudes that equip you for living, learning, working and flourishing in today’s technological society. All elements of these skills, knowledge and attitudes are interrelated and interdependent.
Digital literacy attitudes include being curious, open to learning, resilient to change in technology and being collaborative. Digital literacy skills encompass elements such as:
• core computing and networking skills and knowledge to operate in a university environment (which underpin the other elements); (see below for more information)
• skills and understanding about information sources and the media, so you can access the information you need to study and work, and ensure that it is the right information;
• the ability to create online objects such as assignments, images, presentations, audio, video and other things such as spreadsheets or data;
• participating in online discussions, collaborations, groups and communicating effectively and appropriately online;
• being able to use the online learning systems at your university and beyond for ongoing professional development and learning; and
• being able to manage your “digital identity” at university and beyond into professional life and be ethical, responsible and legal in your online life.
You will develop digital literacy throughout your university journey and throughout the rest of your life. It is important to understand that digital literacy is:
• Scaffolded, so you don’t need to know everything from the start, and you will build on your knowledge and skills as you learn.
• Supported as your university will provide you with opportunities to learn new skills and develop your understanding and attitudes to digital technologies and online learning. Look for opportunities through orientation, information technology (IT) training, library training, study support training and online resources.
• General as some skills and capabilities are important for all students, and Specific as other skills and capabilities are specific to a discipline or profession; and some disciplines and professions will require a much higher level of expertise and ability than others.
YOUR ONLINE LIFE AT UNIVERSITY
Starting university is a time when you will begin to collaborate online with others, either in your course or in the wider university social networks, whether it is in forums run by your lecturer, or via the university’s social media platforms, such as Facebook and Twitter. Interacting with your lecturers and fellow students online will present additional chances to collaborate and co-operate to facilitate high levels of engagement. Your ability to navigate and interact in a positive way using these education and social environments will broaden your learning experiences and expedite understanding. All these lead to success both in your studies and your professional life.
Figure 6.3 represents some of the many technologies and environments that universities provide for students that make up their student digital life.
There are many positives to engaging with the platforms offered by your university. You will broaden your access to learning environments and be able to create networks with your colleagues and peers, as well as experts and mentors in your field. You will develop your online identity and improve your online interpersonal skills through communication in university systems and social media platforms. You will also develop digital problem-solving skills, and learn to innovate and create in online environments. The student digital life will involve accessing both official university sites and, on occasions, unofficial sites. Some of these include:
Table 6.1 Digital tools and collaboration opportunities
Official University Facebook Site Awards, programs, partnerships, promotional materials, advertising “days” e.g. ANZAC Day, Harmony Day, graduation, career development, workshops.
Twitter Follow academics, librarians, industries, university news and updates, events, research.
LinkedIn Career information, professional development and training opportunities, networking, awards, and acknowledgments, research.
University Website Student hubs, sporting groups, career opportunities, cultural activities, faith groups, international student support, library support.
Course Pages Learning Management Tools (Forums) Student and course forums, assessment and referencing discussions, lecturers’ support for assignments.
Unofficial Facebook pages (Student run) Collaboration opportunities and study groups.
The digitally literate student should understand the threats that exist in interacting with these online platforms, especially the unofficial, unmoderated sites that may have been set up by fellow students. You should always be aware of online threats and manage your online life carefully to avoid them.
Table 6.2 Online threats and avoiding them
Stealing your identity or hacking your accounts Do not give out personal information unless you trust the person asking for it, and set your passwords so they are hard to guess
Remember if it looks suspicious, it probably is!
Access to your financial data Do not open email attachments from untrusted sources, and never give out your financial information to anyone you do not trust.
Bullying, cyberstalking and tracking Be careful what you share online, both information and images, and always remember that others are watching you online
Make sure you report bullying instances to your university or other relevant authorities.
Collusion and academic misconduct Collusion on individual assessments may carry heavy penalties and universities watch carefully for instances where students are not completing their own work (See the chapter "Integrity at University" for more information).
Misinformation and conspiracy theories Be careful about what information you trust and share online (See the chapter "Working with Information" for more information).
Remember, at university, knowing how to engage is important as you are expected to communicate professionally. Be aware of what you post, your tone and your words as they will be there for all to read. Understanding the principles of online communication will help you at university and in your communications outside of the university. It is not uncommon for recruiters to examine your online profiles to evaluate if you are a suitable candidate, so choose and use your social media channels wisely. Overall, the contemporary university student has opportunities like never before to broaden their learning experiences. By building your digital identity and creating positive relationships with others online, your chances of academic success will be enhanced in this cooperative environment.
EXPECTATIONS OF A 21ST CENTURY STUDENT
Studying at university in the 21st century means a lot of things. It means being able to study in an online environment. It means using technology, not just to participate, but to innovate. It means communicating and collaborating with your fellow students online. It means being able to learn new technologies and find information in the online world. And that is just to start!
It can be difficult for some students to have reliable access to everything they need to study effectively. It is, however, important for you to know what is expected of you as a student at university, so that you can achieve your goals and be successful. Different universities will have slightly different expectations of you. Some may provide technology or lend technology. Others may send items to you that you need for study. It is best to check the specific requirements of your university before you set up your study space. However, let’s cover some of the basics that all universities will require for you to have.
• You will need equipment or access to equipment regularly and consistently. Owning, or having regular access to, a computer, tablet, laptop or other device is essential.
• You will need network access, either at your home, or via a mobile device, or regular access from a reliable, safe network.
• You will need to be able to access online study resources and set up your online study environment (See the chapter Study Space).
• You will need to participate in online learning, such as attending online classes, participating in online discussions, giving feedback, and submitting assessment online. You will also need to participate in social environments and make connections with other students online.
Through all of this, you will need to make sure you are safe, secure and ethical online. You must observe online ethics around sharing of information and maintaining privacy, and understand academic integrity including online exams, cheating and copyright requirements. (See the chapter Integrity at University).
DIGITAL LITERACY SKILLS AND ATTRIBUTES
The types of skills and attributes you need to develop will depend on your field of study, your university requirements and what stage of study you are undertaking. Research students, for example, will need to develop quite different skills from those just starting out at university. Engineering or business students may need quite diverse kinds of skills in mathematics. Law students will need to skills to access distinct types of information from most other students.
It is particularly important to see your development of digital literacy skills and attributes as a journey; you will develop skills throughout your study and again throughout your life. You must maintain digital literacy attitudes and develop skills and attributes to succeed in your online university life, as shown in Figure 6.5.
INFORMATION IN THE ONLINE WORLD
We live in a world where we experience rapid technological change. This has produced numerous and diverse information choices in our academic, work and personal lives. As a student it is essential to have the skills to use the range of resources available in libraries, universities and the internet. The ability to effectively locate, use and evaluate information is known as information literacy.
Information literacy is more than knowing how to search the internet. An information literate student can determine the information needs for study or assessment, find and access the needed information, evaluate the information and its sources critically, and use that information to accomplish their study goal. Information literacy is common to all disciplines and learning environments. Importantly, it comprises skills which not only foster successful learning but work readiness and effective citizenship. These skills include problem solving and critical thinking, finding information, forming opinions and evaluating sources.
Information literacy is part of lifelong learning, creation of new knowledge, personal empowerment, engagement in wider culture, innovation and enterprise. Digital literacy and information literacy are related through the technology that is used to access information. Both literacies are essential because of how we consume information and the amount of incoming information available to us. For more understanding on how to work with information, see the chapter Working with Information.
CONCLUSION
In the modern world, it is very important to be digitally literate. Digital literacy encompasses the attitudes, attributes and skills with technology and digital environments that will help you study at university and to survive and thrive working and living the rest of your life.
As a university student, you must be able to engage with the technologies, environments and social networks that your university will expect you to use. Your university will help you to develop digital literacy as part of your work and study, and to build on those skills and attributes to the level required by your discipline and future employment. You must have core computing skills underpinning other attributes to study online, communicate and collaborate, be secure, safe and ethical, and to find and use information.
Key points
• To succeed with university life online, you must be able to understand, use, adapt to and innovate with technology.
• Being digitally literate means having the skills, knowledge and attitudes that equip you for living, learning, working and flourishing in a today’s technological society.
• You must be able to study in the online environment, use your university’s digital systems, and communicate and collaborate online.
• You will develop your digital literacy attitudes and skills throughout your study and again throughout your life.
ACKNOWLEDGEMENTS
This chapter was written in collaboration with Lyndelle Gunton, Rowena McGregor, and Susanne Schultz. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/02%3A_Successful_Foundations/2.03%3A_University_Life_Online.txt |
INTRODUCTION
Working effectively with information is key to successful study and research. The effective and ethical use of information, especially scholarly information, will form the basis for writing essays, assignments, reports and examinations, and constructing visual and oral presentations. It is important to learn how to find information that matters and understand why it matters. Information and information literacy will provide links between your life experiences as a student, the wider academic world of scholarship, and the post-academic, real world, and professional applications of learning.
This chapter is designed to help build your skills to become proficient and literate in how you find and use information. As an information-literate person, you will be able to:
• Understand your information needs (When do I need information? What type(s) of information do I need?)
• Determine where information is stored (Where is the best place to find this? Where should I search for the information?)
• Develop the skills to find and access the information (What tools are available to help me find the information? How do I use these tools?)
• Evaluate information to identify the “right” kind of information, and discard the irrelevant information (Why is this information useful? Why do I trust this source of information?)
• Use and communicate effectively the information as part of your writing and in the form your lecturer requires (How will I use the information?)
• Record and manage information effectively (How will I keep track of my information sources?
Figure 7.2 outlines the importance of information and information skills for study and for life.
While working with information, it will be helpful if you are willing to develop critical thinking or the awareness of the need and ability to question what you read. This critical approach is the core of developing critical information literacy skills, not just during academic study, but throughout your life. Thinking critically will allow you to use information to support and enhance (not replace) your own learning and ideas. Please see the chapter Thinking for more discussion on critical thinking.
WHAT IS INFORMATION?
Information takes many forms. We tend to think of information as being published in books, journals, magazines and newspapers. However, there are many other types of information – pictures, photographs, videos, cartoons, podcasts, tweets, social media posts, web pages, blog posts, and… the list is endless. Not all information is written text, and not all information is published officially.
It is important to note, however, that all information is considered the property of the owner or publisher, whether it is your course textbook, a blog post you found on Google, or a cartoon you found in Pinterest. Therefore, academic integrity, or the honest, respectful, and ethical use of information sources applies equally to all information. See the chapter Integrity at University to learn more about using information with integrity.
While you are studying, you may need to draw on many different types of information, depending on what you are creating, and how you will use it. Your lecturers will expect you to find relevant information sources, but they will also expect you to be careful and discerning to avoid fake or invalid information in an academic context. It is important to be able to identify not only the different types of information sources, but also which ones are most appropriate for your needs. Read on to learn about some of the information types you will most commonly use in the university environment.
SCHOLARLY INFORMATION
Scholarly information is written by qualified experts (often academics) within a university setting for scholars in a particular field of study. The author is identified, and their credentials are available. Sources are documented, and technical language is often used. Understanding this language requires some prior experience with the topic. Attending, listening to and participating in your lectures and tutorials and completing any assigned readings will help you to develop this understanding. Scholarly information has many forms. It can be categorised as primary, secondary or tertiary sources.
PRIMARY SOURCES
A primary source provides information collected and reported verbatim. Primary sources provide a first-hand account of an event or time period and are considered to be authoritative. They represent original thinking, report on discoveries or events, or they can share new information. Primary sources are often discipline-specific. For example, in the legal field, primary sources include court reports and legislation. Historians may work with ancient texts. Sociologists may study policy documents. Social scientists in all disciplines often work with interview recordings and transcripts. Other scientists work with raw data and statistics collected in the field, such as weather recordings, or from national repositories, such as population statistics. A primary source is usually analysed, critiqued, or directly discussed in your work.
SECONDARY SOURCES
Secondary sources involve analysis, synthesis, interpretation, or evaluation of primary sources. Secondary sources come in a wide range of forms including scholarly books, journal articles, commentaries and documentaries. It may be an analysis of a literary or artistic work or a legal commentary.
Secondary information sources can form a significant percentage of information sources used for university assessment. Using and referring to a range of secondary sources that provide a range of interpretations and views can demonstrate quality information searching and a solid understanding of the topic.
TERTIARY SOURCES
You may come across mention of tertiary sources. These are primary or secondary information that has been condensed and rewritten in a simplified form. A textbook is a key example of a tertiary source. Fact sheets, indexes, dictionaries and encyclopedias are also included in this category.
TYPES OF SCHOLARLY INFORMATION
Primary, secondary and tertiary information sources can be provided in a range of formats as described below.
BOOKS
Also known as a monograph, scholarly monograph, research monograph, or scholarly book, a book is written by one or more authors and published by a scholarly publisher. The book will discuss a specific topic and, even if it was written by a small team of authors, it will read as one cohesive text.
Traditionally, books have been produced in print format. However, most universities collect books in electronic format, known as ebooks. You will need a computer, or tablet or phone to access these books online. Not all titles will be available in electronic format so please consult your library catalogue or contact your library to enquire about the different options for accessing specific resources.
What about textbooks?
Strictly speaking, a textbook is a scholarly publication. However, textbooks tend to give a broad, general and introductory overview of a topic rather than the specific information you will need to respond to your assessment tasks. It is best to use your textbooks to develop your understanding and familiarity with discipline-specific language and then use and cite other forms of scholarly literature in your work.
Book chapter
Also known as a scholarly chapter, or scholarly book chapter, a book chapter appears in a book edited and written by many academics. A book chapter is a standalone resource. This means that although the book will discuss a shared topic, the chapters may present conflicting arguments and perspectives on that topic within the same book.
JOURNAL ARTICLE
Searching within scholarly journals will provide you with the most current information. Also known as scholarly, research, or academic, these journal articles, are written by experts in their field, use formal language and will provide you with information relevant to your university studies.
Peer reviewed journal articles are a type of scholarly journal article. The peer review procedure is a separate process where the article has been reviewed by one or more academics before publication. The review process ensures published articles are factually accurate, report scientifically validated results, and that biases or limitations are noted in the text. For these reasons, peer reviewed articles are highly regarded by academics. You may sometimes be required to refer to only peer reviewed articles when writing an assignment. Information on whether a journal is peer reviewed can usually be found on the journal’s website.
Original research article
Sometimes referred to as primary or empirical, an original research article reports on the new finding of a research project. Original research articles are considered primary literature.
Literature reviewarticle
The literature review journal article collates and analyses existing research in a field. Review articles are considered secondary literature. Some literature reviews attempt to include all the relevant research that addresses a specific question or area of interest. These literature reviews are called systematic reviews or systematic literature reviews.
PROFESSIONAL INFORMATION
Professional information sources are written for professionals in a field. The author is most often identified; however, sources are not always documented by citations and a reference list. The language may or may not be technical. A trade magazine is an example of a professional information source.
POPULAR INFORMATION SOURCES
Popular information sources communicate a broad range of information to the general public. The author is often not identified and may not be an expert. Sources are often undocumented. The language used is not technical. It is, therefore, difficult to assess whether a popular source is reliable. Popular information may also be commercial, aimed at selling something (advertising) or persuading to a viewpoint (political or propaganda). Examples of popular information sources include news reports, social media posts and websites.
GREY LITERATURE, ALSO GRAY LITERATURE
Grey literature is authoritative information, often published by government bodies and non-government organisations (NGOs). Grey literature is usually not published commercially and is often made available on an organisation’s website. The authors may be individual experts, a panel or a committee. Examples of grey literature include reports (including research reports and government reports), literature reviews (not published elsewhere in a journal), policy documents, standards, conference papers and theses or dissertations.
Conference papers
Conference papers may be presented at academic or professional conferences. Although some conference papers are reviewed, the process is rarely as rigorous as that required for peer reviewed journal articles.
Tip: If you find a relevant conference paper, check whether the authors also published the results in a peer reviewed journal, as an article will generally be viewed by your markers as being more credible than a conference paper.
Note: However, in fast changing disciplines such as information and communication technologies, conferences are highly regarded as the time taken to publish other forms of scholarly information may make them obsolete before they are available to read.
Theses or dissertations
Theses or dissertations form an important part of research. Theses and dissertations are usually deposited in a university’s repository on completion. A university repository is an archive of the institution’s research outputs. These repositories are a great place to start your search for theses and dissertations.
LECTURES AND LECTURE NOTES
Your lecturer may use an online learning management system (LMS) to deliver all your relevant course materials such as lecture recordings, lecture notes and reading lists. While these learning materials are not scholarly publications, there may be opportunities when it is appropriate to refer to such resources in your assessment.
FINDING PRINT AND ONLINE INFORMATION RESOURCES
You will need to find a variety of information to complete your study and assessment tasks. It is tempting to read a task and immediately dive into searching. However, a strategic approach will save time and enable you to access the highest quality resources in your discipline. By taking the time to clarify the content you are looking for, the appropriate genre/format/type of information for the task, and the best place to look for this information, you will ensure your searching is informed and efficient.
IDENTIFY WHAT YOU NEED
Before you search, read your assignment task or question carefully. Take note of or highlight all words that indicate the topic of your search. These words will form the beginning of your list of keywords. Also note any instructions around the type of information recommended – or required – to complete the search. This may be general (for example, scholarly sources) or specific (for example, peer reviewed journal articles published within the last five years). If you are unsure of any of the terms used to describe what you need to find, ask your lecturer or tutor before you begin your search.
IDENTIFY WHERE TO SEARCH
Knowing what you are looking for will help you to decide where to search. Scholarly information, grey literature and primary sources are located in a variety of online catalogues, collections and sites. Some of the places you can find these information sources are provided below.
Searching for scholarly information
Scholarly information is best found via a library search, a direct search of your university databases or via use of the search tool, Google Scholar. Library search (a search of your library’s online catalogue) and database searches have several advantages. These advantages are:
• Subscriptions to journals and other electronic items allow you to access and download most of the information you discover
• Powerful filters and tools can focus your search and reduce the number of irrelevant materials in the search results
Library search
Your library probably has an online catalogue. Searching or browsing this should allow you to discover most resources available through your library, including print and online resources with links to the full text of online journal articles and electronic books and chapters.
Databases
Databases are online collections of resources that you can search to find information. They may cover a particular subject area or a range of subjects. For example, you can search Medline to find medical data and articles.
Most databases:
• have a peer reviewed or scholarly material filter to ensure you find reliable, authoritative information
• offer advanced search features that allow you to focus your search.
You can search databases to find journal articles, but they may also contain other publication types such as books, theses, newspapers, videos and images. Databases usually have a “Help” section with a detailed explanation of how to perform searches.
Web search engines
Google Scholar, a Google tool that retrieves scholarly information, certainly has a place in your search strategy. Google Scholar will give an indication of what has been published on a topic. It can also be used to find additional keywords and phrases for your searches. Google Scholar can also be linked to your university library so you can directly access the resources available to you via your library subscription.
Searching for grey literature
Your library will likely have databases holding grey literature. These databases can usually be found by using the same techniques used to search for scholarly information. However, some specialist information is best accessed online via a Google Advanced Search.
The Google Advanced Search tool allows you to focus your search and restrict it to specific domains or websites. It is a two-part online search form. The top part of the form allows you to construct a search. Look carefully at the descriptors adjacent to the various search boxes to create the most effective search. The bottom half of a Google Advanced Search allows you to restrict your search by using a range of filters. You can search by language, geographical region, date of last update, document format and via site or domain to search a specific website. Please speak to a librarian for guidance on searching for grey literature.
Searching for primary sources
Primary sources are found in different places, according to genre/format/type of resource. Please speak to a librarian for guidance on searching for primary sources.
Newspapers
• Current and recent newspaper articles may be available via electronic databases from your university or national library
• Older newspaper articles may be available via national repositories provided by your national library. For instance, Australian newspapers can be accessed in the “TROVE” collection.
Legal sources: Legislation and case law
• Legal databases are provided by all university law libraries
• National and international legislation and case law can be found on the World Legal Information Institute (WorldLII) website
• Australian legislation and case law can be accessed on the Australasian Legal Information Institute (AustLII) website.
• The laws of your country, state, or territory are also available online on court and government websites.
Data and statistics
• Discipline-specific databases, provided by your library, are a useful source for statistics
• World Statistics offers free and easy access to data provided by international organisations, such as the World Bank, the United Nations and Eurostat
• Australian Bureau of Statistics (ABS) provides official statistics on economic, social, population and environmental matters of importance to Australia.
SEARCH STRATEGIES
The search techniques described here focus on finding and retrieving scholarly information. Once you have established what you are looking for and where to look, you are ready to create a search. Your goal now is to locate the information you need while keeping the number of irrelevant results to a minimum. To achieve this, you will need to create a list of keywords and combine these appropriately for your search. You will then apply filters to discard many irrelevant results. The final task is to export and save the resources you identify as being most suitable for your needs. Some of the steps may need to be repeated as you develop your search strategy. Figure 7.8: Search Flow Chart illustrates the steps. A more detailed description of the steps follows.
The first step is to define your terms. Begin by looking carefully at your task and highlight the content words – the keywords that describe the topic. Then brainstorm to create a list of all the synonyms or similar words and phrases that you think may be used to describe the topic in the scholarly literature. Test your list by searching your library’s catalogue, a database, or Google Scholar. Add any additional words and phrases you discover to your list. In the example provided in Figure 7.8, the phrase “hand hygiene” was added as it was found in an article retrieved in a test search. You may need to remove words that retrieve unwanted results. Keep track of your work in a table or list to avoid wasting time by repeating failed searches or losing effective searches.
The second step is to create a search string. A search string lists the keywords in a way the databases or other resources you are searching will be able to understand. Library search and most scholarly databases require you use language in a precise way. Figure 7.9 Library and Database Search Strategies explains this in detail.
Note: Library search and most databases do not understand natural language, so we need to use a logical framework to structure the search. This structure requires that we use specific words called Boolean operators to join keywords together in a search string – AND, OR, and NOT. All letters in the words AND, OR, and NOT must be capitalised or they will often be ignored or automatically replaced with “AND”. Exact phrases must be enclosed in double quotation marks. To find all associated words starting with the same “stem”, add an asterisk after the stem of the word. For example, using the search term econom* will reveal search results for any sources that use economy, economical, economic, economics, economies. Finally, to search for a list of likely words, place the list within parentheses and separate them with OR. Test your search string and make any additions – or remove items – until you are satisfied that your search has captured the relevant resources.
The third step is to use filters to refine your search and remove unwanted results. Filters are a list of options you can select to remove results that are not suitable for your purpose. Filters vary according to the database but often include publication date, type of resource, and whether the resource is peer reviewed. Filters are located to the left of the screen in most databases. Please speak to a librarian for guidance on using filters.
The fourth and final step is to access the information. Library search and databases will have a few options for exporting your search results. Select one or more items from the list and either save the list to your computer or email the list to yourself. A saved list is useful should you wish to retrieve the documents at a later time or collect the details you need for referencing from the list.
When you are ready to download and read the information you have retrieved, you will need to find the option for exporting or downloading the portable document format (PDF) version of the information. Sometimes this may be in the form of a PDF icon. Where available, the PDF will be the official version of the article, book or book chapter. It will have the correct pagination and publication details (required for referencing) and will be the fully edited and finished version of the work.
EVALUATING INFORMATION
The American Library Association notes the need to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (Association of College and Research Libraries, 1989). We need information almost all the time, and with practice, you will become more and more efficient at knowing where to look for answers on certain topics. As information is increasingly available in multiple and new formats, users of this information must employ critical thinking skills to sift through it all and determine what is useful or relevant. You likely know how to find some sources when you conduct research. And remember, we think and research all the time, not just during study or on the job. If you’re out with friends and someone asks where to find the best Italian food, someone will probably consult a phone app to present choices.
This quick phone search may suffice to provide an address, hours, and even menu choices, but you’ll have to dig more deeply if you want to evaluate the restaurant by finding reviews, negative press, or personal testimonies.
Why is it important to verify sources? The words we write (or speak) and the sources we use to back up our ideas need to be true and honest. If they are not, we would not have any basis for distinguishing facts from opinions that may be, at best, only uninformed musings but, at worst, intentionally misleading and distorted versions of the truth. Maintaining a strict adherence to verifiable facts is a hallmark of a strong thinker. Many universities may use some kind of framework to help you evaluate the information you use. These frameworks focus on evaluation techniques and strategies, such as:
• the credibility or credentials of the author, and whether they are an expert on the topic
• looking for biases on why or how the information was published, for persuasive or propaganda purposes
• the validity and reliability of the publisher, and how information is presented and packaged
• the timeliness of the information, or whether it is regarded as current, and
• the reliance on verifiable facts and evidence to support any claims or statistics.
This type of framework is a good place to start, especially when thinking about traditional, published sources such as books, ebooks, journal articles and resources from library databases. Two examples of these frameworks are called C.R.A.A.P. (Currency, Relevance, Authority, Accuracy and Purpose) and R.E.V.I.E.W. (Relevance, Expertise, Viewpoint, Intended audience, Evidence and When published).
Although these frameworks provide you with a way to think carefully and evaluate information, they are not perfect, especially for web-based information sources that operate on different rules from traditional published sources (Wineburg et al., 2020). As Johnson (2018, p. 35) states, “No universal formula or checklist can replace the critical thinking needed to determine if information is credible, but checklists and formulas can be a starting point for many students.” You probably see information presented as fact on social media daily, but as a critical thinker, you must practise the art of validating facts, especially if something you see or read in a post conveniently fits your perception. It is important to remember that the internet is also renowned for spreading rumours, fake news and scams. Digital misinformation has even been recognised as a threat to society (Del Vicario et al., 2016). Be diligent in your critical thinking to avoid misinformation! Please speak to a librarian for guidance on developing your critical thinking skills and techniques for evaluating information sources.
An example of a contentious information source is Wikipedia. Wikipedia is a source that many of us use every week for quick and simple information. However, most lecturers will not approve if you rely on Wikipedia for your research, and some may even explicitly forbid it. Why? Wikipedia is widely regarded as being of questionable reliability because it is a freely available source to which anyone can contribute and the authors cannot be identified (Angell & Tewell, 2017). So, any facts presented in Wikipedia need to be explicitly verified in other sources before you can rely on them for academic research. In general, it may be better to rely on other sources for your academic research. A professional, government, or academic organisation that does not sell items related to the topic and provides its ethics policy for review is worthy of more consideration and research. This level of critical thinking and examined consideration is the only way to ensure you have all the information you need to make decisions.
Other social media and news sources can be equally unreliable. We have all heard of “fake news”. When someone publishes an opinion or rumour, a lot of people will read it, and may even believe it without evidence. People tend to rely more on information that reinforces their own beliefs, values and opinions, and will tend to form communities with like-minded others (Del Vicario et al., 2016). This may cause a phenomenon known as ‘confirmation bias’, where people will look for this information to bolster their own perceptions and ignore any information that may discredit them. Part of critical thinking is striving to be objective and this is very important when it comes to recognising digital misinformation.
Some more strategies to help you evaluate web-based and digital information include:
• Who is responsible for the site (i.e., who is the author)? Check if the author has written anything else and if there are any obvious biases present in their writing. Is the topic within the expertise of the person offering the information?
• Where does the site’s information come from (e.g., opinions, facts, documents, quotes, excerpts)? What are the key concepts, issues and “facts” on the site?
• Can the key elements of the site be verified by another site or source? In other words, if you want to find some information online, you shouldn’t just Google the topic and then rely on the first website that appears at the top of the list of results.
• Can you find evidence that disputes what you are reading? If so, use this information. It is always useful to mention opposing ideas, and it may even strengthen your argument.
• Who funds the website? You can check the “About” section of a website but remember that this is written by the people who are responsible for the website, so it may be biased.
• You may choose to trust information more when it is published on a government (.gov) or academic (.edu/.ac) website but be careful about commercial (.com/.co) and non-profit (.org) websites because these are mostly unregulated.
For more information about digital literacy, see the chapter University Life Online.
MANAGING INFORMATION AND RESOURCES
Once you have constructed a search and retrieved the appropriate and relevant information, you will want to manage the information so that it is easy to find, access and retrieve whenever you may need it. If you don’t keep records of the information sources you find and use, it can be difficult to find them again. At a minimum, you will need to record the referencing details and links to digital information. It is also important to manage a backup system, either in online or separate physical storage, so you don’t lose all your own hard work.
CONCLUSION
Working with information is a skill that can be developed. Information literacy is an important skill for study and for professional life. Remember that quality information sources will always help you to demonstrate your understanding. Learning to effectively incorporate appropriate information sources into your writing and assessment will support your learning and enhance your success at university.
Key points
• Working effectively with information is key to academic success.
• There are many types of scholarly literature, and grey literature.
• Scholarly information is written by academics and is valued at university.
• Identify what kind of information you need for a task.
• Identify where best to search for that kind of information for the task.
• Employ specific search strategies to find the most appropriate information and limit irrelevant sources.
• Evaluate information and think critically about whether it is the “right” kind of information, and discard the non-useful or irrelevant information.
ACKNOWLEDGEMENTS
We would like to acknowledge our colleague, Tahnya Bella for her contribution to the three diagrams in this chapter. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/02%3A_Successful_Foundations/2.04%3A_Working_with_Information.txt |
INTRODUCTION
Integrity underpins every aspect of working with information at university. It starts with finding the best resources to address your topic, continues with taking accurate notes and using appropriate writing and presentation techniques, and finishes with accurate, honest, and clear communication regarding where and when you used information resources, and who contributed to your work. You will probably encounter the term “academic integrity” frequently while you are a student. Understanding and applying academic integrity is essential for success at university. This chapter will begin by explaining the essence of academic integrity. It will then focus on referencing as referencing is a key skill that demonstrates academic integrity. This will be followed by a discussion of threats to your academic integrity and actions you can take to support and demonstrate integrity.
“Academic integrity means acting with the values of honesty, trust, fairness, respect and responsibility in learning, teaching and research” (Exemplary Academic Integrity Project, 2013).
WHAT IS ACADEMIC INTEGRITY?
Academic integrity is honest, respectful, and ethical behaviour within the university environment. Examples include being honest by indicating where and how often you use information created by others. You must be respectful of the work of others and communicate their ideas correctly. You must be ethical and not claim the work of others as your own, or present work that is merely a list of what others have said on the topic without critical or intellectual work of your own. Helpful behaviours that show integrity include using the referencing style supported by your university, ensuring all the work you submit is your own, and abiding by copyright laws when using and sharing information (TEQSA, n.d.).
Referencing
Referencing is the consistent and structured attribution of all ideas, words, images, statistics, and other information to the source. In other words, referencing allows you to clearly and accurately communicate where you found the information you used in your assignments. There are thousands of referencing styles, most falling within the author-date or numbered referencing families. Check your university website for guidance on the style to use and how to reference in that style. Following is a description of the author-date and numbered referencing style families.
Author-date referencing styles
Author-date referencing styles require the name of the author (or authors) and the year of publication to be provided as an in-text citation whenever you use someone’s words, ideas, images or other work. This means that several sentences within a paragraph may contain one or more in-text citations. The author’s name and date may be written as part of the sentence, for example: Bonner (2017) argued that Parliament was hostile to Indigenous politicians. In-text citations can also be provided in brackets at the end of the sentence, for example: The Parliament was hostile to Indigenous politicians (Bonner, 2017).
Author-date styles also include a reference list, usually on a separate page at the end of the essay, presentation, report or literature review. The reference list contains everything mentioned as an in-text citation – and nothing else. This means you cannot include sources in your reference list other than those you have cited within the text. Each entry in the reference list provides the name of the author(s) or creator(s), the date of publication, the title of the work and where it was produced or available online. The American Psychological Association (APA) and Harvard styles are commonly used examples of author-date referencing styles.
Numbered referencing styles
Numbered referencing styles require a number in each sentence where someone’s words, ideas, images or other works have been used. The details of the work – names, dates, title and location – are provided in footnotes, or a numbered list at the bottom of every page. Endnotes, or the entire list of references provided at the end of your work are preferred in some numbered referencing styles. The Australian Guide to Legal Citation (AGLC) and Vancouver are two examples of numbered referencing styles.
This was a brief introduction to referencing styles. Please speak to your lecturer or university librarian to determine the specific referencing style you should use, and for guidance on how to use that style in your assessment.
Bibliographic software
Your university may make bibliographic software such as EndNote, Mendeley, RefWorks, Paperly or others available to students to download to their personal computers and devices. Such software can assist you with managing your information sources and referencing. If you would like to use a bibliographic software program, please note that it takes time to learn to use the software effectively. Be aware that until you are fluent in your referencing style, you will not be able to recognise and correct any referencing errors these programs can generate when used incorrectly. Developing your skills by manually creating your references will prepare you to use bibliographic software. Please speak to a librarian for guidance on when it is appropriate to use bibliographic software.
THREATS TO ACADEMIC INTEGRITY
Using correct referencing will help demonstrate academic integrity, but it is not the only behaviour to consider. There are some behaviours that you should avoid. Threats to your academic integrity include plagiarism, contract and other forms of cheating, collusion and fabricating information (TEQSA, 2019, p. 3). Avoiding these behaviours is essential if you want to show honest, respectful and ethical conduct. Avoiding these behaviours will allow you to avoid penalties for academic misconduct. Penalties differ between universities but can include having to rewrite a piece of assessment, failing a course or, in extreme cases, being excluded from your study program and the university. Following is a list of threats to academic integrity and strategies to avoid these threats.
Plagiarism
Plagiarism is the accidental or deliberate use of other people’s work without sufficient attribution. In effect, you are claiming someone else’s work as your own. Accidental plagiarism can be avoided by using effective notetaking practices (see the chapter Notetaking). Notetaking will ensure you have details needed to accurately report and attribute the resources you use. Paraphrasing – or rewriting the original ideas in your own words – is also required. Paraphrasing allows you to focus on aspects of an original work that support your arguments and to synthesise from multiple sources of information (APA, 2019). See the chapter Writing Assignments for more on paraphrasing.
Self-plagiarism
Self-plagiarism is re-use of your own work in a subsequent assignment. At first glance this may appear to be an efficient use of your time and effort. However, self-plagiarism does not demonstrate that you have learned anything new. Likewise, self-plagiarism does not show that you have achieved the expected outcomes of your course. You can use the same sources of information, but to avoid self-plagiarism you will need to write a new assignment to address the new topic, question or perspective.
Collusion
Collusion occurs when a student works with others – students, friends, paid tutors, family members – and then submits that shared work as if it is their own original work (Crook & Nixon, 2018). Collusion may be evident when:
• many students in a course submit assignments sharing similar content, references and structure
• the quality of work submitted by a student varies more than what may be expected due to conditions such as ‘exam nerves’
• work is submitted with very few citations
Working with others and discussing the content of a course or the requirements of an assignment can be productive and enjoyable. However, you may like to avoid sharing your drafts without a clear expectation of what you want to achieve from the sharing. For example, you may like to ask for feedback on the clarity of your work and specify that any reader must not change your draft. You may also decide to only share your drafts with the academic and professional staff employed by your university to help people with their academic skills: learning advisors, learning support and academic advisors, for example.
Contract cheating
Contract cheating occurs when a student pays someone else to complete their assessment – to sit their exam, or to write their essay. Clearly this activity undermines the value of your qualification. If students cheat their way to graduation, and then cannot perform the skills or demonstrate the attributes required by their employers and colleagues, the qualification will soon be judged to be worthless. Another problem with contract cheating is that you may become vulnerable to being blackmailed by the same criminals who provided the essay. These criminals have been known to contact the students they helped to cheat and threaten to expose them to the university or to their employer unless they make additional payments (Lancaster, 2016).
If you find yourself considering cheating due to time pressure, there are other options you can consider that demonstrate academic integrity. You may ask if an extension is available, or consider if a small penalty applied for late submission is acceptable. Communicate with your lecturer as early as possible to discuss your options. The chapter Time Management will be helpful for planning into the future.
Fabricating data
Whether you perform an experiment in a lab, collect data from another setting, or find data in a scholarly or other source, it is important to report this data clearly and accurately. Do not fabricate data to show a fake finding or outcome. In the case of unexpected lab results, this may provide an interesting opportunity to discuss the limitations of an experiment or how unanticipated conditions may have skewed the results. The discussion section of an assignment can benefit from the skilful handling of something that may have first appeared to be a disaster. In the case of not finding sufficient data from a scholarly source, the chapter Working with Information will help you to find relevant data.
There are many risks to academic integrity, but all of these risks can be mitigated by being mindful when working with information and when working with others. Beyond being vigilant, it is a good idea to access the resources your university will provide to help you maintain your academic integrity.
SUPPORTING YOUR ACADEMIC INTEGRITY
Your university will provide resources to help you with your academic integrity. These resources will include referencing guides and support for academic writing that will encompass key skills such as paraphrasing and note taking. Support may be available in the form of online guides, workshops, or in-person academic or learning advisory services. You may also have the opportunity to use a licensed text matching software program.
Text matching software
Your university may subscribe to text matching (sometimes called ‘plagiarism detection’) software. Turnitin and iThenticate are examples of software that match text to detect – and help students avoid – plagiarism. These tools search the internet and university assessment repositories to find any text in your assignment that matches to other sources, including websites, scholarly literature, grey literature, and other student assignments. If you have the opportunity to submit a draft assignment to such software before you submit your final assignment, please do so. Use of this software will generate a report and alert you to any text matches. This will allow you to use your referencing and paraphrasing skills to correctly attribute all the ideas in your work and avoid plagiarism. You may need to check with your university contact person for help interpreting the report.
CONCLUSION
Academic integrity governs all that you do at university. Academic integrity is made visible by the accurate attribution of ideas, images or other information you use in your work according to the rules of your university’s preferred referencing style. It is also important to only submit your own original work for assessment, or to clarify the contributions of others where relevant. When reading your work, your lecturer should be able to identify the ideas you used to support your thinking and be confident that anything else is your personal contribution. Being diligent with referencing, and with only submitting work that is your own, are two clear ways to act with academic integrity.
Key points
• Academic integrity underpins everything you do at university.
• Academic integrity requires the honest, respectful and ethical use of information.
• Cite and reference all your information sources as described by your university referencing guides.
• Provide a citation every time you use someone’s ideas, words, diagrams, audio or other information.
• When sharing work with peers, provide clear instructions regarding the feedback you are seeking.
• Cheating in any form undermines the value of your degree and leaves you vulnerable to academic penalties and blackmail.
ACKNOWLEDGEMENTS
We would like to acknowledge our colleague Susanne Schultz for her valuable feedback on this chapter. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/02%3A_Successful_Foundations/2.05%3A_Integrity_at_University.txt |
Image by PatternPictures used under CC0 licence. Note: image has been modified.
03: Successful Study Skills
Introduction
Every day holds limitless choices for how you can spend your time. Whether consciously or not, those decisions are guided by goals and priorities. Selecting purposeful goals and priorities has the power to put you on track and on time in your journey to academic success. This chapter holds valuable tools for knowing how to get the best out of every day, every week and every year at university. It can move you from floating along with limitless choices, to flying with a focused, intentional direction towards where you want to go.
The chapter begins by explaining the link between goals and motivation. It then shows you how to construct SMART goals and how to use grit to “stick” with them. It also points out the difference between long-term and short-term goals. Next, the chapter explores how to determine priorities, and what to do when you have priority conflicts. This is followed by a helpful discussion of how to complete tasks by breaking them down into the components you need. The chapter finishes with a reminder of how having both deadlines and flexibility can assist you.
Goals Give Motivation
Motivation often means the difference between success and failure. That applies to school, to specific tasks, and to life in general. One of the most effective ways to keep motivated is to set goals. Goals can be big or small. A goal can range from I am going to write one extra page tonight, to I am going to work to get an A in this course, and all the way to I am going to graduate in the top of my class so I can start my career with a really good position. The great thing about goals is that they can include and influence several other things that all work towards a much bigger picture. For example, if your goal is to get an A in a certain course, all the reading, studying, and every assignment you do for that course contributes to the larger goal. You are motivated to do each of those things and to do them well. Setting goals is something that is frequently talked about, but it is often treated as something abstract. Goal setting is best done with careful thought and planning. This next section will explain how you can apply tested techniques to goal setting and what the benefits of each can be.
SMART Goals
Goals need to be specific and represent an end result. They should also be SMART. SMART is an acronym that stands for Specific, Measurable, Achievable, Relevant, and Time-bound. When constructed carefully, a SMART goal will help you achieve an end result and support your decision making. Each of the components of a SMART goal will now be described in more detail below.
• Specific—For a goal to be specific, it must be carefully defined. A goal of get a good job when I graduate is too general. It doesn’t define what a good job is. A more specific goal would be something like identify a hospital that recruits graduate nurses and has clear career paths.
• Measurable—To show effect, and report progress, goals need to be measured. What this means is that the goal should have clearly defined outcomes with enough detail to measure them. For example, setting a goal of doing well at university is a bit undefined, but making a goal of graduating with a grade point average (GPA) above 4.0 at university is measurable and something you can work with.
• AttainableAttainable or achievable goals means they are reasonable and within your ability to accomplish. While a goal to complete six subjects in a semester and work part time is something that would be nice to achieve, the odds that you could make that happen in a semester are not very realistic for most students. However, if you plan to complete three subjects this semester and work part time it may well be more achievable.
• Relevant—For goal setting, relevant means it applies to the situation. In relation to university, a goal of buying a horse to ride to for pleasure on weekends is unlikely to be relevant to your student goals, particularly if you live 100km from campus, but getting dependable transportation to the campus is something that would contribute to your success at university.
• Time-bound—Time-bound means you set a specific time frame to achieve the goal. I will get my paper written by Wednesday is time-bound. You know when you must meet the goal. I will get my paper written sometime soon does not help you plan how and when you will accomplish the goal.
In the following table you can see some examples of goals that do and do not follow the SMART system (see Table 9.1). As you read each one, think about what elements make them SMART or how you might change those that are not.
Table 9.1 Examples of goals that do and do not follow the SMART system
Goal Is it SMART? Comments
I am going to be rich someday No There is nothing specific, measurable, or time-bound in this goal.
I will graduate with a GPA of 4.0 by the end of next year. Yes The statement calls out specific, measurable, and time-bound details. The other attributes of attainable and relevant are implied. This goal can also be broken down to create smaller, semester or even weekly goals.
I will walk for 30 mins each day to help me relieve stress. Yes All SMART attributes are covered in this goal, explicitly or implied.
I would like to do well in all my courses next semester. No While this is clearly time-bound and meets most of the SMART goal attributes, it is not specific or measurable without defining what “do well” means.
I will earn at least a 4.0 GPA in all my courses next semester by seeking help from the Learning Advisor (Maths). Yes All the SMART attributes are present in this goal.
I am going to start being more organised. No While most of the SMART attributes are implied, there is nothing really measurable in this goal.
The most important thing to do when goal setting is to write down the goals, then keep them visible, and revisit each one every couple of weeks to make sure you are on track. Another useful approach to goal setting is to discuss your goals with a critical friend who will help you to be realistic and encourage you to achieve the goals.
Stick With It!
As with anything else, the key to reaching goals is to stick with them, keep yourself motivated, and overcome any obstacles along the way. In the following graphic you will find seven methods that highly successful people use to accomplish their goals (see Figure 9.2).
Keeping focused and motivated can be difficult at university. There are so many other things to do, lots of temptations, and procrastination can be a problem with complex study commitments. How well we persevere towards goal or task completion is sometimes called “grit”. Grit drives us to succeed and to get back up when things seem too hard. Grit is not about how clever you are. It is about how much you keep going until something is finished or accomplished.
This personality trait was defined as grit by the psychologist Angela Duckworth and colleagues (Duckworth et al., 2007). In their study, they found that individuals with high grit were able to maintain motivation in learning tasks despite failures. What the results showed was that grit and perseverance were better predictors of academic success and achievement than talent or IQ. The New York Times best-selling author Paul G. Stoltz has since taken the grit concept and turned it into an acronym (GRIT) to help people remember and use the attributes of a grit mindset (Stoltz, 2015). His acronym is Growth, Resilience, Instinct, and Tenacity. Each element is explained in the table below (see Table 9.2).
Table 9.2 The GRIT acronym
Growth Your inclination to seek and consider new ideas, alternatives, different approaches, and fresh perspectives
Resilience Your capacity to respond constructively and to manage all kinds of adversity
Instinct Your capacity to pursue the right goals in the best and smartest ways
Tenacity The degree to which you persist, commit to, stick with, and achieve your goals
The first step in applying grit is to adopt an attitude that focuses on the end goal as the only acceptable outcome. With this attitude comes an acceptance that you may not succeed on the first attempt—or the nineteenth attempt. Failed attempts are viewed as merely part of the process and seen as a very useful way to gain knowledge that moves you towards success. Sometimes we need to look at how we are doing something to find out why we are unsuccessful. When we are honest about the reasons why, we can then start to manage the situation and set goals. We get back up and start again.
Long-Term Goals and Short-Term Goals
Long-term goals are future goals that often take years to complete. An example of a long-term goal might be to complete a Bachelor of Arts degree within four years. Another example might be purchasing a home or running a marathon. While this chapter focuses on your academic planning, long-term goals are not exclusive to these areas of your life. You might set long-term goals related to fitness, wellness, spirituality, and relationships, among many others. When you set a long-term goal in any aspect of your life, you are demonstrating a commitment to dedicate time and effort towards making progress in that area. Because of this commitment, it is important that your long-term goals are aligned with your values.
Setting short-term goals helps you consider the necessary steps you’ll need to take, but it also helps to chunk a larger effort into smaller, more manageable tasks. Even when your long-term goals are SMART, it’s easier to stay focused and you’ll become less overwhelmed in the process of completing short-term goals.
You might assume that short-term and long-term goals are different goals that vary in the length of time they take to complete. Given this assumption, you might give the example of a long-term goal of learning how to create an app and a short-term goal of remembering to pay your mobile phone bill this weekend. These are valid goals, but they don’t exactly demonstrate the intention of short and long-term goals for the purposes of effective planning.
Instead of just being bound by the difference of time, short-term goals are the action steps that take less time to complete than a long-term goal, but that help you work towards your long-term goals. If you recall that short-term goal of paying your mobile phone bill this weekend, perhaps this short-term goal is related to a longer-term goal of learning how to better manage your budgeting and finances.
Prioritisation
A key component in goal setting and time management is that of prioritisation. Prioritisation can be thought of as ordering tasks and allotting time for them based on their identified needs or value. This next section provides some insight into not only helping prioritise tasks and actions based on need and value, but also how to better understand the factors that contribute to prioritisation.
The enemy of good prioritisation is panic, or at least making decisions based on strictly emotional reactions. It can be all too easy to immediately respond to a problem as soon as it pops up without thinking of the consequences of your reaction and how it might impact other priorities. It is natural for us to want to remove a stressful situation as soon as we can. We want the adverse emotions out of the way as quickly as possible. But when it comes to juggling multiple problems or tasks to complete, prioritising them first may mean the difference between completing everything satisfactorily and completing nothing at all.
One of the best ways to make good decisions about the prioritisation of tasks is to understand the requirements of each. If you have multiple assignments to complete and you assume one of those assignments will only take an hour, you may decide to put it off until the others are finished. Your assumption could be disastrous if you find, once you begin the assignment, that there are several extra components that you did not account for and the time to complete will be four times as long as you estimated. Because of situations like this, it is critically important to understand exactly what needs to be done to complete a task before you determine its priority.
To better see how things may need to be prioritised, some people make a list of the tasks they need to complete and then arrange them in a quadrant map based on importance and urgency. Traditionally this is called the Eisenhower Decision Matrix. Before becoming the 34th president of the United States, Dwight Eisenhower served as the Allied forces supreme commander during World War II and said he used this technique to better prioritise the things he needed to get done.
In this activity, begin by making a list of things you need or want to do today and then draw your own version of the grid below. Write each item in one of the four squares. Choose the square that best describes it based on its urgency and its importance. When you have completed writing each of the tasks in its appropriate square, you will see a prioritisation order of your tasks. Obviously, those listed in the Important and Urgent square will be the things you need to finish first. After that will come things that are “important but not urgent,” followed by “not important, but urgent,” and finally “not urgent and not important” (see Figure 9.4).
Another thing to keep in mind when approaching time management is that while you may have greater autonomy in managing your own time, many of your tasks are being driven by a few different individuals. In some cases, keeping others informed about your priorities may help avert possible conflicts (e.g., letting your boss know you will need time on a certain evening to study; letting your friends know you plan to do a journal project on Saturday but can do something on Sunday, etc.). It will be important to be aware of how others can drive your priorities and for you to listen to your own good judgment. Time management in university is as much about managing all the elements of your life as it is about managing time for class and to complete assignments.
Occasionally, regardless of how much you have planned or how well you have managed your time, events arise where it becomes almost impossible to accomplish everything you need to by the time required. While this is very unfortunate, it simply cannot be helped. As the saying goes, “things happen.” Finding yourself in this kind of situation is when prioritisation becomes most important. When this occurs with university assignments, the dilemma can be extremely stressful, but it is important to not feel overwhelmed by the anxiety of the situation so that you can make a carefully calculated decision based on the value and impact of your choice.
Priority Conflicts
As an illustration, imagine a situation where you think you can only complete one of two assignments that are both important and urgent, and you must make a choice of which one you will finish and which one you will not. This is when it becomes critical to understand all the factors involved. While it may seem that whichever assignment is worth the most points to your grade is how you make the choice, there are actually a number of other attributes that can influence your decision in order to make the most of a bad situation. For example, one of the assignments may only be worth a minimal number of points towards your total grade, but it may be foundational to the rest of the course. Not finishing it, or finishing it late, may put other future assignments in jeopardy as well. Or the instructor for one of the courses might have a “late assignment” policy that is more forgiving—something that would allow you to turn in the work a little late without too much of a penalty.
If you find yourself in a similar predicament, the first step is to try to find a way to get everything finished, regardless of the challenges. If that simply cannot happen, the next immediate step would be to communicate with your instructors to let them know about the situation. They may be able to help you decide on a course of action, or they may have options you had not considered. Only then can you make effective choices about prioritising in a tough situation. The key here is to make certain you are aware of and understand all the ramifications to help make the best decision when the situation dictates you make a hard choice among priorities.
Completing Tasks
Another important part of time management is to develop approaches that will help you complete tasks in a manner that is efficient and works for you. Most of this comes down to a little planning and being as informed about the specifics of each task as you can be.
Knowing what you need to do
As discussed in previous parts of this chapter, many learning activities have multiple components, and sometimes they must occur in a specific order. Additionally, some elements may not only be dependent on the order they are completed, but can also be dependent on how they are completed. To illustrate this we will analyse a task that is usually considered to be a simple one: attending a class session. In this analysis we will look at not only what must be accomplished to get the most out of the experience, but also at how each element is dependent upon others and must be done in a specific order. The graphic below shows the interrelationship between the different activities, many of which might not initially seem significant enough to warrant mention, but it becomes obvious that other elements depend upon them when they are listed this way (see Figure 9.5).
As you can see from the graphic above, even a task as simple as “going to class” can be broken down into a number of different elements that have a good deal of dependency on other tasks. One example of this is preparing for the class lecture by reading materials ahead of time in order to make the lecture and any complex concepts easier to follow. If you did it the other way around, you might miss opportunities to ask questions or receive clarification on the information presented during the lecture.
Understanding what you need to do and when you need to do it can be applied to any task, no matter how simple or how complex. Knowing what you need to do and planning for it can go a long way towards success and preventing unpleasant surprises.
Knowing how you will get it done
After you have a clear understanding of what needs to be done to complete a task (or the component parts of a task), the next step is to create a plan for completing everything. This may not be as easy or as simple as declaring that you will finish part one, then move on to part two, and so on. Each component may need different resources or skills to complete, and it is in your best interest to identify those ahead of time and include them as part of your plan.
A good analogy for this sort of planning is to think about it in much the same way you would as preparing for a lengthy trip. With a long journey you probably would not walk out the front door and then decide how you were going to get where you were going. There are too many other decisions to be made and tasks to be completed around each choice. If you decided you were going by plane, you would need to purchase tickets, and you would have to schedule your trip around flight times. If you decided to travel by car, you would need petrol money and possibly a map or GPS device. What about clothes? The clothes you will need are dependent on how long will you be gone and what the climate will be like. If it is far enough away that you will need to speak another language, you may need to either acquire that skill or at least come with something or someone to help you translate. What follows is a planning list that can help you think about and prepare for the tasks you are about to begin.
Knowing what resources will you need
Make a list of the resources you will need to complete a task. The first part of this list may appear to be so obvious that it should go without mention, but it is by far one of the most critical and one of the most overlooked. Have you ever planned a trip but forgotten your most comfortable pair of shoes or neglected to book a hotel room? If a missing resource is important, the entire project can come to a complete halt. Even if the missing resource is a minor component, it may still dramatically alter the end result. Learning activities are much the same in this way. List everything you need.
It is also important to keep in mind that resources may not be limited to physical objects such as paper or ink. Information can be a critical resource as well. In fact, one of the most often overlooked aspects in planning by new university students is just how much research, reading, and information they will need to complete assignments.
Knowing what skills will you need
Poor planning or a bad assumption in this area can be disastrous, especially if some part of the task has a steep learning curve. No matter how well you planned the other parts of the project, if there is some skill needed that you do not have and you have no idea how long it will take to learn, it can be a bad situation.
Imagine a scenario where one of your class projects is to create a poster. It is your intent to use some kind of imaging software to produce professional-looking graphics and charts for the poster, but you have never used the software in that way before. It seems easy enough, but once you begin, you find the charts keep printing out in the wrong resolution. You search online for a solution, but the only thing you can find requires you to recreate them all over again in a different setting. Unfortunately, that part of the project will now take twice as long.
It can be extremely difficult to recover from a situation like that, and it could have been prevented by taking the time to learn how to do it correctly before you began or by at least including in your schedule some time to learn and practise.
Set Deadlines
Of course, the best way to approach time management is to set realistic deadlines that take into account which elements are dependent on which others and the order in which they should be completed. Giving yourself two days to write a 20-page work of fiction is not very realistic when even many professional authors average only six pages per day. Your intentions may be well founded, but your use of unrealistic deadlines will not be very successful. Setting appropriate deadlines and sticking to them is very important.
Be Flexible
It is ironic that the item on this list that comes just after a strong encouragement to make deadlines and stick to them is the suggestion to be flexible. The reason that “be flexible” has made this list is because even the best-laid plans and most accurate time management efforts can take an unexpected turn. The idea behind being flexible is to readjust your plans and deadlines when something does happen to throw things off. The worst thing you could do in such a situation is panic or just stop working because the next step in your careful planning has suddenly become a roadblock. The moment when you see that something in your plan may become an issue is when to begin readjusting your plan.
Adjusting a plan along the way is incredibly common. In fact, many professional project managers have learned that it seems something always happens or there is always some delay, and they have developed an approach to deal with the inevitable need for some flexibility. In essence, you could say that they are even planning for problems, mistakes, or delays from the very beginning, and they will often add a little extra time for each task to help ensure an issue does not derail the entire project or that the completion of the project does not miss the final due date. As you work through tasks, make certain you are always monitoring and adapting to ensure you complete them.
Being flexible is helpful but sometimes it can feel overwhelming when there are too many changes needed within a short amount of time. It can help to stand back occasionally and look at the big picture to remind yourself of your major priorities for your life while at university. You may find it helpful to draw a learning map and place it on your wall to remind yourself of what really matters to you – where you will be flexible and where you won’t.
Conclusion
Goal setting and prioritisation are essential in the first year of university and beyond. Learning effective approaches to goal setting and managing priority conflicts takes time, but the steps covered in this chapter provide a strong foundation to get students started. Using a structured approach to identifying achievable goals that are personally meaningful allows you to plan for both short and long-term success. Overtime, prioritisation may also become easier as you gain experience. Keep the key points in mind to help maintain your motivation as you transition into university life.
Key points
• One of the most effective ways to keep motivated is to set goals.
• SMART Goals are a useful structured approach to plan, write down, commit to, and achieve meaningful goals.
• The key to reaching goals is to keep at it, keep yourself motivated, and overcome any obstacles along the way.
• Apply grit and adopt an attitude that looks directly to the end goal as the only acceptable outcome.
• Setting short-term goals helps you consider the necessary steps you’ll need to take to achieve your long-term goals, but it also helps to chunk a larger effort into smaller, more manageable tasks.
• Prioritisation is a key component of goal setting and time-management which involves ordering tasks, and allotting time for them based on their identified needs or value.
• If you find that you have a priority conflict, make certain you are aware of and understand all the ramifications to help make the best decision.
• Knowing what you need to do and planning for it can go a long way towards successfully completing tasks. You might need specific resources or skills. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/03%3A_Successful_Study_Skills/3.01%3A_Goals_and_Priorities.txt |
Introduction
Let’s begin with a few questions. Would you like to be successful at university? Do you ever avoid work or delay doing difficult jobs? Would you like to stop procrastinating and prevent its negative consequences? If you answered yes to any of these questions, then this chapter can help you. Procrastination is common at university. Students tend to procrastinate if a set task seems too challenging or stressful to tackle. Surprisingly, procrastinating students are more susceptible than their peers to stress, anxiety or guilt (see Figure 7.2). Therefore, it can be helpful to consider both why you procrastinate and what can you do about it. In this chapter you will learn about what procrastination is, why it exists, its effects, and helpful strategies to combat it. Understanding these elements can help keep you on the path to academic success.
What is Procrastination?
Procrastination is the act of delaying tasks that need to be completed at a certain time. We all do to it to some extent. For most people, minor procrastination is not a great concern. There are however, situations where procrastination can become a serious problem and hinder academic success. For example, consistently deferring your revision to the night before the exam or leaving your assignments until the due day can threaten your success. The risks of causing anxiety, poor performance and loss of self-esteem amplify when it becomes a chronic habit affecting multiple subjects. If procrastinating is so destructive, then why do we do it?
Reasons for Procrastinating
There are several reasons why we procrastinate, and some are surprising. Superficially, we may delay a task because we think we don’t need to do it yet, because other tasks seem more important, or because we simply want to avoid the strain of a challenge. If you look a little deeper, however, you may find you have hidden physical or psychological motives driving your choices.
Lack of energy and focus
Sometimes we just do not feel up to the challenge of a certain task. It might be due to discomfort, illness, or just a lack of energy. If this is the case, it is important to identify the cause. It could be something as simple as a lack of sleep, having an unhealthy diet or tiredness after working constantly all day. If a lack of energy is continually causing you to procrastinate to the point where you are beginning to feel stressed over not getting things done, it’s time to assess the situation and find the remedy. It may be as simple as improving your diet, reducing your work shifts or heading off to bed earlier instead of playing games into the early hours of the morning.
A lack of mental focus can be another reason we avoid tasks. This can be due to mental fatigue, being disorganised, or being distracted by other things. If we allow our attention to be constantly diverted by phone calls, friends, family members and social media notifications, it can hinder our progress in meeting goals on time. Lack of mental focus is something that may have far-reaching effects in your life going beyond simply avoiding tasks. If it is something that reoccurs and seems difficult to rectify, you may find it helpful to seek professional support.
Fear of failure
A fear of failure is another hidden cause of procrastination. Sometimes even without awareness, we can be afraid that we will not be able to do a task well. Failing may make us feel incompetent or embarrassed, so we secretly find ways to sabotage doing a task. We trick ourselves into thinking that if we don’t do the work, then we won’t get those feelings of failure of not being clever enough. Then we can rationalise that we failed because we ran out of time to complete the task, not because we were incapable.
A fear of failure may not have anything to do with the actual ability of the person suffering from it. You can in fact be quite capable of doing a task and performing well, but fear holds you back from trying. Viewing ourselves in a negative manner can directly impact our self-confidence, building more fear and more avoidance (Nicholson & Scharff, 2007). One way to break this destructive cycle is to realise that not everyone does everything perfectly the first time. Failure can be a valuable learning experience that helps us improve and develop. It provides useful information about what we need to change in order to succeed. By changing our mindset about failure, you can disarm its power as an excuse to avoid tasks.
The Effects of Procrastinating
The effects of procrastinating can be detrimental to your academic success (see Figure 7.3). Many are obvious and understood easily, but some are more subtle. If you can identify the effects, it can help you to recognise when procrastinating is interfering with your study. You can increase your self-awareness about your behaviour by discussing what you are noticing with friends (Nicholson & Scharff, 2007), family, or with the support services available at your university.
Loss of time
Procrastination diverts time away from important or necessary tasks, and spends it on less important activities. The end result is you have less time to do what is really important. With less time to complete assessment tasks, the accuracy of your work and quality of the content are likely to suffer. The result can be poor academic performance (Van Eerde, 2003). Time is a precious gift that cannot be refunded. Once it is spent, it is gone forever. Procrastinating risks trading this valuable commodity for things that do not ultimately support your goal of graduating from university. Students who don’t address their habit of procrastinating, may regret their actions.
Loss of achieving goals
Another adverse effect of procrastination is its impact on achieving academic goals. Some long-term goals can only be reached if short-term goals are achieved first. For example, you may have to pass a theoretical subject on child safety and wellbeing before you are permitted to do any practical teacher-training in a classroom. If you fail to submit that crucial child safety assignment, then your goal of visiting a school for teacher-training, and also the bigger goal of becoming a teacher are both jeopardised. Failing to complete a task can be a sign of procrastination. The effect of not completing it is missing out on reaching a goal and every other goal that depends on it. Without the focus of goals and the satisfaction of achieving them, it can be easy to lose direction and motivation.
Loss of self-esteem
Often, when you procrastinate, you can become frustrated and disappointed in yourself for not getting important tasks completed. If this continues to happen, you can begin to develop an inferior opinion of yourself and might question your abilities. It can lead to low self-esteem and might even begin to feel like there is something wrong with you. This can trigger other increasingly negative emotional experiences such as anger and depression. Low self-esteem can be both the cause and the effect of procrastinating. It can produce a damaging cycle. Increasing our self-esteem can help us to interrupt the pattern and reduce our fears of failure (Langher et al., 2017), leading to more positive outcomes.
Stress
Procrastination causes stress and anxiety, which may seem odd since the act of procrastination is often about avoiding a task we think is stressful! Anyone who has noticed that nagging feeling when they know there is something else they should be doing is familiar with this. On the other hand, some students see this kind of stress as a boost of mental urgency. They put off a task until they feel that surge of motivation. While this may have worked in the past, students quickly learn that procrastinating when it comes to university work almost always includes an underestimation of the tasks to be completed— sometimes with disastrous results. Stress not only affects an individual’s health and wellbeing, but it can also have a negative effect on academic accomplishment. Procrastination might sometimes help us to release stress for a short period of time, but intentional avoidance can trigger even more stress, anxiety and guilt later.
Strategies for Combatting Procrastination
Now that you understand a few of the major problems procrastination can produce, let’s look at methods to manage it and get you on to completing the tasks, no matter how unpleasant you think they might be.
Get organised
The most effective way to combat procrastination is to use time and project management strategies such as schedules, goal setting, and other techniques to get tasks accomplished in a timely manner. In order to be more organised, you need to clarify what needs to be done, how it can be done, and when you can complete it. Contemplating these questions will assist you to manage your time appropriately by helping you to be more focused and organised. Essentially, we need to monitor our progress frequently, ensuring that we improve our approaches by figuring out which strategies work best for us.
Put aside distractions
Distractions are time-killers and are the primary way people procrastinate. It is too easy to just play a video game a little while longer, check out social media, or finish watching a movie when we are avoiding a task. Putting aside distractions is one of the primary functions of setting priorities. It is important to exercise self-discipline, so that we can focus our attention on one thing. Additionally, we can develop good study habits by delaying short term pleasure and by paying more attention to completing those tasks that are more significant.
Reward yourself
Rewarding yourself for the completion of tasks or meeting goals is a good way to fight procrastination. An example of this would be rewarding yourself with watching a movie you would enjoy after you have finished the things you need to do, rather than using the movie to keep yourself from getting things done. Furthermore, completing a task successfully and getting the feeling of satisfaction and accomplishment can be considered a reward in itself. Since you have invested a lot of effort for a good purpose and you have sacrificed your comfort, you can reward yourself. This can not only motivate you, but also enhance your self-efficacy beliefs in undertaking other tasks confidently in the future.
Be accountable—tell someone else
A strong motivational tool is to hold ourselves accountable by telling someone else we are going to do something and when we are going to do it. This may not seem like it would be very effective, but on a psychological level we feel more compelled to do something if we tell someone else. It may be related to our need for approval from others, or it might just serve to set a level of commitment. Either way, it can help us stay on task and avoid procrastination—especially if we take our accountability to another person seriously enough to warrant contacting that person and apologising for not doing what we said we were going to do.
Conclusion
Procrastination is a common experience among university students. The results are often detrimental to academic achievement, produce stress and raise anxiety. This chapter examined the nature of procrastination, why we do it, how it affects us, and how to fight it. Be on the lookout for signs of procrastination and combat it actively when you see it. If you do, you can reap the benefits of having less stress, higher self-esteem and greater achievement during your academic journey.
Key points
• Procrastination is the act of delaying tasks that need to be completed by a certain time.
• Reasons for procrastinating include a lack of energy and focus, and a fear of failure.
• The effects of procrastination include a loss of time, goals, self-esteem and/or increase stress.
• Develop good study habits by being organised, putting aside distractions, rewarding yourself and remaining accountable. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/03%3A_Successful_Study_Skills/3.02%3A_Combatting_Procrastination.txt |
Introduction
Commonly, students in higher education face challenges from poor time management. While it may not be possible to prevent life’s problems while you are at university, you can do a great deal to prevent the challenges that they can cause. This can be accomplished through thoughtful prioritisation and time management efforts. This chapter provides a close look at the nature of time management and how to identify your time management style. You will learn how to conduct a time audit of your life and create a semester, weekly and daily plan. Following this, an examination of how to break up tasks into manageable time frames and tips from three proven time management strategies will help keep you on track to graduate from university on time.
Time Management at University
You may find that time management at university is different from anything you have experienced previously. Even in the workplace, activities and time spent on tasks are monitored by the company and its management. At university, time management is left up to you. While it is true that there are assignment due dates and organised classroom activities, learning at the university level requires more than just the simple completion of work. It involves decision-making and the ability to evaluate information. This is best accomplished when you are an active partner in your own learning activities.
You can expect to spend much more time on learning activities outside the classroom than you will in the classroom. Most courses have a workload of 165 hours each semester. This is a workload of 10-12 hours each week needed to attend or listen to lectures and tutorials, prepare for assessments, and to read study material. Some weeks may be more intense, depending on the time of the semester and the courses you are taking. Not only will what you do be larger in scale, but the depth of understanding and knowledge you will put into it will be significantly more than you may have encountered previously. This is because there are greater expectations required of university graduates in the workplace. Nearly any profession that requires a university degree has with it a level of responsibility that demands higher-level thinking and therefore higher learning.
Identifying your time management style
Managing time and prioritising tasks are not only valuable skills for pursuing an education, but they can become abilities that follow you through the rest of your life, especially if your career takes you into a leadership role (see Figure 11.2).
Table 11.1 is an exercise that is intended to help you recognise some things about your own time management style, and identify any areas where you might be able to improve. Tick the box that best represents your position on each statement.
Table 11.1 Time management
Statement Always Usually Sometimes Rarely Never
I like to be given strict deadlines for each task. It helps me stay organised and on track.
I would rather be 15 minutes early than one minute late.
I like to improvise instead of planning everything out ahead of time.
I prefer to be able to manage when and how I do each task.
I have a difficult time estimating how long a task will take.
I have more motivation when there is an upcoming deadline. It helps me focus.
I have difficulty keeping priorities in the most beneficial order.
When you have finished, consider what your answers mean in regard to potential strengths and/or challenges for you when it comes to time management in university. If you are a person who likes strict deadlines, what would you do if you took a course that only had one large paper due at the end? Would you set yourself a series of mini deadlines that made you more comfortable and that kept things moving along for you? Or, if you have difficulty prioritising tasks, would it help you to make a list of the tasks to do and order them, so you know which ones must be finished first?
Time Audit
The simplest way to manage your time is to plan accurately for how much time it will take to do each task, and then set aside that amount of time. How you divide the time is up to you. If it is going to take you five hours to study for a final exam, you can plan to spread it over five days, with an hour each night, or you can plan on two hours one night and three hours the next.
This approach however relies on being able to estimate time accurately. Many people are not truly aware of how they actually spend their time. To get organised and plan for the semester ahead, you will need to consider study and non-study commitments. Conduct an audit on how much time you spend on aspects of your daily life. Include studying, working, sleeping, eating, caring for others, socialising, household chores and exercising. This will allow you to see where your time is going and where you could achieve some better balance for your life, work and study.
In this activity, write down all the things you think you will do tomorrow, and estimate the time you will spend doing each (see Table 11.2). Then track each thing you have written down to see how accurate your estimates were. After you have completed this activity for a single day, you may consider completing another time audit for an entire week so that you are certain to include all of your activities.
Table 11.2 Sample time estimate table
Daily activity Estimate time Actual time
Practice quiz 5 minutes 15 minutes
Lab conclusions 20 minutes 35 minutes
Food shopping 45 minutes 30 minutes
Drive to work 20 minutes 20 minutes
Work 4 hours 4 hours
Physical therapy 1 hour 50 minutes
Planning your semester
Now that you have audited your time and you know how much time is required in all areas of your life you can now make a plan. It is important to view your time in three different ways – semester, weekly and daily.
Semester view
• Make a plan of the whole semester. A yearly wall calendar is useful for this.
• Add assignment due dates and exam blocks
• Add class or lab attendance requirements
• Include other significant commitments, for example, work or family commitments identified in your time audit.
Weekly view
• Consider the tasks you need to complete each week to meet the expectations of your course such as weekly readings or tutorial preparation.
• Allocate time for exam preparation, tutorial preparation and time to work on upcoming assignments.
Daily view
• Write daily ‘to do’ lists
• Use time management apps on your phone to set reminders
• Allow for some flexibility
Breaking Tasks Down
Of all the parts of time management, accurately predicting how long a task will take is usually the most difficult. What makes it challenging to estimate accurately time spent on-task is that you must also account for things like interruptions or unforeseen problems that cause delays. When it comes to academic activities, many tasks can be dependent upon the completion of other things first, or the time a task takes can vary from one instance to another. For example, if a lecturer assigned you three chapters of reading, you would not know how long each chapter might take to read until you looked at them. The first chapter might be 30 pages long while the second is 45. The third chapter could be only 20 pages but made up mostly of charts and graphs for you to compare. By page count, it might seem that the third chapter would take the least amount of time, but actually studying charts and graphs to gather information can take longer than regular reading.
The concept behind the next strategy discussed is to break tasks into smaller, more manageable units that do not require as much time to complete. As an illustration of how this might work, imagine that you are assigned a two-page essay that is to include references. You estimate that to complete the essay would take you between four and five hours. You look at your calendar over the next week and see that there simply are no open five-hour blocks. While looking at your calendar, you do see that you can squeeze in an hour every night. Instead of trying to write the entire paper in one sitting, you break it up into much smaller components as shown in the table below (see Table 11.3).
Table 11.3 Breaking down projects into even small chunks.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
8:00 a.m. –10:00 a.m. Work Work Work
10:00 a.m - 12:00 p.m Algebra Work Algebra Work Algebra 10 a.m. - 11 a.m. only if needed Work
12:00 p.m. - 2:00 p.m. Lunch/study 1pm English comp Lunch/study 1pm English comp Lunch/study Family picnic
2:00 p.m. - 4:00 p.m History English comp History English comp History Family picnic
4:00 p.m. - 6:00 p.m. Study for algebra quiz Grocery Study for history exam Study for history exam Research 5 p.m. -6 p.m. Rewrite and polish final draft Family picnic Laundry
6:00 p.m - 7:00 p.m Write outline: look for references Research references to support outline; look for good quotes Research presentation project Write second page and closing draft Create presentation Meet with Darcy Prepare university stuff for next week
7:00 p.m. - 8:00 p.m. Free time Free time Write paper introduction and first page draft Research presentation project Create presentation Free time
You could use a variation of the Pomodoro Technique discussed in the next section and write for three 20-minute segments each day at different times. The key is to look for ways to break down the entire task into smaller steps and spread them out to fit your schedule.
Three Strategies for Time Management
There are three helpful time management strategies that have been used by students successfully for many year – Daily Top Three, Pomodoro Technique and Eat the Frog. Try them out and see how they work for you.
Daily Top Three
The idea behind the daily top three approach is that you determine which three things are the most important to finish that day, and these become the tasks that you complete. It is a very simple technique that is effective because each day you are finishing tasks and removing them from your list. Even if you took one day off a week and completed no tasks on that particular day, a daily top three strategy would have you finishing 18 tasks in the course of a single week. That is a good number of things crossed off your list.
Pomodoro Technique
The Pomodoro Technique allows you to tackle one task at a time with high intensity before taking a short-timed break, and then repeating this process (see Figure 8.4). The Pomodoro Technique recommends 25 minutes of work and then a five-minute break, and after two hours of this, a longer break of 15-30 minutes (Cirillo, n.d). Be flexible in your approach, for example you don’t have to stop after 25 minutes if you are working well, or you may restart your 25 minutes if you get distracted. To make the most of this technique, plan your tasks ahead of time and be specific about what you want to achieve during each time block.
Eat the Frog
Of our three quick strategies, eat the frog probably has the strangest name and may not sound the most inviting. The name comes from a famous quote, attributed to Mark Twain: “Eat a live frog first thing in the morning and nothing worse will happen to you the rest of the day.” How this applies to time and task management is based on the concept that if a person takes care of the biggest or most unpleasant task first, everything else will be easier after that.
We greatly underestimate how much worry can impact our performance. If you are continually distracted by anxiety over a task you are dreading, it can affect the task you are working on at the time. Not only will you have a sense of accomplishment and relief when the task you are concerned with is finished and out of the way, but other tasks will seem lighter and not as difficult.
Conclusion
We all lead busy lives and managing your time effectively while you are studying at university can mean the difference between success and failure. By managing your time and using some positive strategies, you can give yourself the best possible chance of successful study outcomes.
Key points
• Time management at university level is up to you.
• Expect to spend more time on learning outside of the classroom than you will inside the classroom.
• Identify your time management style to help you create deadlines.
• Consider study and non-study commitments when auditing your time to help you to see where your time goes.
• Plan your semester first, add weekly tasks, and then make a ‘to do’ list for daily tasks.
• Break large tasks into small blocks of time which will fit into your schedule.
• Use the Daily Top Three to write down three tasks that are important to finish that day.
• Use the Pomodoro Technique to work on one task for a 25-minute period. then take a five-minute break then repeat until you have been working for two hours.
• Use Eat the Frog to take care of the biggest task first so that everything else seems easier after that. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/03%3A_Successful_Study_Skills/3.03%3A_Time_Management.txt |
Introduction
The environment where you do your study can influence your ability to work well. This chapter will prompt you to think about how you can create a space to best encourage productive results when you work. It begins with explaining why your study space is important. It then assists you to choose a suitable space, discusses how to set it up and suggests some bonus items that could add extra flair or functionality. Electronic devices are also considered in your reorganisation. The chapter then explores how to minimise distractions, which is followed by a discussion of how to identify some alternative locations for study that you could use. The section finishes by considering the optimal time of day for you to work in your study space. Altogether, this chapter can equip you with ideas and plans to get the best out of your study space, and ultimately help you on your journey to academic success.
Why your study space matters
The space where you study plays a large part in ensuring you work effectively. Your environment can not only aid your efficiency but also impact whether you complete work at all. One example of this might be typing on a laptop. While it might seem more comfortable to lie back on a couch to type a long paper, sitting up at a table actually increases your typing speed and reduces the number of mistakes. Even deciding whether to use a mouse and mouse pad or not can impact how quickly you work.
There are many other factors about your study space that can affect your productivity. For example, is there enough room? Is there a place to keep reference materials within arm’s reach while working? Is there anything you can do to make working easier or more efficient? For example, could you buy an inexpensive second monitor so you can have more than one document displayed at a time? Your workspace is another important resource you can use for academic success. The key is to discover what works for you, and that begins with finding yourself a suitable space for study.
Choosing a Space
A good study space has a few basic requirements. It needs a desk or table, a chair, access to power, an internet signal if required, and a good light source such as a desk lamp or well positioned ceiling lights. Your space should be cool or warm enough for your comfort as you study. Try to make it a welcoming place you want to be in—not an uncomfortable environment that makes you want to just do the minimum you must complete and leave.
If possible, find an area you can use exclusively for your study sessions and can leave set up all the time. Spaces with multiple purposes can have challenges. For example, Martina thought setting up her study station on the dining room table was a good idea at first. The view was calming, and the table was big enough to spread out and could even hold all her materials to study architectural drawing. Unfortunately, soon after setting up, the table was needed for a family dinner party. She had to find a cubbyhole to hide away her supplies with some needing to go into a cupboard in the next room. Now she was spread out over multiple study spaces. She also found that while she couldn’t see the television from the dining room, she could hear it. It was very distracting. Martina ultimately decided to forgo her view and create a smaller station in an unused bedroom so she could leave her supplies set up and have a quieter area. Like Martina, you may have to try out numerous spaces to find what works best for you.
Whatever your space limitations, carve out a place that you can dedicate to your reading, writing, notetaking, and reviewing. If you really don’t have any options at home for an exclusive study space, the next best thing could be to create a study box. A study box is a dedicated storage box that holds all the study supplies you need to access while working at a desk, such as a pen, note paper, a flash drive and a folder of notes. This box isn’t meant to hold every single item related to university. If it did, you may waste a lot of time sorting through the box trying to find what you need. Instead the box holds only what you need to do your work right now. It means you can open the box quickly and be set up and ready to work within a few minutes. While a permanent study space is always a better option, a study box can be the next best thing to get you working fast in a shared space, instead of wasting time looking for a pen.
Setting Up Your Study Space
Now that you’ve chosen your space, it’s time to get it ready for use. Your set up doesn’t need to be elaborate or expensive. Aside from your desk, the chair, power and good lighting, you can begin to add stationery items to help you work, such as writing paper, notebooks, pens, pencils, markers, an eraser and highlighters. You will also need to add materials that are specific to the course you are studying, such as textbooks, calculators, drawing tools, or music manuscript.
When positioning items on your desk, place the items that you use most frequently closet to you, and the items you use less frequently further away. Remove excess clutter and rubbish to make the most of the space you have. Having a neat and tidy desk can help you to feel in calm and in control when the work starts piling up.
You may not always be in the mood to sit down to study. Interestingly, setting up a dedicated spot to work with all you need ready to use may help trigger motivation to study. Setting the right atmosphere in your study space can generate a study-mood in your mind. But don’t wait for the study fairy to appear before you start working. Sit down at your desk, follow your study plan, start work, and she’ll show up.
Bonus Items
If you want to make your study space even more productive and enjoyable, there are some bonus items you may consider adding. You could, for example, add a wall calendar, a card with an inspiring quote, or even a diffuser to add a pleasant aroma to the room. Here are some more ideas of what students like to add to their study space. Don’t add all of the items or your space may end up cluttered. Just pick some that you value most:
• a notice board
• a whiteboard
• sticky notes
• a favourite pen and pen holder
• a decorative mouse pad
• a file holder for frequently used documents
• a spare pair of reading glasses
• a printer and paper
• a dictionary and thesaurus
• headphones
• a stress ball
• a desk lamp
• a book stand
• decorations (e.g., a photograph, a painting, a plant)
• a sit-stand adjustable desktop
• a clock
• kitchen timer
• rubbish bin
• filing cabinet or filing box
• bookshelf
There are many different ways you can make your study space work for you. You may enjoy searching the internet for ideas of how others have set up simple areas or more elaborate arrangements. Look at the images below of one table presented six different ways to prompt your thinking.
Organising Your Electronic Desktop
Don’t forget to invest some time to organise your electronic space if you are using a computer for your studying. A cluttered electronic desktop can be just as distracting and time consuming as a cluttered wooden desktop. Chances are you have already been using your computer prior to starting university. It is probably already loaded with applications and games and miscellaneous files stored saved on the desktop. Now is the time to sort those random files, clear some digital space and set up new storage folders for your new subjects with a simple and easily accessible filing system.
While you are there, take some time to save your regularly accessed university sites as links in your browser. Place on your dock or task bar the applications you want to access quickly. Most importantly, give some thought to how you intend to back-up your electronic work periodically so there are no last-minute disasters of lost assignments if your computer unexpectedly crashes.
Avoiding Distractions
So far we have spent time considering what to add into your study space. It is also worth considering what to take out. Remove anything that is in danger of distracting you from your work. Don’t make it easy for yourself to get off-task. When you are faced with a challenging equation, a difficult article to understand or an intimidating blank piece of paper at the start of writing an essay, your brain is hunting to do something that requires less effort. We are programmed to look for the easier option, and “just” checking your emails or what’s on television is compelling. By making it harder to access distractions, you decrease their power to tempt you. For example, what happens when it is easier to keep working through a tricky equation than it is to go down stairs to the kitchen, pull up a chair, stand on it, and reach up onto top of a cupboard to where you put your mobile, wait for it to turn on, and then text your friend? Suddenly “just” finishing off those sums seems less effort than “just” sending a text.
There will always be distractions. Video games, television, movies, surfing the internet, music, friends and even housecleaning can distract us from doing something else we need to do, like study for an exam. That may seem extreme, but sometimes vacuuming is the preferred activity to buckling down and working through calculus problems! Mobile phones, tablets, and portable computers that bring a world of possibilities to us anywhere have brought distraction to an entirely new level.
When you study, your biggest challenge may be to block out all the competing noise. Letting go of that connection to our friends and the larger world, even for a short amount of time, can be difficult. Perhaps the least stressful way to allow yourself a distraction-free environment is to make the study session a definite amount of time. Make it long enough to accomplish a significant amount of studying but short enough to hold your attention.
You can increase that attention time with practice and focus. Pretend it is a professional appointment or meeting during which you cannot check e-mail or texts or otherwise engage with your portable devices. We have all become attached to the ability to check in on social media or with family and friends via text, chat, and calls. If you’re working on your computer, switch off those pop-up notifications that draw you away from your study task.
If you set a specific amount of time to study without interruptions, you can convince your wandering mind that you will soon be able to return to your link to the outside world. Start small and set an alarm on a kitchen timer—a 30-minute period to review notes, then a brief break, then another 45-minute study session to quiz yourself on the material, and so on. By using a kitchen timer instead of your phone, you remove the temptation to access your phone.
When you prepare for your optimal study session, remember to do these things:
• Put your phone in another room or at least some place where you will not see or hear it vibrate or ring. Just flipping it over is not enough.
• Turn off the television or music
• Turn off notifications on your computer
• Unless you are deliberately working with a study group, study somewhere alone if possible or at least away from others enough to not hear them talking.
If you live with lots of other people or don’t have access to much privacy, see if you can negotiate some space alone to study. Ask others to leave one part of the house or an area in one room as a quiet zone during certain hours. Ask politely for a specific block of time. Most people will respect your educational goals and be willing to accommodate you. You can even make a humorous “Do not disturb” sign to remind people you are not available. If you’re trying to work out quiet zones with small children in the house, the bathtub with a pillow can make a fine study oasis.
Many people say they work better with the television or the radio on, but the truth is that an environment with too many interruptions is rarely helpful when focus is required. Before deciding that the television or talkative roommates do not bother you when you work, take an honest accounting of the work you produce with interruptions compared to work you do without. If you find that your work is better without distractions, it is a good idea to create an environment that reduces interruptions. This may mean you have to go to a private room or use headphones, when you work. Regardless, the importance of a distraction-free environment cannot be emphasised enough.
ALTERNATIVE Study Spaces
Having a dedicated, regular space to study at home is the ideal resource for students. You can however supplement it with a short list of alternative spaces that also work well for you and create a refreshing variation in your routine. These might include your university library, community libraries, a coffee shop or local parks. When you are experimenting with locations outside of your home for study, be attuned to what genuinely works. When you sit in the coffee shop with your books, consider if you are really staying focused and motivated or are you finding your concentration drifting away more frequently than normal. Do you like studying there because it helps you move forward with your assignment or because you run into friends and enjoy avoiding your work? Is there a quieter coffee shop where you can work where the tables are more spread out and your friends don’t bump into you? Be conscious of the tradeoffs when picking a secondary study space. If it takes you time to pack a bag of resources, travel to a place and order a coffee, then consider what is the ratio of productive output against time lost? Be honest in your assessment in order to make secondary study spaces work for you, not against you.
Life circumstances can also create blocks of potential study time in places you don’t normally associate with study, such as waiting beside a soccer field for your child to finish training, sitting in a dental surgery waiting room, or riding the train. Consider, what sort of tasks can you complete effectively in these alternative study spaces? If it is a regular event, can you have a prepacked bag or box ready with what you need? You could create a folder (physical or electronic) that stores your reading matter, ready to be accessed when you find yourself with unplanned time. Look to harness opportunities. For example, if you have a daily a 30-minute train trip, can this become your regular reading time or an opportunity to re-watch your lectures online?
Studying at the Right Time
Most people are subject to their own rhythms, cycles, and preferences throughout their day. Some are alert and energetic in the mornings, while others are considered “night owls” and prefer to work after everyone else has gone to sleep. It can be important to be aware of your own cycles and to use them to your advantage. Rarely does anyone do their best work when they are exhausted, either physically or mentally. Just as it can be difficult to work when you are physically ill, it can also be a hindrance to try to learn or do mental work when you are tired or emotionally upset.
Your work environment includes your own state of mind and physical wellbeing. Both have a significant influence on your learning and productivity. Because of this, it is not only important to be aware of your own condition and work preferences, but to actually try to create conditions that help you in these areas. One approach is to set aside a specific time to do certain kinds of work. You might find that you concentrate better after you have eaten a meal. If that is the case, make it a habit of doing homework every night after dinner. Some people find that they are more creative during a certain time of the day or that they are more comfortable writing with subtle lighting. It is worth taking the time to find the conditions that work best for you so that you can take advantage of them.
Conclusion
A well-considered study space has a surprising amount of power to impact your academic success. As you settle into your new role as a student and set up your study space, stay mindful of what honestly works for you and what doesn’t. The decisions you make about where you work and when you work can really make a difference to your productivity. Spending a little time creating the best environment is time well spent.
Key points
• Where you study affects how well you study.
• Choose a space with a desk, chair, power, internet signal, light and a comfortable temperature.
• If possible, keep your space permanently set up just for your study.
• Consider using a study box if you can’t maintain a permanent space of your own.
• Add essential stationery items and study materials to your space.
• A well organised desk can motivate you to study.
• Adding bonus items can make your space more productive and enjoyable.
• Organise your electronic desktop as well as your physical desk.
• Remove distractions from your study space.
• Tell people that you are unavailable during a set study time.
• Find some alternative study spaces to supplement your home study space.
• Find the time of day when you concentrate best to work in your study space. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/03%3A_Successful_Study_Skills/3.04%3A_Study_Space.txt |
Introduction
Reading and consuming information are increasingly important today because of the amount of information we encounter. Not only do we need to read critically, but we also need to read with an eye to distinguish fact from opinion and identify credible sources. In academic settings, we deliberately work to become stronger readers. Take advantage of all the study aids you have at hand, including human, electronic, and physical resources, to increase your performance. This chapter will provide you with an understanding about the different ways of reading for university study, some reading strategies for you to try and information about different types of sources.
Ways of reading
There are generally five ways of reading which include: 1) pre-reading, 2) skimming, 3) scanning, 4) detailed reading, and 5) critical reading.
Pre-reading
During the pre-reading stage, you can easily pick up on information from the cover and the front matter that may help you understand the material you’re reading more fully or place it in context with other important works in the discipline. Look for an author’s biography or note from the author. To identify the topics covered and how the information fits into the subject, look for headings in larger and bold font, summary lists, and important quotations throughout the textbook chapter. Use these features as you read to help you determine what are the most important ideas.
Sometimes you can find a list of other books the author has written near the front of a book. Do you recognise any of the other titles? Can you do an internet search for the name of the book or author? Beyond a standard internet search, try the library’s database. These are more relevant to academic disciplines and contain resources you typically will not find in a standard search engine. If you are unfamiliar with how to use the library database, ask a librarian.
Skimming
Skimming is not just glancing over the words on a page or screen. Effective skimming allows you to take in the major points of a passage to determine the usefulness of the source. If the source is useful, you will then need to engage in a deeper level of active reading, but skimming is the first step—not an alternative to deep reading. Skimming is useful as it gives you a brief overview before reading in more detail and assists with comprehension. Instead of reading every word, skimming involves spending a brief amount of time per page, quickly looking at:
• the contents
• the headings and sub-headings
• the abstract or introductory paragraph
• the conclusion
• any diagrams or graphics you think are important
End your skimming session with writing a few notes or terms to look up, questions you still have, and an overall summary. Recognise that you likely will return to that book or article for a more thorough reading if the material is useful.
Scanning
Scanning involves reading a text with a specific purpose in mind. Rather than reading every section, scanning involves quickly looking for relevant information only. Use this technique when you are reading to find specific material or data related to an assignment topic, or to find answers for questions (e.g. for tutorial activities).
Detailed reading
Detailed reading is when you focus on the written material, really looking to gather specific information or evidence on a topic. This type of reading will provide you with a more in-depth understanding of the specific information, facts, positions and views on a topic. In detailed reading you may be looking for new information or a different perspective. Is this writer claiming a radical new definition for the topic or an entirely opposite way to consider the subject matter, connecting it to other topics or disciplines in ways you have never considered? Also, try to consider all the possible perspectives of a subject as well as the potential for misunderstanding due to personal biases and the availability of false information about the topic.
Critical reading
Critical reading requires you to actively engage with the written material by questioning and evaluating the quality and relevance of the information for your task. This may include analysing the author’s strategies, methods and reasoning. Critical reading is a vital skill to develop to help you become a better analytical thinker and writer.
The following are some questions to consider when reading critically.
• Are there any contradictions?
• Is an argument developed?
• Is it logical?
• Is the text biased?
• Is there supporting evidence and how valid is it?
• Are there any ‘hidden’ assumptions?
• Is there an alternative conclusion given?
• What alternative perspectives are available in the wider literature?
Reading Primary and Secondary SourceS
Primary sources are original documents we study, which include letters, first editions of books, legal documents, and a variety of other texts. When scholars look at these documents to understand a period in history or a scientific challenge and then write about their findings, the scholar’s article is considered a secondary source. Primary sources may contain dated material we now know is inaccurate. They may contain personal beliefs and biases that the original writer didn’t intend to be published openly, and it may even present fanciful or creative ideas that do not support current knowledge. Readers can still gain great insight from primary sources, but readers need to understand the context from which the writer of the primary source wrote the text.
Likewise, secondary sources are inevitably another person’s perspective on the primary source, so a reader of secondary sources must also be aware of potential biases that may persuade an incautious reader to interpret the primary source in a particular manner. A literature review is an example of a secondary source. When possible, you should attempt to read a primary source in conjunction with the secondary source.
Recursive Reading Strategies
One fact about reading for university courses is that you may end up doing more re-reading. It may be the same content, but you may need to read the passage more than once to detect the emphasis the writer places on one aspect of the topic or how frequently the writer dismisses a significant counterargument. This re-reading is called recursive reading.
When reading at the university level, you are trying to make sense of the text for a specific purpose. You should consider what the writer of the piece may not be including and why. This is why reading for comprehension is recursive. Specifically, try to see reading as a process that is far more circular than linear. For example, you’ll need to go back and re-read passages to determine meaning and make connections between the reading and your discipline or context. This recursive reading strategy builds on the ‘Ways of Reading’ that we explored previously. Let’s break the recursive reading strategy into manageable chunks, because you are actually doing quite a lot when you read.
Accessing prior knowledge
When you read, you naturally think of anything else you may know about the topic, but when you read deliberately and actively, you make yourself more aware of accessing this prior knowledge. Have you ever watched a documentary about this topic? Did you study some aspect of it in another class? All of this thinking will help you make sense of what you are reading.
Asking questions
Humans are naturally curious beings. As you read actively, you should be asking questions about the topic you are reading. Don’t just say the questions in your mind; write them down. You may ask: Why is this topic important? What is the relevance of this topic currently? Was this topic important a long time ago but irrelevant now? Why did my lecturer assign this reading?
Inferring and implying
When you read, you can take the information on the page and infer, or conclude responses to related challenges from evidence or from your own reasoning. A student will likely be able to infer what material the lecturer will include on an exam by taking good notes throughout the classes leading up to the test. Writers may imply information without directly stating a fact. You have to read carefully to find implications because they are indirect, but watching for them will help you comprehend the whole meaning of a passage.
Learning vocabulary
Vocabulary specific to certain disciplines helps practitioners in that field engage and communicate with each other. As a potential professional in the field you’re studying, you need to know the lingo. You may already have a system in place to learn discipline-specific vocabulary, so use what you know works for you. Two strong strategies are to look up words in a dictionary (online or hard copy) to ensure you have the exact meaning for your discipline and to keep a dedicated list (glossary) of words you see often in your reading. You can list the words with a short definition so you have a quick reference guide to help you learn the vocabulary.
Evaluating
When you evaluate a text, you are seeking to understand the presented topic in detail in order to engage with it. Depending on how long the text is, you will perform a number of steps and repeat many of these steps to evaluate all the elements the author presents. When you critically evaluate a text, you need to do the following:
• Scan the title and all headings
• Read through the entire passage fully
• Question what main point the author is making
• Decide who the audience is
• Identify what evidence/support the author uses, and is the evidence valid?
• Consider if the author presents a balanced perspective on the main point
• Recognise if the author introduced any biases, contradictions or assumptions in the text
Allow Time for Reading
You should determine the reading requirements and expectations for every class early in the semester. You also need to understand why you are reading the particular text you are assigned. Do you need to read closely for minute details that determine cause and effect? Or is your lecturer asking you to skim several sources so you become more familiar with the topic? Knowing this reasoning will help you decide your timing, what notes to take, and how best to undertake the reading assignment. Depending on your schedule, you may need to read both primary sources and secondary sources. You may also need to read current journalistic texts to stay current in local or global affairs. To avoid feeling overwhelmed, schedule reading time when creating your weekly study timetable to allow you to time read and review. You can make time for reading in a number of ways that include scheduling active reading sessions and practising recursive reading strategies.
Conclusion
Reading is one of the most important skills you need for studying at university. The strategies that have been explored in this chapter will help you to get the most out of your reading time.
Key points
• Pre-reading helps you understand the context of what you are reading.
• Skimming helps you to determine the usefulness of the source.
• Scan to find specific information related to your assignment topic.
• Detailed reading helps you to gather evidence on your topic.
• Use critical reading to question and evaluate the relevance of the information in the source
• Identify if you are reading a primary or secondary source, and watch for biases.
• Recursive reading strategies involve accessing prior knowledge of the topic; asking yourself questions about importance; inferring meaning; learning new vocabulary, and; evaluating the validity, evidence and bias of the author.
• Schedule weekly reading time. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/03%3A_Successful_Study_Skills/3.05%3A_Reading.txt |
Introduction
Notetaking and reading are two compatible skill sets. Beyond providing a record of the information you are reading or hearing, notes help you make meaning out of unfamiliar content. Well-written notes help you organise your thoughts, enhance your memory, and participate in class discussion, and they prepare you to respond successfully in exams. This chapter will provide you with guidelines for understanding your purpose for taking notes, and steps for taking notes before, during and after class. Then, a summary of different notetaking strategies will be provided so that you can choose the best method for your learning style. Finally, you will discover ways to annotate your notes to enable quick reference, along with information about taking notes specifically for assignments.
Understanding Your Purpose for Learning
Knowing your course requirements and the intended purpose for your notes should impact the type of notes you take. For example, are you:
• taking lecture notes that will become the basis of exam study?
• taking notes while watching your classes online?
• taking notes from books or articles for an assignment?
There are no right or wrong ways to take notes, but it is important to find strategies that work for you and are efficient for your purpose.
Taking Notes from Classes
Whether you are attending classes on campus or are studying online, it is still important to take notes from your lectures. Notes help you keep up with the content each week which in turn helps you prepare for your exams. There are things you should consider before, during and after your lectures to assist with your notetaking.
Before the class
In some courses the weekly class content is available before the lecture as PowerPoint slides. This may make it tempting not to take notes, however these slides usually only have key points. Further details and explanations are given verbally in the class. A good tip is to print the PowerPoint slides before the lecture and use them as the basis for your note taking. If you select the three slides per page from the print options, it will give you room to take some notes. Come to lectures prepared by completing any set reading or tasks for that week. This will help you understand the content and more easily make decisions about what relevant notes to take.
During the class
Take notes to actively engage in the process of learning. This will help with concentration. Handwriting your notes has been proven to increase memory and retention. Do not try to write down every word or you will miss important information. Keep your notes brief, use keywords, short sentences and meaningful abbreviations.
Most lectures are recorded so you can go back and check for anything you missed. It is a good idea also to leave plenty of space for these thoughts, or for adding in pictures or diagrams. Pay attention to the structure or organisational pattern of the lecture. Key points are usually outlined at the beginning of the lecture, and repeated or summarised at the end. Listen for language cues emphasising important information including:
• numerical lists, e.g. “firstly…, secondly”, “there are three steps/stages…”
• phrases such as “on the other hand”, “in particular”, “remember/note/look out for”, “consequently”
• inclusion of examples or hypothetical situations
• emphasis of a particular point through tone of voice
If you do not understand the content, make a note or write a question and follow this up in your tutorial or discussion forum.
After the class
It is important that you re-read your notes as soon as possible after the class, when the content is still fresh in your mind, and make any additions. If you have exams in your course, then it is important to spend time organising your notes throughout the semester. This will ensure that by the end of the semester you will have well-ordered notes that are meaningful and useful to learn from, saving you valuable exam preparation time. Your learning preference will inform the review strategies you choose.
Notetaking Strategies
There are several different notetaking strategies. Regardless of your method, be sure to keep your notes organised, store notes from the same subject together in one place, and clearly label each batch of notes with subject, source and date taken. Here are three notetaking strategies you can try; Cornell Method, linear notes and concept mapping.
Cornell Method
One of the most recognisable notetaking systems is called the Cornell Method. In this system, divide a piece of paper into three sections: the summary area, the questions column and the notes column (see Figure 14.3). The Cornell Method provides you with a well-organised set of notes that will help you study and review your notes as you move through the course. If you are taking notes on your computer, you can still use the Cornell Method in Word or Excel.
The right-hand notes column: Use this section to record in your own words the main points and concepts of the lecture. Skip lines between each idea in this column and use bullet points or phrases. After your notetaking session, read over your notes column and fill in any details you missed in class.
In the questions column: Write any one or two-word key ideas from the corresponding notes column. These keywords serve as cues to help you remember the detailed information you recorded in the ‘notes’ column.
The summary area: Summarise this page of notes in two or three sentences using the summary area at the bottom of the sheet. Before you move on, read the large notes column, and quiz yourself over the key ideas you recorded in the questions column. This review process will help your memory make the connections between your notes, your textbook reading, your in-class work, and assignments.
The main advantage of the Cornell Method is that you are setting yourself up to have organised, workable notes. This method is a useful strategy to organise your notes for exam preparation.
Linear notes
A common format for note taking is a linear style – using numbers or letters to indicate connections between concepts. Indicate the hierarchy of ideas by using headings, written in capitals, underlined or highlighted in some way. Within concepts, ideas can be differentiated by dot points, or some other indicator, to create an outline that makes the notes easier to read. The main benefit of an outline is its organisation.
The following formal outline example shows the basic pattern:
Notetaking can continue with this sort of numbering and indenting format to show the connections between main ideas, concepts and supporting details.
Concept mapping
One final notetaking method that appeals to learners who prefer a visual representation of notes is called mapping or sometimes mind mapping or concept mapping. The basic principles are that you are making connections between main ideas through a graphic depiction. Main ideas can be circled, with supporting concepts radiating from these ideas, shown with a connecting line and possibly details of the support further radiating from the concepts. You may add pictures to your notes for clarity.
Annotating notes
Annotations can refer to anything you do with a text to enhance it for your particular use (either a printed text, handwritten notes, or other sort of document you are using to learn concepts). The annotations may include highlighting passages or vocabulary, defining those unfamiliar terms once you look them up, writing questions in the margin of a book and underlining or circling key terms for future reference. You can also annotate some electronic texts.
Your mantra for highlighting text should be less is more. Always read your text selection first before you start highlighting anything. You need to know what the overall message is before you start placing emphasis in the text with highlighting. Another way to annotate notes after initial notetaking is underlining significant words or passages.
Taking notes for assignments
When taking notes for an assignment, be clear whether they are your own words, or a direct quote so that you do not accidentally plagiarise. When you have finished taking notes, look for key themes or ideas and highlight them in different colours. This organises your information and helps you to see what evidence you have to support various ideas you wish to make in your assignment. Make sure to record the author, title, date, publishing details and relevant page numbers of books and articles you use. This will save you time and avoid errors when referencing.
Electronic Notetaking
If you use an e-reader or e-books to read texts for class or read articles from the internet on your laptop or tablet, you can still take effective notes. Almost all electronic reading platforms allow readers to highlight and underline text. Some devices allow you to add a written text in addition to marking a word or passage that you can collect at the end of your notetaking session. Look into the specific tools for your device and learn how to use the features that allow you to take notes electronically. You can also find apps on devices to help with taking notes. Microsoft’s OneNote, Google Keep, and the Notes feature on phones are relatively easy to use, and you may already have free access to those.
Conclusion
Notetaking is a major element of university studying and learning. As you progress through your study, your notes need to be complete so you can recall the information you learn in lectures. The strategies that have been explored in this chapter will help you to be deliberate in your notetaking.
Key points
• Know the purpose for your notes.
• Before the class, print any lecture slides with the notes option.
• During the class, keep your notes brief, use keywords, short sentences and meaningful abbreviations.
• After the class, re-read your notes and organise them.
• The Cornell Method uses a table with a summary area, a questions column and a notes column.
• Linear notetaking uses headings, numbers or letters to show hierarchy and connections between concepts.
• Concept mapping uses graphic depiction to connect ideas.
• Annotating your notes with highlights, underlining, circling or writing in the margin can enhance your understanding.
• Notetaking for assignments must show clearly when the words are your own or are a direct quote. Record the source details for use in referencing.
• Notetaking can be performed by hand or on electronic devices. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/03%3A_Successful_Study_Skills/3.06%3A_Notetaking.txt |
Introduction
Thinking and problem-solving are core skills that university educators aim to teach students. Learning different ways of thinking and how to resolve or respond to problems creates well-rounded learners that are capable of breaking down issues or problems into manageable parts, adapting to changing situations or contexts and devising creative or novel solutions. These are key characteristics required in the 21st century digitally focused work environment.
This chapter will provide you with an overview of different types of thinking, give guidance on how you can practise these approaches before then moving onto a discussion of problem-solving. Examples of the various forms of thinking discussed will be provided. Finally, the chapter will conclude by providing a detailed overview of the research process as it relates to problem solving.
Creative thinking
Has anyone ever told you that you have a creative flair? If so, celebrate! That’s a good personality trait to nurture. Creativity is needed in all occupations and during all stages of life. Learning to be more in tune with your own version of creativity can help you think more clearly, resolve problems, and appreciate setbacks. You’re creative if you repurpose old furniture into a new function. You’re also creative if you invent a new biscuit recipe for a friend who has a nut allergy. Further, you’re using creativity if you can explain complex biological concepts to your classmates in your tutorial or workshop. Creativity pops up everywhere. When creative thinking comes into play, you’ll be looking for both original and unconventional ideas, and learning to recognise those ideas improves your thinking skills all around.
Would you learn more about the French Revolution by eating foods popular in that era? What if you were to stop using your phone for all non-emergency communication to understand how news flowed in the early 20th century? These examples present creative ways to approach learning the experiences of a specific time in history. When actors want to learn about a character they’ll be playing, they often engage in method acting to immerse themselves in the role. They may maintain a different accent or wear only clothes their character would wear even when they are not at rehearsals, all so they can feel what it was like for their character.
Creativity doesn’t always present itself in the guise of a chart-topping musical hit or other artistic expression. We need creative solutions throughout the workplace—whether in the board room, emergency room, or classroom. It was no fluke that the 2001 revised Bloom’s cognitive taxonomy, originally developed in 1948, placed a new word at the apex—create. That is the highest level of thinking skills. As this book shows, we do all need to use and develop the lower thinking skills that include remembering, applying, and analysing, but true intelligence and successful thinking move beyond these levels to invention.
Many assessments and lessons you’ve seen during your schooling have likely been arranged with Bloom’s taxonomy in mind. Regurgitating the minute details of Goldilocks or Romeo and Juliet demonstrates far less comprehension than fashioning an original ending that turns the tables, or developing a board game from the story. Author Gregory Maguire used the base plot of L. Frank Baum’s 1900 book The Wonderful Wizard of Oz and the 1939 movie The Wizard of Oz to create the smash-hit 2003 Broadway musical Wicked that tells the story from the perspective of the Wicked Witch of the West, making her a sympathetic character. This creative approach calls for far more critical and creative thinking than memorising facts. Creating new out of old or new out of nothing is how we ended up with manned space flight, mobile phones, and rap music. Continuing to support creativity in whatever form it takes will be how we cure cancer, establish peace, and manipulate the time-space continuum. Don’t shortchange your own creativity. Nineteenth-century American writer and humorist Mark Twain may have been partially correct when he said:
“There is no such thing as a new idea. It is impossible. We simply take a lot of old ideas and put them into a sort of mental kaleidoscope. We give them a turn and they make new and curious combinations. We keep on turning and making new combinations indefinitely; but they are the same old pieces of colored glass that have been in use through all the ages.”
You may feel like you cannot come up with new ideas, but even the process of combining and recombining familiar concepts and approaches is a creative act. A kaleidoscope creates a nearly infinite number of new images by repositioning the same pieces of glass. It is certainly a pretty metaphor of idea generation, but even if old ideas are reworked to create new solutions to existing problems or we embellish a current thought to include new ways of living or working, that renewal is the epitome of the creative process.
It’s common to think of creativity as something used mostly by traditional artists—people who paint, draw, or sculpt. Indeed, artists are creative, but think of other fields in which people think just a little differently to approach situations in their discipline. The famous heart surgeon Dr. Denton Cooley didn’t have an exact model when he first implanted an artificial heart. Chemist Stephanie Kwoleck discovered life-saving Kevlar when she continued work on a substance that would usually be thrown away. Early US astronauts owed their ability to orbit and return to Earth based on creative uses of mathematics by people like Karen Johnson. Inventor and actress Hedy Lamarr used diagrams of fish and birds to help aviation pioneer Howard Hughes produce faster airplanes. Indeed, biomimicry, an approach to innovation that seeks sustainable solutions to human challenges by emulating nature’s time-tested patterns and strategies, is now a huge field of study. This list could go on and on.
Analytical thinking
Thinking helps in many situations, as we’ve discussed throughout this chapter. When we work out a problem or situation systematically, breaking the whole into its component parts for separate analysis, to come to a solution or a variety of possible solutions, we call that analytical thinking. Characteristics of analytical thinking include setting up the parts, using information literacy, and verifying the validity of any sources you reference. While the phrase analytical thinking may sound daunting, we do this sort of thinking in our everyday lives when we brainstorm, budget, detect patterns, plan, compare, work puzzles, and make decisions based on multiple sources of information. Think of all the thinking that goes into the logistics of a dinner-and-a-movie date—where to eat, what to watch, who to invite, what to wear, popcorn or ice-creams—when choices and decisions are rapid-fire, but we do it relatively successfully all the time.
Employers specifically look for candidates with analytical skills because they need to know employees can use clear and logical thinking to resolve conflicts that cause work to slow down or may even put the company in jeopardy of not complying with state or commonwealth requirements. If everything always went smoothly on the shop floor or in the office, we wouldn’t need front-line managers, but everything doesn’t always go according to plan or corporate policy. Your ability to think analytically could be the difference between getting a good job and being passed over by others who prove they are stronger thinkers. A mechanic who takes each car apart piece by piece to see what might be wrong instead of investigating the entire car, gathering customer information, assessing the symptoms, and focusing on a narrow set of possible problems, is not an effective member of the team. Some career fields even have set, formulaic analyses that professionals in those fields need to know how to conduct and understand, such as a cost analysis, a statistical analysis, or a return on investment analysis.
Critical Thinking
Critical thinking has become a buzz phrase in education and corporate environments in recent years. The definitions vary slightly, but most agree that thinking critically includes some form of judgement that thinkers generate after careful analysis of the perspectives, opinions, or experimental results present in a particular problem or situation. Before you wonder if you’re even capable of critical thinking, consider that you think critically every day. When you grab an unwashed T-shirt off the top of the pile on the floor of your bedroom to wear to university but then suddenly remember that you may see the person of your dreams on that route, you may change into something a bit less disheveled. That’s thinking critically—you used data (the memory that your potential soul mate travels the same route you use on that day on campus) to change a sartorial decision (dirty shirt for clean shirt), and you will validate your thinking if you do have a successful encounter with said soul mate.
Likewise, when you decide to make your lunch rather than just grabbing a bag of chips, you’re thinking critically. You must plan, buy the food, possibly prepare it, arrange to and carry the lunch with you, and you may have various reasons for doing that—making healthier eating choices, saving money for an upcoming trip, or wanting more quiet time to unwind instead of waiting to purchase food. You are constantly weighing options, consulting data, gathering opinions, making choices, and then evaluating those decisions, which is a general definition of critical thinking.
Consider the following situations and how each one demands your thinking attention. Which do you find most demanding of critical thinking and why?
1. Participating in competitive athletic events
2. Watching competitive athletic events
3. Reading a novel for pleasure
4. Reading a textbook passage for study
Critical thinking forces you to determine the actual situation under question and to determine your thoughts and actions around that situation. Critical thinking differs according to the subject you’re thinking about, and as such it can be difficult to pin down any sort of formula to make sure you are doing a good job of thinking critically in all situations. While you may need to adapt this list of critical thinking components, you can get started if you do the following:
• Question everything
• Conduct legitimate research
• Limit your assumptions
• Recognise your own biases
• Gather and weigh up all options
Additionally, you must recognise that changes will occur and may alter your conclusions now and in the future. You may eventually have to revisit an issue you effectively resolved previously and adapt to changing conditions. Knowing when to do that is another example of critical thinking. Informed flexibility or knowing that parts of the plan may need to change and how those changes can work into the overall goal, is also a recognised element of thinking critically.
For example, early in the 20th century, many people considered cigarette smoking a relaxing social pastime that didn’t have many negative consequences. Some people may still consider smoking a way to relax; however, years of medical research have proven with mounting evidence that smoking causes cancer and exacerbates numerous other medical conditions. Researchers asked questions about the impact of smoking on people’s overall health, conducted regulated experiments, tracked smokers’ reactions, and concluded that smoking did impact health. Over time, attitudes, evidence, and opinions change, and as a critical thinker, you must continue to research, synthesise newly discovered evidence, and adapt to that new information.
Defending against Bias
Once you have all your information gathered and you have checked your sources for currency and validity, you need to direct your attention to how you’re going to present your now well-informed analysis. Be careful on this step to recognise your own possible biases. Facts are verifiable; opinions are beliefs without supporting evidence. Stating an opinion is just that. You could say “Blue is the best color,” and that’s your opinion. If you were to conduct research and find evidence to support this claim, you could say, “Researchers at Oxford University recognise that the use of blue paint in mental hospitals reduces heart rates by 25% and contributes to fewer angry outbursts from patients.” This would be an informed analysis with credible evidence to support the claim.
Not everyone will accept your analysis, which can be frustrating. Most people resist change and have firm beliefs on both important issues and less significant preferences. With all the competing information surfacing online, on the news, and in general conversation, you can understand how confusing it can be to make any decisions. Look at all the reliable, valid sources that claim different approaches to be the best diet for healthy living: ketogenic, low-carb, vegan, vegetarian, high fat, raw foods, paleo, Mediterranean, etc. All you can do in this sort of situation is conduct your own serious research, check your sources, and write clearly and concisely to provide your analysis of the information for consideration. You cannot force others to accept your stance, but you can show your evidence in support of your thinking, being as persuasive as possible without lapsing into your own personal biases. Then the rest is up to the person reading or viewing your analysis.
Factual Arguments versus Opinions
Thinking and constructing analyses based on your thinking will bring you in contact with a great deal of information. Some of that information will be factual, and some will not be. You need to be able to distinguish between facts and opinions so you know how to support your arguments. Begin with basic definitions:
• Fact: a statement that is true and backed up with evidence; facts can be verified through observation or research
• Opinion: a statement someone holds to be true without supporting evidence; opinions express beliefs, assumptions, perceptions, or judgements
Of course, the tricky part is that most people do not label statements as fact and opinion, so you need to be aware and recognise the difference as you go about honing your critical thinking skills.
You probably have heard the old saying “Everyone is entitled to their own opinions,” which may be true, but conversely, not everyone is entitled to their own facts. Facts are true for everyone, not just those who want to believe in them. For example, mice are animals is a fact; mice make the best pets is an opinion. Many people become very attached to their opinions, even stating them as facts despite the lack of verifiable evidence. Think about political campaigns, sporting rivalries, musical preferences, and religious or philosophical beliefs. When you are reading, writing, and thinking critically, you must be on the lookout for sophisticated opinions others may present as factual information. While it’s possible to be polite when questioning another person’s opinions when engaging in intellectual debate, thinking critically requires that you do conduct this questioning.
For instance, someone may say or write that a particular political party should move its offices to different cities every year—that’s an opinion regardless of whether you side with one party or the other. If, on the other hand, the same person said that one political party is headquartered in a specific city, that is a fact you can verify. You could find sources that can validate or discredit the statement. Even if the city the person lists as the party headquarters is incorrect, the statement itself is still a fact—just an erroneous one. If you use biased and opinionated information or even incorrect facts as your evidence to support your factual arguments, then you have not validated your sources or checked your facts well enough. At this point, you would need to keep researching.
Problem-solving
Problem solving is part of our everyday life. We encounter problems in some form or the other daily. When solving a problem, we generally have a sequence of processes that we follow to effectively resolve or to dissolve a problem. In order to effectively problem solve, we may use some variation of the following strategies:
1. Identify and determine what the problem (issue) is
2. Explore (brainstorm) as many possible solutions to the problem
3. Recognise and understand that there will be varying perspectives from different people
4. Explore the results further by researching and documenting pros and cons for all the possible solutions
5. Select the best solution
6. Communicate your findings to all involved
7. Establish logical action items based on your analysis
The image below represents the problem-solving cycle:
In order to determine the best solution to any problem, it is important for us to generate a wide array of solutions. When coming up with the solutions during a brainstorming session, it is important to remember that there is no right or wrong answer. The purpose of this is to establish different solutions that can potentially solve the problem. Once you have a variety of different solutions, you can start evaluating them to see how they fit within the context of the problem and weighing up pros and cons. This will help you to narrow down your solutions until you find that one solution that will be deemed as the best. When you have established your best solution, you can then communicate the solution to all the parties who are involved within the problem and proceed to implementing the solution. Let the solution run and then evaluate whether the problem has been resolved or not. Evaluation is an important part for closing the loop when problem solving. If the problem is not resolved, then go through the process again.
Determining the best approach to any given problem and generating more than one possible solution to the problem constitutes the complicated process of problem-solving. People who are good at these skills are highly marketable because many jobs consist of a series of problems that need to be solved for production, services, and sales to continue smoothly.
Think about what happens when a worker at your favourite coffee shop slips on a wet spot behind the counter, dropping several drinks she just prepared. One problem is the employee may be hurt, in need of attention, and probably embarrassed; another problem is that several customers do not have the drinks they were waiting for; and another problem is that stopping production of drinks (to care for the hurt worker, to clean up her spilt drinks, to make new drinks) causes the line at the cash register to back up. A good manager has to juggle all these elements to resolve the situation as quickly and efficiently as possible. That resolution and return to standard operations doesn’t happen without a great deal of thinking: prioritising needs, shifting other workers off one station onto another temporarily, and dealing with all the people involved, from the injured worker to the impatient patrons.
Faced with a problem-solving opportunity, you must assess the skills you will need to create solutions. Problem-solving can involve many different types of thinking. You may have to call on your creative, analytical, or critical thinking skills—or more frequently, a combination of several different types of thinking—to solve a problem satisfactorily. When you approach a situation, how can you decide what is the best type of thinking to employ? Sometimes the answer is obvious; if you are working a scientific challenge, you likely will use analytical thinking; if you are a design student considering the atmosphere of a home, you may need to tap into creative thinking skills; and if you are an early childhood education major outlining the logistics involved in establishing a summer day camp for children, you may need a combination of critical, analytical, and creative thinking to solve this challenge.
Research Process
Universities provide opportunities for you to direct your thinking skills and problem solving skills towards specific academic tasks. You may be asked to use something called a “research process”. People often associate the research process with formal research which is used to conduct research to discover new findings or to have new inventions. However, the research process can be applied to any problem that you are trying to solve. It is also a crucial part to doing your assignments during your studies. The research process can be broken down into the following components:
1. Hypothesis
2. Methodology
3. Literature Review
4. Interpretation
5. Conclusion
Let’s explore each of the research process elements in detail.
Hypothesis
What is a hypothesis? In simple terms, a hypothesis is the proposed explanation for a phenomenon or a question. Scholars and researchers use information to answer one or more questions inspired by a topic of interest. Usually, a scholarly question identifies a problem and a solution. Such questions are usually written in the form of a hypothesis, which is a statement about the relationship between two things that identifies both a problem and an answer or solution. An example of a hypothesis can be: Different genres of music influence the mood of the people listening to them. The questions asked to get to this hypothesis might be: Does music have an effect on mood? Do people listen to music to make them feel better? What kind of music is used as a way to energise the listener? Is there one type of music that is better than others for calming someone down?
Your hypothesis must reflect what is known about a research topic in such a way that your research project will add new knowledge and insight to what is already known. In order to arrive at a hypothesis that achieves this goal, you must learn as much as possible about your topic so you can narrow down your hypotheses to what you don’t know. Then your research project will produce new knowledge. Your hypothesis is about what you don’t know. However, you might find that you can’t prove your hypothesis. You might find evidence that contradicts it, and you will have to reflect on why your hypothesis might have been wrong.
Methodology
What is a Methodology? In simple terms, a methodology is the methods or processes that you use to conduct research to answer your questions or fulfil your hypothesis. Education is about discovery. This means that you need to learn how to question, evaluate, and determine the worth, credibility, and relevance of what you, as a student, find. Thus, when doing research, you need that hypothesis to begin the rest of your research.
The next step is to come up with key words or concepts that describe your topic. Start by preparing an outline for yourself. List the key words (for instance, on the topic of music, some key words might be music, instruments, genres, musicians, and so on). Then create a list of narrower terms, which are more specific things that you want to know about your topic, such as time frames, geography, population, and age groups. Finally, you can list broader terms that are the larger subjects that include your key words. For music these could be cultural expression, jazz, hip-hop, singers, and so forth. Your methodology will be a compilation of the sources you decide to review. It is an orderly approach to problem solving and gathering useful data, using such sources and strategies as interviews, public documents, surveys, experiments, the Internet, and many more.
The kind of methodology you decide to use depends on the type of research you will be conducting. You could do exploratory research, which basically answers the question “Does something exist?” This “something” could be an event, a thing, or an idea, such as a concert or music designed for relaxation. Or perhaps you want to do descriptive research, which is the kind of study that defines something by describing its characteristics, behaviors, or actions. For instance, you could describe a genre of music, how it was created, and what instruments are usually used to compose this type of music. A third type of research you may want to do is called prediction research, which involves identifying relationships that make it possible for us to speculate about one thing by knowing about something else. Music has taken many turns over time, and you might want to suggest that the next phase of music might all be electronically produced. And finally, you could choose to do explanatory research. This type of research examines cause-and-effect relationships. For example, there is music created to tell a particular story in a specific manner. This might be true of rap music. To study this, you would use explanatory research to explain this phenomenon.
Literature Review
What is a Literature Review? The literature in a particular field is its discourse, which is a conversation over time about a topic. When you do your literature review, you are inserting yourself in the middle of such a conversation and getting information only from that time and perspective. For instance, if you want to study the effects of music on children, you will find a wide variety of sources that will give you information about the topic. You will discover that many people have been interested in the issue and have done studies trying to find out the answer. These studies have been done over many years, and the perspectives involved have changed accordingly. The discourse continues over time, and you can insert information into the conversation by conducting your own research.
Therefore, a review of the literature finds, evaluates, and integrates past research. It is a critical synthesis of research literature that:
• shows how previous studies relate to one another
• shows similarities and differences between studies
• discriminates between relevant and irrelevant information
• identifies and discusses weaknesses in previous work
The purpose of the literature review is to synthesise many specific events and details into a comprehensive whole. Synthesise results from weaving together many smaller generalisations and interpretations into a coherent main theme. You will find that a literature review is a requirement for a research paper and can be required for assignments in a course. The purpose is to enable you to critically analyse a segment of an already published body of knowledge. A comprehensive literature review encompasses the following elements:
• Start the introduction by describing the problem or issue you are addressing, then focus on your research hypotheses or questions.
• Explicitly state the significance of the topic in the introduction
• Present the review as an essay, not an annotated list
• Emphasise the findings of previous research you have found
• Point out the trends and themes in the literature
• Point out the gaps in the literature
• Express opinions about the quality and importance of the research you have found
• Use the review to suggest that there is a need for more study
Interpretation
Interpretation is the task of drawing inferences from the information and facts that you collect in your research. It is a search for the broader meaning of your research findings. This is where you try to make sense of what you discovered. In this part of your research, you should discuss the most important knowledge you gained about your topic from your sources. This is where you go back to your hypothesis and research questions to discuss your findings and whether or not your hypothesis is correct.
This formalised approach to academic problems and questions, often seen at universities, combines different ways of thinking into a specific process that builds sturdy academic research. By following the structure of developing a hypothesis, methodology, literature review, interpretation and conclusion, you can meet research challenges with a reliable plan of attack.
Conclusion
A conclusion is where you summarise the main findings in your research or assignment. In this area you do not introduce any new ideas. It is pretty much a straight forward summary of the key messages that you wish to convey and or reemphasise to your readers.
Conclusion
Thinking and problems-solving are core skills that are central to your ongoing learning at university and later in your career. University represents a unique opportunity to learn and test different approaches in a safe environment. The types of thinking discussed in this chapter and the research process described are a valuable guide to start thinking about how you think while studying.
Key points
• Thinking and problem-solving skills are critical to learning both at university and during your career.
• Creative thinking is the highest form of thinking skills as outlined in Bloom’s revised taxonomy. The creative process appears challenging, but simply put it requires the combination of existing ideas in new ways to create novel outcomes.
• Analytical thinking requires you to break down a problem, task or issue into its smallest parts and respond to each accordingly.
• Critical thinking involves careful assessment or judgment of the available information, assumptions and bias to develop an informed perspective.
• It is important to understand the difference between facts and opinions. Facts are truthful statements supported by evidence. Opinions are statements someone believes to be true without evidence.
• Problem-solving is a critical skill developed at university and may require all the above forms of thinking to carry out. It focuses on devising solutions.
• The research process offers a step-by-step problem solving guide that can be utilised to complete assessment or learning tasks during your study. Its stages include: Hypothesis, Methodology, Literature Review, Interpretation and Conclusion. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/03%3A_Successful_Study_Skills/3.07%3A_Thinking.txt |
Thumbnail: Image by F1 Digitals used under CC0 licence. Note: image has been modified.
04: Successful Assessment
Introduction
It is not unusual to feel confused or a bit overwhelmed when encountering assessment at university. This chapter is designed to guide you through the process of assessment management and provide strategies to make preparing for assessment as stress free as possible. When relevant, we will refer you to other chapters and sections in this book where specific skills are discussed in detail.
We start by discussing the information you receive about your assessment items and what to do with that information. It is important to know exactly what your requirements are before beginning to research or write. Spending a little extra time at the start, analysing your question thoroughly and reading your criteria sheet, will make the assignment research and writing processes easier, and will save you time in the long run. The next section covers assessment planning and outlines how planning can save you time and effort. We discuss key components of assessment preparation, including finding information, writing, revising, and submitting your assessments. Your assessment process doesn’t finish when you submit. We describe how to use the feedback you receive to help you improve your understanding of the material and to improve future submissions.
We then briefly discuss academic integrity and what it means for university students before concluding the chapter and providing some key points on managing your assessments. At the end of this chapter you should have a good understanding of some strategies and techniques for managing your assessments at university.
Understanding your assessment task
In this section we discuss the different types of information that you may receive about your assessment items and how to interpret them. This information is relevant for most types of assessment, however other chapters in this book provide more detailed information about specific types of assessment items, such as the Presentations chapter about undertaking presentation assessments. It can be tempting to skip over reading the assessment information and planning stages, however these steps will save you time overall. Knowing exactly what the task is, and is not, will ensure that your activities are focused on what is required for the task. Similarly, spending some time planning how you will approach the task and the structure will keep you focused and will help you to avoid spending time on activities that don’t contribute to your final submitted work. We will first discuss the information that you will find in your assessment task sheets.
Task Sheets
For most assessment tasks you will be provided with a task sheet. The task sheet (also known as an assignment information sheet, assessment outline or task brief), provides information about your assessment task. It is important to read this carefully, as it includes the key information required to undertake your assessment. In this section we outline the main components of a task sheet and how to interpret them, starting with the topic words, task words, and limiting words. Look for these key words on your task sheet:
Table 16.1 Task sheet words
Table 17.1 Parts of an assignment question
Topic words These are words and concepts you have to research.
Task words These will tell you how to approach the assignment and structure the information you find in your research (e.g., discuss, analyse).
Limiting words These words define the scope or parameters of the assignment, e.g., Australian perspectives, a particular jurisdiction (this would be relevant then to which laws, codes or standards you consulted) or a timeframe.
Below is an example of what an assessment task looks like. Notice the use of topic words (coloured orange), limiting words (coloured blue) and task or directive words (coloured green). Consider what a topic and task analysis look like in this example question.
Discuss the suggestion that a wide range of skills are required to succeed in the professional workplace. Consider this in an Australian context.
Conducting a topic analysis is important to develop effective, targeted key words to search for assignment resources. You can also use this approach for essay questions in an exam to make sure you are on track with your response. You can then use these words and their synonyms to start looking for good quality information which is relevant to your topic (see the Working with Information chapter for more about finding information).
Some assessments will have additional words in the question or other assessment information that set additional scope, parameters or guidelines. For instance, in the previous example question, noting the Australian context is important for your research process so that you only search for and include relevant information. This will keep you on track and avoid investing your time on information you don’t need.
Assessment style
Other things to consider from your task sheet include the style of assessment (e.g., essay, report, or presentation), word length, number, type and recency of the references required. The style of assessment tells you what sort of document you need to complete and the sections that you may need to include (e.g., an essay would normally include an introduction, body paragraphs, and a conclusion, whereas a presentation may require a recorded slide presentation).
Written assessment word count
The word count, or word length, is an important piece of information as it provides a guide to the overall size of the task. The word count indicates the number of words required to adequately address the assessment task. The section below shows what to consider when calculating your word count. If you have written significantly less than the word count, then you have probably not covered the topic fully. If you are significantly over the word limit, then you have included too much information or may need to review your work to ensure your writing is clear and concise (see the English Language Foundations chapter for more information about writing concisely).
Word count considerations
Things to check regarding the word count include:
• Is there a ‘firm’ maximum or minimum word limit (e.g., no more than 1500 words) or a word count range (e.g., 1350 – 1650 words or 1500 words +/- 10%)?
• What is the penalty for going over the word limit (sometimes markers will only review your writing up to the word limit, or you may lose marks for going over the limit)?
• Does the word count include in-text citations and the reference list?
• Does the word count include figures, tables, and appendices?
How many and what kind of references do you need to include in your assignments?
The number, type, and recency of references refers to the sources of information that you cite in your work. For example, you may need to include citations from at least five (number) peer-reviewed sources (type) published in the last eight years (recency). The chapter Working with Information provides guidance about finding, evaluating, and managing sources of information.
Marking Rubric
The marking rubric provides an overview of each marked component of the assessment task and can be helpful in the planning, writing, and reviewing phase of your assessment process. It may also be called a marking sheet, criteria sheet or scoring sheet. The marking rubric will help you to understand more precisely what your marker will be looking for when marking your assignment. Figure 16.2 shows an extract from a marking criteria sheet, where the assessment task was to write an essay outlining typical and atypical development for a chosen developmental period.
The marking rubric provides a summary of the requirements that you would need to meet to obtain a particular mark or grade for each component of the assessment. In the example in Figure 16.2, the requirement for a mark of between 9 and 10 (out of 10) for the first criteria is: “Demonstrates a sophisticated understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are no gaps or misunderstandings.” This indicates that you would need to demonstrate a comprehensive understanding with your discussion of the physical, cognitive, and psycho-social aspects of development for the nominated developmental period to receive a mark of 9 or higher.
The marking rubric is also useful when you are reviewing your work prior to submission. You can use the rubric as a checklist to ensure that you have included all the key pieces of information. You can also use the total marks allocated for each criterion as a guide to their relative importance in the assessment task. The section on Feedback in this chapter also discusses how you can use the feedback from your marked rubric.
Assessment Weighting
The weighting of an assessment item refers to the amount, or proportion, that each assessment mark contributes to your final grade. You are likely to have multiple assessment items each contributing to the final grade for your subject. In the example shown in Table 16.2, the essay contributes to 25% of the final grade for the subject. The essay may be given a total possible mark of 100, which is then converted to a mark out of 25 for the subject. For example, if you receive 80 marks out of 100 for the essay, this will contribute 20 marks towards your final grade for the semester (80 /100 X 25%).
Table 16.2 Relative weightings of assessment items for an example subject
Assessment item Weighting
Annotated Bibliography 5%
Essay 25%
Short answer quiz 10%
Presentation 20%
End of semester exam 40%
100%
Why is the weighting important? Apart from indicating how your final grade is determined, the weighting also indicates the relative contribution that each assessment piece makes to your final grade. This allows you to allocate more time to the assessment items that will impact your grade the most. For example, you don’t want to spend 80 hours preparing the annotated bibliography, which contributes 5% towards the final grade, if that will only leave you with five hours to prepare your presentation, which makes up 20% of your final grade for the course. The final grade or score for your course is determined using the marks you receive on each of your contributing assessment items.
Planning
Once you have understood the requirements of your assessment task, writing a plan will assist you to:
• Break the task into manageable chunks
• Keep your assessment study time focused on what you need to be achieving
• Keep to your word limit
The chapter Time Management provides useful information about breaking larger tasks into smaller ones and managing your study time. Your time management strategy or study schedule should include time for finding relevant information, writing, reviewing, proofreading, and editing your work and submitting your assessment. To begin planning your response, brainstorm key ideas. Next try to organise these ideas using a mind map, table, or other visual organiser. This gives you an overview of the direction of your ideas. Figure 16.4 is an example of a concept map for the assignment example question provided earlier in the task analysis section in this chapter. From your concept map you can then determine the structure of your assessment, including definitions and terms that you will need to include in your introduction. Your concept map will help you to decide on key points to form into topic sentences (the main point) for each paragraph and allow you to write more coherently.
Finding information
You are usually going to need to find credible information once you understand the requirements of the assessment task. The chapter Working with Information provides guidance on finding and managing information. Remember to keep the reference information with any notes that you are taking, so you can appropriately cite this information.
Writing your assignment
You are now ready to write your assessment. Remember to refer to your original assessment plan, including which key points you will be making. You may need to revise your plan after you have found and read information related to the topic, for example if you found information about a new key point that you would like to make. This is where your plan becomes extremely useful. When you are writing, focus on writing each planned paragraph or topic. This will help you to concentrate on what is required for the task and prevent you from going off track.
The English Language Foundations chapter provides information about enhancing your writing and the Types of Assignments chapter provides additional information about writing specific sections and types of assignments. If you are preparing a presentation, then the Presentations chapter will be a useful guide.
Revising and reviewing
Allocate time for revising and reviewing your work before submitting. This allows you to find and fix small errors that could lose you marks. It is also an opportunity to review your document as a whole to ensure that your ideas are fully explained and linked to the assessment task. If possible, leave your writing for a couple of days before you start reviewing, editing, and proofreading. This will allow you to see your work with ‘fresh eyes’ and you will be more likely to detect errors and inconsistencies. Review each of your sentences (e.g., correct punctuation, length, and spelling), paragraphs (e.g., clear topic sentences and credible appropriately cited evidence), and the document as a whole. You can also use the information from the English Language Foundations chapter and the editing and proofreading checklist tables in the Writing Assignments chapter as guides when reviewing your writing.
The marking rubric and task sheet can also be used as checklists to ensure that you have covered all the key aspects required for the assessment task. For example, check that you have:
• used the correct referencing style
• cited the required number of credible sources (if specified)
• provided information on each of the required topics
• used the required headings and formatting
• written within the required word count
Consider any previous feedback received on similar tasks to see if there are areas for improvement. For example, check how you transition from one paragraph to another if previous markers have highlighted this as an area of concern in your writing. The English Language Foundations chapter also provides useful information about enhancing your writing and the chapters Writing Assignments and Types of Assignments provides additional information about writing specific sections and types of assignments.
Submitting
Don’t forget to submit your assessment. Check that your submission has gone through if you are submitting online and keep a copy of any assessments once submitted. Plan to reward yourself and acknowledge your achievement once you have submitted. Choose a reward that’s meaningful to you.
Feedback
What is feedback?
Feedback is information about how well you have performed a task. In tertiary education, it is a key tool that is used to promote student development. You will receive feedback from your lecturers, tutors and peers throughout your study. Understanding how to engage with it and why it is important, is critical to your learning both at university and later in the workplace.
Forms of feedback
There are different forms of assessment related feedback that you may receive. Feedback can be given informally and verbally in class, within study groups, practical settings, or in conversations with lecturers or peers. Make sure you listen for feedback on your performance in these communications. Feedback is also regularly given informally and formally in written form. This may be comments on a discussion board post, class activity, or assessment piece from your lecturer or in some cases fellow students.
Preparing for feedback
At university, staff and your peers provide you with verbal and written feedback to help you learn and develop. However, this feedback can only be effective if you are prepared to receive it. In practice this means you need to do the following:
• Keep an open mind: The person who provides you with feedback may be critical of your work or your views. This criticism is an important feature of learning at tertiary level and it is meant to be constructive, not personal. Be prepared to accept this criticism.
• Be reflective: To ensure that you are ready to use feedback, adopt a reflective mindset. This means reading or listening to comments and thinking about how you may use this information to improve your work.
• Get ready to change: Feedback is only effective if it is used. This means that you need to be prepared to act or change how you perform a task or engage in an activity in response to feedback. If you are unwilling to make changes, you limit the positive impact feedback can have.
Engaging with feedback
Once you have received feedback in class, online, in practicals or on a piece of assessment, you need to engage and act on it. This means you need to allow yourself time to review, think about, clarify, and apply feedback to your current and future work. As engaging with your feedback is part of the learning process, use your feedback to:
• Improve your work and/or practice
• Develop your skills
• Improve your marks
If you don’t consider your feedback, then you may continue to lose marks or make the same mistakes in future assessments or tasks. Feedback is an ongoing process and includes:
• Constructive feedback on areas for improvement during your studies
• Feedback about your work. It is not about you as a person (try not to take it personally).
This feedback process at university is called Feedforward. Put simply, this means that feedback needs to be used when you undertake future tasks, activities and assessments. Feedback should not be read, reflected on, and forgotten about. You need to make a conscious effort to change your work where necessary to facilitate your growth, development and learning.
Hints and tips for using feedback
There are several strategies you can utilise to take advantage of your feedback. Remember, sometimes it helps to read through your feedback, then leave it for a while before engaging with it. Consider:
• What you did well
• What can you improve for your next assessment
• What information or support you will need to develop those skills
• What did I get partial or no marks for? These are areas for improvement.
In the example above, a mark of 8 / 10 has been allocated for the assignment criteria of Literacy and written communication skills (all sections). This mark indicates that there are some minor errors in vocabulary, grammar, punctuation, word choice, spelling, and/or organisation. However, the writing was generally purposeful and clearly conveyed the main points. Consider the difference between the criteria for the mark received and the criteria for full marks. In this example, additional time editing and proofreading may be required to improve (see the chapters English Language Foundations and Writing Assignments for more information about editing and proofreading).
Dealing with negative feedback
We all make mistakes and have areas for improvement. Therefore, try not to be too hard on yourself. Put your feedback in perspective and remember, it’s not personal. Importantly, use your feedback to your advantage and learn from it. Last but not least, ask for help, there are resources and people available to help you engage with your feedback and improve your skills. Seek clarification from your lecturer or tutor if you don’t understand the feedback you have received.
Did you know?
• Markers are people too, and sometimes they make mistakes.
• Most errors are discovered in the moderation process, but occasionally a marking error slips through.
• If that has happened to you, then respectfully contact the course examiner to raise the error. Be clear and factual.
• Don’t rush to ring the marker while you are angry or upset. Make sure your contact is respectful.
• Allow appropriate time for your marks to be reviewed.
• Being close to the next grade, or usually getting better marks, are not examples of errors in marking.
Academic Integrity
Academic integrity includes, but is more than, correctly acknowledging the sources of any information that you use in your assignments (as discussed in the chapter Integrity at University). Academic integrity also involves engaging in behaviours and actions that are honest, respectful, and ethical.
According to the Tertiary Education Quality and Standards Agency (TEQSA; 2020), academic integrity is:
the expectation that teachers, students, researchers and all members of the academic community act with: honesty, trust, fairness, respect and responsibility.
Why is academic integrity important? Demonstrating academic integrity shows that you are honest, trustworthy, and responsible. Each of which are critical behaviours for your future professional roles. Demonstrating academic integrity also means that you are not engaging in academic misconduct. Academic misconduct occurs when an action or behaviour is not consistent with academic integrity. Examples of actions or behaviours that represent academic misconduct include plagiarising, working with other students to write and use an assignment, or asking or paying others to complete your assignment for you. Most universities have formal processes to investigate academic misconduct and there are a range of penalties that may be applied when academic misconduct has occurred. Criteria related to academic integrity may also contribute to your overall mark for an assessment piece. For example, the marking rubric extract shown in Figure 16.10 shows that a total of five marks is allocated to the application of referencing. The Working with Information chapter has additional information about appropriately acknowledging the source of information, including in-text citations and referencing.
The purpose of this section is to highlight the importance of academic integrity and to provide you with information about appropriate practices and approaches. Each of the chapters in this book provides useful information to assist you in adopting practices that are consistent with academic integrity.
Conclusion
In this chapter we described some of the assessment information that you will receive in your courses. We discussed the importance of planning your assessment preparation and the steps involved. We examined the importance of understanding and applying feedback to improve your assessment and finished with an overview of academic integrity. It can be tempting to skip over reading the assessment information and planning stages, however these steps will save you time overall and contribute to your academic success.
Key points
• Your task sheet and marking rubric provide key information about your assessment task.
• Developing a plan for the assessment task will help you to keep on track.
• Allow time for reviewing and editing your work before submitting.
• Reward yourself for submitting your assessment.
• Understanding and engaging with your feedback is critical for success, and feedback is not intended to be personal.
• Academic integrity involves engaging in behaviours and actions that are honest, respectful, and ethical. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/04%3A_Successful_Assessment/4.01%3A_Managing_Assessment.txt |
Introduction
Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing assignments at university.
• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies
This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments. It begins with an explanation of how to analyse an assignment task and start putting your ideas together. It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.
Task Analysis and Deconstructing an Assignment
It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.
The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below.
Table 17.1 Parts of an assignment question
Topic words These are words and concepts you have to research.
Task words These will tell you how to approach the assignment and structure the information you find in your research (e.g., discuss, analyse).
Limiting words These words define the scope or parameters of the assignment, e.g., Australian perspectives, a particular jurisdiction (this would be relevant then to which laws, codes or standards you consulted) or a timeframe.
Make sure you have a clear understanding of what the task word requires you to address.
Table 17.2 Task words
Task word Definition Example
Account for Give reasons for or explain why something has occurred. This task directs you to consider contributing factors to a certain situation or event. You are expected to make a decision about why these occurred, not just describe the events. Account for the factors that led to the global financial crisis.
Analyse Consider the different elements of a concept, statement or situation. Show the different components and show how they connect or relate. Your structure and argument should be logical and methodical. Analyse the political, social and economic impacts of climate change.
Assess Make a judgement on a topic or idea. Consider its reliability, truth and usefulness. In your judgement, consider both the strengths and weaknesses of the opposing arguments to determine your topic’s worth (similar to evaluate). Assess the efficacy of cogitative behavioural therapy (CBT) for the treatment of depression.
Classify Divide your topic into categories or sub-topics logically (could possibly be part of a more complex task). Classify the artists studied this semester according to the artistic periods they best represent. Then choose one artist and evaluate their impact on future artists.
Comment on State your opinion on an issue or idea. You may explain the issue or idea in more detail. Be objective and support your opinion with reliable evidence. Comment on the government’s proposal to legalise safe injecting rooms.
Compare OR Compare and contrast Show the similarities and differences between two or more ideas, theories, systems, arguments or events. You are expected to provide a balanced response, highlighting similarities and differences. Compare the efficiency of wind and solar power generation for a construction site.
Contrast Point out only the differences between two or more ideas, theories, systems, arguments or events. Contrast virtue ethics and utilitarianism as models for ethical decision making.
Critically (this is often used with another task word, e.g. critically evaluate, critically analyse, critically discuss) It does not mean to criticise, instead you are required to give a balanced account, highlighting strengths and weaknesses about the topic. Your overall judgment must be supported by reliable evidence and your interpretation of that evidence. Critically analyse the impacts of mental health on recidivism within youth justice.
Define Provide a precise meaning of a concept. You may need to include the limits or scope of the concept within a given context. Define digital disruption as it relates to productivity.
Describe Provide a thorough description, emphasising the most important points. Use words to show appearance, function, process, events or systems. You are not required to make judgements. Describe the pathophysiology of Asthma.
Distinguish Highlight the differences between two (possibly confusing) items. Distinguish between exothermic and endothermic reactions.
Discuss Provide an analysis of a topic. Use evidence to support your argument. Be logical and include different perspectives on the topic (This requires more than a description). Discuss how Brofenbrenner’s ecological system’s theory applies to adolescence.
Evaluate Review both positive and negative aspects of a topic. You may need to provide an overall judgement regarding the value or usefulness of the topic. Evidence (referencing) must be included to support your writing. Evaluate the impact of inclusive early childhood education programs on subsequent high school completion rates for First Nations students.
Explain Describe and clarify the situation or topic. Depending on your discipline area and topic, this may include processes, pathways, cause and effect, impact, or outcomes. Explain the impact of the COVID-19 pandemic on the film industry in Australia.
Illustrate Clarify a point or argument with examples and evidence. Illustrate how society’s attitudes to disability have changed from a medical model to a wholistic model of disability.
Justify Give evidence which supports an argument or idea; show why a decision or conclusions were made. Justify may be used with other topic words, such as outline, argue. Write a report outlining the key issues and implications of a welfare cashless debit card trial and make three recommendations for future improvements. Justify your decision-making process for the recommendations.
Review A comprehensive description of the situation or topic which provides a critical analysis of the key issues. Provide a review of Australia's asylum policies since the Pacific Solution in 2001.
Summarise An overview or brief description of a topic. (This is likely to be part of a larger assessment task.) Summarise the process for calculating the correct load for a plane.
The criteria sheet, also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.
The task or criteria sheet will also include the:
• Due date
• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements
Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.
Preparing your ideas
Brainstorm or concept map: List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.
Finding appropriate information: Learn how to find scholarly information for your assignments which is
• accurate
• recent
• reliable
See the chapter Working With Information for a more detailed explanation.
What is academic writing?
Academic writing tone and style
Many of the assessment pieces you prepare will require an academic writing style. This is sometimes called ‘academic tone’ or ‘academic voice’. This section will help you to identify what is required when you are writing academically (see Table 17.3). The best way to understand what academic writing looks like, is to read broadly in your discipline area. Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.
Table 17.3 Comparison of academic and non-academic writing
Academic writing Non-academic writing
Is clear, concise and well-structured Is verbose and may use more words than are needed
Is formal. It writes numbers under twenty in full. Writes numbers under twenty as numerals and uses symbols such as “&” instead of writing it in full
Is reasoned and supported (logically developed) Uses humour (puns, sarcasm)
Is authoritative (writes in third person- This essay argues…) Writes in first person (I think, I found)
Utilises the language of the field/industry/subject Uses colloquial language e.g., mate
Thesis statements
Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement. A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:
• Directly relates to the task. Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• Usually has two parts: subject and contention.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.
Your thesis statement helps you to structure your essay. It plays a part in each key section: introduction, body and conclusion.
Planning your assignment structure
When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas. It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.
Writing introductions and conclusions
Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement. These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.
Writing introductions
Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.
Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:
• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.
The below example demonstrates the four different elements of an introductory paragraph.
1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2)This essay will discuss the impact of information technology on the communication of health professionals. 3) First, the provision of information technology for the educational needs of nurses will be discussed. 4) This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health. 5) Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives. 6) The final section will explore how information technology assists health professionals in the delivery of services in rural areas. 7) It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.
1 Brief background/ overview | 2 Indicates the scope of what will be covered | 3-6 Outline of the main ideas (structure) | 7 The thesis statement
Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.
Writing conclusions
You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement. Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.
Conclusion checklist
• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.
This below example demonstrates the different elements of a concluding paragraph.
1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained. 2) Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture. 3) In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures. 4) Furthermore, all employees must be provided with clear and detailed guidelines about company expectations. 5) Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however, further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees, should result in a much more understanding and cooperative environment.
1 Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers. | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6 Final summary statement that is based on the evidence.
Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.
Writing paragraphs
Paragraph writing is a key skill that enables you to incorporate your academic research into your written work. Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing. This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.
Topic Sentence
This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.
Explanation/ Elaboration
The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.
Evidence
These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.
Concluding sentence (critical thinking)
This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.
Use the checklist below to check your paragraphs are clear and well formed.
Paragraph checklist
• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?
Writing sentences
Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments. These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences. This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).
Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.
Paraphrasing and Synthesising
Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:
• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.
What is paraphrasing?
Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing.
Table 17.4 Paraphrasing techniques
1 Make sure you understand what you are reading. Look up keywords to understand their meanings.
2 Record the details of the source so you will be able to cite it correctly in text and in your reference list.
3 Identify words that you can change to synonyms (but do not change the key/topic words).
4 Change the type of word in a sentence (for example change a noun to a verb or vice versa).
5 Eliminate unnecessary words or phrases from the original that you don’t need in your paraphrase.
6 Change the sentence structure (for example change a long sentence to several shorter ones or combine shorter sentences to form a longer sentence).
Example of paraphrasing
Please note that these examples and in text citations are for instructional purposes only.
Original text
Health care professionals assist people often when they are at their most vulnerable. To provide the best care and understand their needs, workers must demonstrate good communication skills. They must develop patient trust and provide empathy to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).
Poor quality paraphrase example
This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.
Health care sector workers are often responsible for vulnerable patients. To understand patients and deliver good service, they need to be excellent communicators. They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds and with different medical, psychological and social needs (French & Saunders, 2018).
A good quality paraphrase example
This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.
Empathetic communication is a vital skill for health care workers. Professionals in these fields are often responsible for patients with complex medical, psychological and social needs. Empathetic communication assists in building rapport and gaining the necessary trust to assist these vulnerable patients by providing appropriate supportive care (French & Saunders, 2018).
The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.
What is synthesising?
Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.
Follow the steps in this table to improve your synthesis techniques.
Table 17.5 Synthesising techniques
1 Check your referencing guide to learn how to correctly reference more than one author at a time in your paper.
2 While taking notes for your research, try organising your notes into themes. This way you can keep similar ideas from different authors together.
3 Identify similar language and tone used by authors so that you can group similar ideas together.
4 Synthesis can not only be about grouping ideas together that are similar, but also those that are different. See how you can contrast authors in your writing to also strengthen your argument.
Example of synthesis
There is a relationship between academic procrastination and mental health outcomes. Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.
Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence
This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.
Creating an argument
What does this mean?
Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.
What skills do you need to create an argument?
In order to create a good and effective argument, you need to be able to:
• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument
For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.
What does an argument look like?
As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing.
Table 17.6 Argument
Introducing your argument • This paper will argue/claim that...
• ...is an important factor/concept/idea/ to consider because...
• … will be argued/outlined in this paper.
Introducing evidence for your argument • Smith (2014) outlines that....
• This evidence demonstrates that...
• According to Smith (2014)…
• For example, evidence/research provided by Smith (2014) indicates that...
Giving the reason why your point/evidence is important • Therefore this indicates...
• This evidence clearly demonstrates....
• This is important/significant because...
• This data highlights...
Concluding a point • Overall, it is clear that...
• Therefore, … are reasons which should be considered because...
• Consequently, this leads to....
• The research presented therefore indicates...
Editing and proofreading (reviewing)
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
• Editing considers the overall focus or bigger picture of the assignment
• Proofreading considers the finer details
As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
• Have I answered the question accurately?
• Do I have enough credible, scholarly supporting evidence?
• Is my writing tone objective and formal enough or have I used emotive and informal language?
• Have I written in the third person not the first person?
• Do I have appropriate in-text citations for all my information?
• Have I included the full details for all my in-text citations in my reference list?
There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
• Is my spelling and grammar accurate?
• Are my sentences sensible?
• Are they complete?
• Do they all make sense?
• Do they only contain only one idea?
• Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
• Are my sentences too long and complicated?
• Do they contain only one idea per sentence?
• Is my writing concise? Take out words that do not add meaning to your sentences.
• Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
• Have I avoided discriminatory language and colloquial expressions (slang)?
• Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).
Conclusion
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.
Key points
• Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
• A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
• Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
• Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
• Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
• Creating an argument is a four step process and can be applied to all types of academic writing.
• Editing and proofreading are two separate processes. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/04%3A_Successful_Assessment/4.02%3A_Writing_Assignments.txt |
Introduction
As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.
The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses, as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Different Types of Written Assignments
Essay
At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.
Components of an essay
Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information).
If you have never written an essay before, you may feel unsure about how to start. Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.
• An essay requires an introduction, body paragraphs and a conclusion.
• Generally, an introduction and conclusion are approximately 10% each of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan
An effective essay introduction needs to inform your reader by doing four basic things:
Table 18.1 An effective essay
1 Engage their interest and provide a brief background of the topic.
2 Provide a thesis statement. This is the position or argument you will adopt. (Note a thesis statement is not always required. Check with your tutor).
3 Outline the structure of the essay.
4 Indicate any parameters or scope that will/will not be covered.
An effective essay body paragraph needs to:
1 State the topic sentence or main point of the paragraph. If you have a thesis statement, the topic sentence should relate to this.
2 Expand this main idea, define any terminology and explain concepts in more depth.
3 This information should be paraphrased and referenced from credible sources according to the appropriate referencing style of your course.
4 Demonstrate critical thinking by showing the relationship of the point you are making and the evidence you have included. This is where you introduce your “student voice”. Ask yourself the “So what?” question (as outlined in the critical thinking section) to add a discussion or interpretation of the how evidence you have included in your paragraph is relevant to your topic.
5 Conclude your idea and link to your next point.
An effective essay conclusion needs to:
1 Summarise or state the main points covered, using past tense.
2 Provide an overall conclusion that relates to the thesis statement or position you raised in your introduction.
3 Not add any new information.
Common types of essays
You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative. The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay. If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay. Despite the type of essay, your ability to analyse and think critically is important and common across genres.
Analytical essays
These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.
The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.
Argumentative essays
These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.
Case Study Responses
Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.
Students typically lose marks for not:
• Relating their answer sufficiently to the case details
• Applying critical thinking
• Writing with clear structure
• Using appropriate or sufficient sources
• Using accurate referencing
When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 18.5). The colours in the sample paragraph below show the function of each component.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care.
Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.
Report
Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.
Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 18.2).
Table 18.2 Explanations of different types of reports
Executive or Business Reports Overall purpose is to convey structured information for business decision making.
Short form or Summary Reports Are abbreviated report structures designed to convey information in a focused short form manner.
Scientific Reports Are used for scientific documentation purposes and may detail the results of research or describe an experiment or a research problem.
Technical Reports Are used to communicate technical information for decision making, this may include discussing technical problems and solutions.
Evaluation Reports Present the results of or a proposal for an evaluation or assessment of a policy, program, process or service.
Reflective writing
Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).
Table 18.3 What? So What? Now What? Explained.
What? Describe the experience – who, what, why, when, where?
So what? What have you learnt from this? Why does it matter? What has been the impact on you? In what way? Why? You can include connections to coursework, current events, past experiences.
Now what? What are you going to do as a result of your experience? How will you apply what you have learnt in the future? Are there critical questions to further pursue? Make an action plan of what you will do next.
The Gibbs’ Reflective Cycle
The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.
The 4 R’s of reflective thinking
This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning. Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships. Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.
Annotated Bibliography
What is it?
An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.
How do I know what to include?
When choosing sources for your annotated bibliography it is important to determine:
• The topic you are investigating and if there is a specific question to answer
• The type of sources on which you need to focus
• Whether they are reputable and of high quality
What do I say?
Important considerations include:
• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).
Literature Reviews
It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.
Table 18.4 Comparison of Literature Reviews
A literature review A systematic literature review
A review which analyses and synthesises the literature on your research topic in a systemic (clear and logical) way. It may be organised:
• Conceptually
• Chronologically
• Methodologically
A much larger and more complicated research project which follows a clearly defined research protocol or process to remove any reviewer bias. Each step in the search process is documented to ensure it is able to be replicated, repeated or updated.
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 18.10). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 18.5).
Conclusion
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing, popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Key points
• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
• An essay should have a clear and logical structure and use formal but reader friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/04%3A_Successful_Assessment/4.03%3A_Types_of_Assignments.txt |
Introduction
Presentations are a common form of assessment at university. You will likely at some point during your program be required to deliver information via a presentation. This chapter provides you with the foundational knowledge, skills and tips to prepare and present your work effectively.
Types of Presentations
There are various types of presentations you may come across at university. Being aware of each type of presentation can be beneficial for you as a student. At university, most presentations will either be formal, informal or group presentations.
• Formal presentations are instances where you are required to prepare in advance to deliver a talk. This can be for an assessment piece, interview, conference or project. In a formal presentation, you are likely to use some form of visual tool to deliver the information.
• Informal presentations are occasions where you may be required to deliver an impromptu talk. This may occur in tutorials, meetings or gatherings.
• Group presentations are normally formal and require you to work collaboratively with your peers in delivering information. Similar to formal presentations, group presentations require prior planning and practise. Group presentations are normally done for an assessment piece, projects or conferences. Some visual tools may be used.
Regardless of the type of presentation you are asked to do, understanding the standard forms of presentations will assist with your preparation.
Preparation
Like other assessments or tasks, preparation is key to successfully delivering a presentation as it will help to ensure that you are heading in the right direction from the start. It will also likely increase your confidence in completing the presentation. Irrespective of the type of the presentation, you can use the steps shown in Figure 19.2 for your preparation.
The steps shown in Figure 19.2 will essentially allow you to create tailored presentations which have directed content addressing a specific topic or task. This will allow you to engage your audience and deliver effectively the message that you are trying to communicate. Specific tips and tricks on how to present effectively are discussed later in this chapter.
Presentation Structure
Similar to written assignments, creating a structure is crucial to delivering your presentation. The benefits of having a structure are that your presentation will flow in logical manner and your audience will be able to follow and understand the information you are delivering. While presentation structures may vary, depending on whether you are presenting in a group, presenting informally, or presenting a poster, using some form of structure will likely be beneficial to both you and your audience. When structuring a presentation, also consider the platform, technology and setting. For example, if you are presenting informally, you may not require the use of any form of technology or visual equipment. You may just rely on hand written notes. In contrast, if you are presenting in a more formal setting, you may prefer to use technology to assist you, such as PowerPoint. Figure 16.3 offers a sample you can use to create your structure. Be sure to check any task sheet given to you by your lecturer. They may have a particular structure they wish you to use for a specific task.
Tips and Tricks
There are certain strategies you can use to help deliver a good presentation. Not every strategy is going to be applicable to all presentations and every individual. You will need to choose the strategies that work for you and meet the objectives of your presentation, relate to your audience and importantly address the overall task. Delivering your work is one of the hardest aspects of a presentation but it is achievable. Therefore, it is essential that you have the appropriate approach in your delivery. This includes prior planning, practise, and being confident.
The tips and tricks in this section will guide you in preparing and delivering effective presentations. Please note that some of these tips and tricks may be more relevant to oral than visual presentations.
Tip 1: Improve your delivery
Figure 19.4 presents five simple ways to lift the standard of your delivery.
Tip 2: Stay on track with your presentation
Figure 19.5 presents reminders about your audience, structure and focus of your presentation to keep you on track.
Tip 3: Consider your voice and body
When giving an oral presentation, you should pay special attention to your voice and body. Voice is more than the sum of the noises you make as you speak. Pay attention to inflection, which is the change in pitch or loudness of your voice. You can deliberately use inflection to make a point, to get people’s attention, or to make it very obvious that what you are saying right now is important. You can also change the volume of your voice. Speak too softly, and people will think you are shy or unwilling to share your ideas; speak too loudly, and people will think you are shouting at them. Control your volume to fit the audience and the size of the venue. If you use these tips, you should do a good job of conveying your ideas to an audience.
Some people have a tendency to rush through their presentations because they are feeling nervous. This means they speed up their speech, and the audience has a difficult time following along. Take care to control the speed at which you give a presentation so that everyone can listen comfortably. You can achieve this by timing yourself when preparing and practising your talk. If you are exceeding the time limit, you may either be speaking too quickly, or have too much content to cover.
Also, to add to the comfort of the listeners, it is always nice to use a conversational tone in a presentation. This includes such components as stance, gesture, and eye contact—in other words, overall body language. How do you stand when you are giving a presentation? Do you move around and fidget? Do you look down at the ground or stare at your note cards? Are you chewing gum or sticking your hands in and out of your pockets nervously? Obviously, you don’t want to do any of these things. Make eye contact with your audience as often as possible. Stand in a comfortable manner, but don’t fidget. Use gestures sparingly to make certain points. Most importantly, try to be as comfortable as you can knowing that you have practised the presentation beforehand and you know your topic well which will help to calm nerves.
Tip 4: Consider your attitude
Attitude is everything. Your enthusiasm for your presentation will prime the audience. If you are bored by your own words, the audience will be yawning. If you are enthused by what you have to offer, they will sit up in their seats and listen intently. Also, be interested in your audience. Let them know that you are excited to share your ideas with them because they are worth your effort.
Tip 5: Consider the visuals
You might also think about using technology to deliver your presentation. Perhaps you will deliver a slide presentation in addition to orally communicating your ideas to your audience. Keep in mind that the best presentations are those with minimal words or pictures on the screen, just enough to illustrate the information conveyed in your oral presentation. Do a search on lecture slides or presentation slides to find a myriad suggestions on how to create them effectively. You may also create videos to communicate what you found in your research. Today, there are many different ways to take the information you found and create something memorable through which to share your knowledge. When you are making a presentation that includes a visual component, pay attention to three elements: design, method, and function. The design includes such elements as size, shape, colour, scale, and contrast. You have a vast array of options for designing a background or structuring the visual part of your presentation, whether online or offline.
Consider which method to use when visually presenting your ideas. Will it be better to show your ideas by drawing a picture, including a photograph, using clip art, or showing a video? Or will it be more powerful to depict your ideas through a range of colours or shapes? These decisions you make will alter the impact of your presentation. Will you present your ideas literally, as with a photograph, or in the abstract, as in some artistic rendition of an idea? For instance, if you decide to introduce your ideas symbolically, a picture of a pond surrounded by tall trees may be the best way to present the concept of a calm person. Consider also the purpose of the visuals used in your presentation. Are you telling a story? Communicating a message? Creating movement for the audience to follow? Summarising an idea? Motivating people to agree with an idea? Supporting and confirming what you are telling your audience? Knowing the purpose of including the visual element of your presentation will make your decisions about design and method more meaningful and successful.
As mentioned, not every strategy is applicable to all presentations or to every individual. Choose the strategies that are relevant to you and focus on them. Perhaps you could design a learning map of the tips you need to remember, as shown in Figure 19.8.
Conclusion
Delivering a presentation may be daunting, especially if you are new to university but as we have discussed in this chapter, there are several approaches you can use to help you prepare and deliver your presentation effectively. While each individual may have their own approach, preparing, planning, structuring and practising your presentation will go a long way to help you achieve success. Following the steps and considering the ideas in this chapter places you in a good position to deliver presentations effectively. The approaches are beneficial but ensure you are adhering to any specific requirements included in the assignment task sheet. Following the task sheet closely and applying these presentation skills will increase your likelihood of academic success.
Key points
• Understand the type of presentation you are asked to deliver.
• Start preparing in advance and adopt a structure.
• Know your topic well and your audience.
• Try and practise different strategies, tools, speaking approaches well before your presentation and ensure it is within the allocated time limit. Remember, practise, practise and practise!
• Be confident in yourself, your presentation skills and follow the plan you have developed. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/04%3A_Successful_Assessment/4.04%3A_Presentations.txt |
Introduction
Exams are a common method of assessment at university and it is likely that you will need to undertake different types of exams as a student. This chapter is the first of two covering exams. It aims to equip you with the skills needed to plan consistently for your exams. It has a range of techniques to assist you to cope with large volumes of revision information and strategies for improving your memory and retention. It also covers on-the-day exam strategies and tips for dealing with exam stress. If you would like information on preparing for specific types of exams, we recommend that you continue to read the next chapter Types of Exams where essay, multiple choice, short answer, open book, closed and restricted exams, take home, online and numeracy (maths) exams are covered in more detail.
Revision Strategies
When preparing for your exams you are often revising content from your entire semester. We recommend that you consider what you wish to achieve from your study sessions and then choose strategies and approaches that will help you achieve those aims. We have provided a number of strategies (and how they work) to help you choose effective study strategies. Most of these strategies are designed to improve your understanding of the material and increase your ability to recall and use the information in exams.
Memory
Most of the strategies we discuss in this chapter are aimed at making the most of your memory and increasing your ability to recall the information when you need it in your exam. You don’t need to have a complex understanding of memory and how it works to use these strategies, however we have provided a brief overview about why these strategies work in each section. In addition to the revision strategies that we discuss in this chapter, the following will also help you to improve your memory:
• Having adequate sleep (being tired negatively effects our memory)
• Taking regular exercise
• Consuming a healthy diet
• Practising using your memory
• Managing anxiety or stress (see the section on exam anxiety in this chapter)
• Taking regular study breaks and resting
• Having a study, work, life balance and spending time doing things that we enjoy
Spacing
The first exam preparation strategy that you might find useful is spacing. Spacing refers to when you study. This technique requires a consistent approach over an extended period. It uses repetition with breaks or spaces in between study sessions to help you retrieve information. Why is this an effective method? Research suggests that giving yourself time between study sessions helps you forget the information. Strange as this may sound, forgetting is beneficial to remembering information long-term. How does this work? Every time you forget something, your brain must work harder to remember or relearn it. This repetition improves your understanding, retention, problem solving and application of knowledge.
Table 20.1 below demonstrates how spacing works. Assume you are going to spend about seven hours studying for a Biology exam. Cramming would have you spending most of those hours the night before the exam. With spacing however, you would study a little bit each day. See the section on cramming for further explanation why cramming is an inefficient study strategy.
Table 20.1 Spacing vs Cramming
Interleaving
Interleaving is another strategy that you might find useful when preparing for an exam. Interleaving refers to what you study. This technique involves switching between your study topics or subjects to help your memory. Why is this an effective method? Your brain must work harder to process this “mixed up” information. As with the spacing technique, this may cause some short-term forgetting, but can lead to better long-term outcomes for memory and learning. How does this work? This means not just spending each study session on one sort of problem or topic. Within each time block in your study plan, consider mixing up the content that you revise. Use interleaving with spacing to revisit material from a previous chapter or unit or revise different types of problems or question sets.
Table 20.2 Example of interleaving
Using mnemonics
Mnemonics (pronounced new-monics) are an exam revision strategy that can help you to remember things by using letters or phrases as a form of association. For example, if you have studied music you may have been taught the mnemonic device “every good boy deserves fruit” as a way of remembering EGBDF is the order of the notes on the music staff. Another example is NEWS (north, east, west, and south) to remember the points on the compass. Why and How do mnemonics work? When you are unfamiliar with the foundational concepts of a new learning task or process, these help you recall information quickly, especially for lists or processes with multiple steps. Once you are more familiar with your discipline area you probably won’t need mnemonics, but you will probably always remember them. Here are some familiar mnemonics you may find useful:
You can certainly make up your own mnemonics but be careful that your reminder isn’t so complex that it is more difficult to remember than the information you were relating it to.
Practising concept association
Concept association is an exam revision strategy that involves linking the information you are learning with information that you already know. This can help you to make sense of the new information and can improve your ability to recall the information when you need it (e.g. in an exam). For example, you may be reading about different approaches that nurses can take when communicating with a person in their care. If you have experienced being cared for by a nurse, then you can consider which communication approaches the nurse may have used, if they implemented the approach well, and if their communication was effective. This links the information you are learning with existing memories and can also provide you with a deeper understanding of the material and how it relates to the ‘real world’. You do not need to have direct experience with the topic to use the concept association approach. In the above example you may consider how the recommended communication approaches are similar or dis-similar to the approaches you take (or have observed others take) in different contexts. Alternatively, you may consider how the recommendations match with your understandings of good communication skills. The aim is to link the new information with information that you are already familiar with. The links to existing information provide pathways for recalling the new information, and the more pathways you have available the more likely you will be able to recall the information. By considering how the information relates to your experiences or knowledge also prompts you to think about the new information in different ways, which has the added bonus of increasing your understanding of the topic.
Generating idea clusters
The revision techniques involved in creating idea clusters are similar to those used when creating concept associations and mnemonics. They are deliberate techniques aimed at increasing your ability to remember information by connecting the new information with existing information. Unlike concept associations, idea clusters involve linking new material with unrelated, but well remembered information. For example, Andrea is an avid knitter and remembers how to create complicated stitches by associating them with nursery rhymes she read as a child. A complex delicate stitch, that Andrea thinks looks like part of it is hiding, brings to mind Red Riding Hood, and connecting it to that character helps Andrea recall the exact order of steps necessary to execute the design. You can do the same thing with song lyrics, lines from movies, or favourite stories where you draw a connection to the well-known phrase or song and the task you need to complete. This is a similar approach to using mnemonics, however with concept clusters you are linking new information to more complex known material (compared to simpler phrases or words using mnemonics). To be successful, you need to be able to link the new information to a well-remembered story, situation, or knowledge. This is a useful technique when you need to remember a series of steps, or more complex information and you have time to practice the association with an existing memory.
Cramming and why it doesn’t work well
Cramming involves attempting to cram all of the information required for your exam into your memory in a very short period of time, and it doesn’t work very well. It doesn’t work well because our memory works best when we focus on one concept at a time and spend time linking the concept to what we already know. Your brain also needs time to rest. Your brain and memory can only accept so much at any one time, in the same way that you cannot keep lifting a heavy weight indefinitely, you need to rest your muscles. Your brain needs time to rest before it’s ready to accept more information. Cramming does not allow time for this rest to occur.
In addition to not being able to easily recall the information you need in the exam, cramming can also cause stress, memory fatigue, and affect your ability to concentrate. This makes it even more difficult to recall the information in your exam. And if that wasn’t bad enough, you are also more likely to forget (or be unable to retrieve) later, any information that you did manage to recall in the exam. This may be a problem for you in future subjects that build on the information you are learning now. You may be required to spend time re-learning the information later when you are trying to complete future subjects. You are also likely to need to draw on this knowledge in your future career.
While our advice is to avoid cramming, we know that there are times when you may find you only have a short period of time to prepare for your exams. You can adapt the strategies listed above to maximise the effectiveness of the study time you have available. Allocate time to all of your subjects and use a mini interleaving approach where you alternate your study time across multiple subjects. Use mnemonics to assist you and monitor your concentration levels. Taking breaks while you are studying will help you to maintain your concentration during your study block.
Practice Testing
It can also be useful to test yourself both as you revise your work and again before taking the final exam. Practice testing has to do with how you study. It is not enough to just reread content. You must practice or test your ability to retrieve the information from your brain. You can do a practice “test” in a number of ways. For example, you might test yourself as you are reading information. Explicitly ask yourself what a paragraph or section means as you read. You could also read a section in the text, cover the material, and ask yourself, “What was the main idea of this section?” Recite aloud or write down your answer, and then check it against the original information. With practice testing you are not only practicing recalling or remembering the information, you are also thinking about the material in more depth, which creates more connections to existing memories and enables you to more easily recall the information.
This process works also to test your maths understanding. Follow the same principles by writing down the example question, covering up the working and trying it yourself. Then check your answer and working with the example provided. Do as many questions as you can, to assist with recalling the methods more readily when you are under pressure in an exam. Another way to practice test is to create flashcards or design your own test. This takes more time, but there are online programs (apps) that make it easier. Practice testing is an effective study strategy because it helps you practice or rehearse retrieving information and skills, which is important when taking the real exam. Another way to learn something is to teach it to someone else. Ask a friend or family member if you can explain something to them or practice a skill with them. You may find you know more about the subject than you thought, or it might highlight any gaps in your understanding. You can replicate the experience an actual exam produces by including timed writing into your study sessions. You don’t need all of your study time to exactly replicate the exam but find out the exam format in advance and practice the skills needed. For example:
• For a history or law course where you may have to write essay style responses, set a timer and practice how much you can write in this time.
• For a mathematics exam, where you need to complete problems and show working, incorporate timed problem-solving into your study.
• Practice answering questions within a set time limit and with only the resources you will have in the exam.
Practicing under similar conditions to your exam will help you feel better prepared and confident in the exam. Create an environment where mistakes are safe and are expected as just another part of learning. This relates to the principles you learned in the section on grit and persistence (see Goals and Priorities chapter). An example of this might be taking practice quizzes on your own, outside of the more formal course activities. These quizzes could be found in your textbook, in tutorial activities, online, or you may develop quizzes with another student. Studying with a partner can increase your learning, since to create a good quiz you would need to learn the main concepts of the subject and answering the questions on your partner’s quiz might help you identify areas where you need more knowledge. The main idea with this practice is that you are creating an environment where it is safe to make mistakes, and importantly, learn from them. This should allow you to avoid those same mistakes in your formal assessments.
Taking the Exam
In the lead up to your exam
Preparation and planning are the keys to exam success. Check that you know:
• The date, location and time of your exam (e.g., which campus, online, or at a study centre).
• The transport and parking arrangements for exam day. Find out where you can park and what are the costs and payment options.
• The identification you require for admission into the exam (e.g., student ID, or drivers licence).
• The type of exam and how long you have for completion.
• Will there be additional perusal time before the exam commences (particularly for in person exams) where you can read and think about your response.
• What you are allowed to take into the exam.
• How much time to allocate to each question or section of the exam.
Knowing this information will help things run smoothly on exam day and reduce your stress. It will also impact the type of revision you do and the materials you may or may not be allowed to take into the examination room. There is more information about different types of exams and what they involve in the Types of Exams chapter.
If your exam is online, there are other considerations you need to organise prior to taking your exam. These may include the following:
• Ensure you have a reliable device (laptop or computer) and internet connection.
• Ensure you have all the required hardware to complete your exam (e.g., printer or scanner).
• Test all devices and equipment prior to undertaking your exam.
• Have all the items you require to complete your exam ready (e.g., calculator, translation dictionary, etc.)
• Test comfort levels before you start (e.g., lighting, temperature, and seating).
• Remove distractions (e.g., turn off your mobile phone and television).
• Prepare for the online assessment just like you would for other exams.
Consider making an exam day plan as outlined in Table 20.3. This will help you to use your exam time effectively.
Table 20.3 Exam day plan
On the day of your exam
On the day of the exam it is important to maintain your focus and remember your exam plan. For example, it can be helpful to wait quietly when you first arrive at the exam location rather than talking to your peers who may disrupt your thought processes. If you begin to feel rushed, return to the plan that you compiled in the lead up to the exam. This may assist you in gathering your thoughts, and organising what you are allowed to take into the exam. Consider the following exam day tips outlined below. This may assist you on arrival to a face-to-face exam or as you prepare to begin an online exam.
Arriving at the exam/ preparing to start an online exam
• Get to the exam location or be prepared to start your online exam in plenty of time so you do not feel rushed
• Don’t let other students interrupt your thinking and try not to compare what you have learned with others
• Get to your designated place, organise whatever materials you can have, and calm your mind
At the beginning of your exam you will be provided with exam instructions. This might include information about how to respond to the exam question, if multiple choice, or explain how short response items will be marked. It is important to carefully listen to or read directions to ensure that you complete the exam as required. The following section outlines some considerations to optimise your exam performance.
Taking the exam
• Listen carefully for any verbal directions or read the exam instructions carefully (if an online exam).
• As soon as you receive the exam, scan quickly and familiarise yourself with the requirements and any choices if applicable (use perusal time if available).
• Read the instructions carefully. Consider any options to choose questions, e.g., two from a selection of four short-answer questions. Misreading instructions and answering more questions than is necessary will not give you any additional marks and waste time that could be spent on another section of the exam.
• Decide how you will allocate your time for each section (you should know this if you have made an exam plan).
• Answer every required question on the exam. Even if you don’t complete each question, you may receive some marks for partial answers. Find out before the exam if marks will be allocated for partial answers.
• Answer the questions about which you are the most confident first.
It is an achievement, and often a relief to finally reach the end of the exam. It can be tempting to leave the exam location or log off early if you haven’t used all of the allocated time. It is, however, advised that you use all the time available to maximise your chance of success. You can use this valuable time to review your responses and check your answers. Imagine that you accidentally missed an entire question, using the time at the end of the exam wisely would help you avoid this issue. The section below summarises some of the ways you can use extra time at the end of an exam.
At the end of the exam
• Allow time to review your answers. Use this time to check your maths calculations, review an essay for grammatical and content errors, or answer the difficult multiple choice questions you skipped earlier.
• Finally, make sure you have completed the entire exam: check the backs of pages, and verify that you have a corresponding answer section for every question section on the exam. It can be easy to skip a section with the idea you will come back to it but forget to do so.
Exam Anxiety
It is natural to experience some exam stress or anxiety. The good news is that there are a number of strategies you can use to manage any exam anxiety so that it does not become overwhelming. However, we recommend that you seek additional support if you find that your coping strategies are not working, or if exam stress is affecting your ability to undertake your studies. Below are some strategies that can be useful in managing exam anxiety or nerves.
• Be prepared for your exams. Knowing that you are prepared for your exams will help reduce exam stress.
• Physical activity will help you manage stress. Try to incorporate regular exercise in your schedule.
• Do not underestimate the effectiveness of controlled deep breathing. Taking deep, slow breaths can help you focus. This can be particularly useful in exams.
• Have a healthy diet and drink plenty of water. What we eat does influence how we feel. However, we don’t recommend that you suddenly increase the amount of water you drink the night before the exam.
• Get some sleep. Getting enough sleep is important, particularly in the lead up to your exams.
• Find what helps you relax, such as music, going for a walk, going to the beach, and schedule those things in your planner. For example, playing music that you enjoy can help you relax and feel less stressed.
• Learn effective relaxation techniques including controlled breathing, visualisation, and meditation. These can help while you are in the exam itself too.
Special Accommodations for exams
Most universities will have processes in place to provide students with reasonable adjustments to their exam conditions for students who meet disability support or equity criteria. This can include additional time to undertake the exam, assistive technologies, furniture adjustments, or alternative locations. The aim is to provide an equitable exam experience and opportunities for academic success. We encourage you to contact your university for information about their specific services and support.
When things go wrong
Sometimes things just don’t go to plan on exam day. For example, you may be unwell on the day of your exam, or experience computer issues when undertaking an online exam. Your university will have processes in place for managing these circumstances. There are often time limits for rectifying issues on exam day, so contact your university as soon as practical when you realise you won’t be able to undertake your exam. We recommend that you know in advance how to contact your university for support during online exams, so if the unexpected does happen (e.g. someone cuts your internet connection) you are prepared and know what to do.
Checklist for exam success
The checklist below provides key strategies that will help you in your studies.
Conclusion
Exams are a common method of assessment at university and there are many different types. In this chapter we have introduced you to the idea of consistent planning for exam success. A variety of strategies were discussed to assist in coping with revising large volumes of material. Specific strategies to target memory and retention such as spacing, interleaving and practice testing were explained. The chapter also discussed what to do on the day of your exam to maximise your success and minimise your stress. The next chapter Types of Exams is recommended for more information on preparing for specific types of exams, such as essays, multiple choice, short answer, open book, closed and restricted exams, take home, online and numeracy (maths) exams.
Key points
• Start preparing early with regular and consistent study
• Make a study plan and stick to it
• Use memory strategies; try spacing and interleaving. Find what works for you.
• Know your exam type and practice accordingly
• In the exam, answer all questions, and show all your working
• Know the requirements for undertaking your exam (what you can take in with you) and have them ready
• Plan how you will get to your exam, including where you will park and how long it will take to get there, to avoid exam day stress
• It is common to experience exam anxiety, but strategies such as deep breathing can help you remain calm in your exam | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/04%3A_Successful_Assessment/4.05%3A_Preparing_for_Exams.txt |
Introduction
There are many different types of exams and exam questions that you may need to prepare for at university. Each type of exam has different considerations and preparation, in addition to knowing the course material. This chapter extends the discussion from the previous chapter and examines different types of exams, including multiple choice, essay, and maths exams, and some strategies specific for those exam types. The aim of this chapter is to provide you with an overview of the different types of exams and the specific strategies for preparing and undertaking them.
The COVID19 pandemic has led to a number of activities previously undertaken on campus becoming online activities. This includes exams, so we have provided advice for both on campus (or in person) exams as well as alternative and online exams. We recommend that you read the chapter Preparing for Exams before reading this chapter about the specific types of exams that you will be undertaking.
Types of exams
During your university studies you may have exams that require you to attend in person, either on campus or at a study centre, or you may have online exams. Regardless of whether you take the exam in person or online, your exams may have different requirements and it is important that you know what those requirements are. We have provided an overview of closed, restricted, and open exams below, but always check the specific requirements for your exams.
Closed exams
These exams allow you to bring only your writing and drawing instruments. Formula sheets (in the case of maths and statistics exams) may or may not be provided.
Restricted exams
These exams allow you to bring in only specific things such as a single page of notes, or in the case of maths exams, a calculator or a formula sheet. You may be required to hand in your notes or formula sheet with your exam paper.
Open book exams
These exams allow you to have access to any printed or written material and a calculator (if required) during the exam. If you are completing your exam online, you may also be able to access online resources. The emphasis in open book exams is on conceptual understanding and application of knowledge rather than just the ability to recall facts.
Myth: You may think open book exams will be easier than closed exams because you can have all your study materials with you.
Reality: Open book exams require preparation, a good understanding of your content and an effective system of organising your notes so you can find the relevant information quickly during your exam. Open book exams generally require more detailed responses. You are required to demonstrate your knowledge and understanding of a subject as well as your ability to find and apply information applicable to the topic. Questions in open book exams often require complex answers and you are expected to use reason and evidence to support your responses. The more organised you are, the more time you have to focus on answering your questions and less time on searching for information in your notes and books. Consider these tips in the table below when preparing for an open book exam.
Tips for preparing your materials for open or unrestricted exams
• Organise your notes logically with headings and page numbers
• Use different colours to highlight and separate different topics
• Be familiar with the layout of any books you will be using during the exam. Use sticky notes to mark important information for quick reference during the exam.
• Use your learning objectives from each week or for each new module of content, to help determine what is important (and likely to be on the exam).
• Create an alphabetical index for all the important topics likely to be on the exam. Include the page numbers, in your notes or textbooks, of where to find the relevant information on these topics.
• If you have a large quantity of other documents, for example if you are a law student, consider binding legislation and cases or place them in a folder. Use sticky notes to indicate the most relevant sections.
• Write a summary page which includes, where relevant, important definitions, formulas, rules, graphs and diagrams with examples if required.
• Know how to use your calculator efficiently and effectively (if required).
Take home exams
These are a special type of open book exam where you are provided with the exam paper and are able to complete it away from an exam centre over a set period of time. You are able to use whatever books, journals, websites you have available and as a result, take-home exams usually require more exploration and in-depth responses than other types of exams.
It is just as important to be organised with take home exams. Although there is usually a longer period available for completing these types of exams, the risk is that you can spend too long researching and not enough time planning and writing your exam. It is also important to allow enough time for submitting your completed exam.
Tips for completing take home exams
• Arrange for a quiet and organised space to do the exam
• Tell your family or house mates that you will be doing a take-home exam and that you would appreciate their cooperation
• Make sure you know the correct date of submission for the exam paper
• Know the exam format, question types and content that will be covered
• As with open book exams, read your textbook and work through any chapter questions
• Do preliminary research and bookmark useful websites or download relevant journal articles
• Take notes and/or mark sections of your textbook with sticky notes
• Organise and classify your notes in a logical order so once you know the exam topic you will be able to find what you need to answer it easily
When answering open book and take-home exams remember these three steps below.
Multiple choice
Multiple choice questions are often used in online assignments, quizzes, and exams. It is tempting to think that these types of questions are easier than short answer or essay questions because the answer is right in front of you. However, like other types of assessment, multiple choice questions require you to understand and apply the content from your study materials or lectures. This requires preparation and thorough content knowledge to be able to retrieve the correct answer quickly. The following sections discuss strategies on effectively preparing for, and answering, multiple choice questions, the typical format of multiple choice questions, and some common myths about these types of questions.
Preparing for multiple choice questions
• Prepare as you do for other types of exams (see the Preparing for Exams chapter for study strategies).
• Find past or practice exam papers (where available), and practise doing multiple choice questions.
• Create your own multiple choice questions to assess the content, this prompts you to think about the material more deeply and is a good way to practise answering multiple choice questions.
• If there are quizzes in your course, complete these (you may be able to have multiple attempts to help build your skills).
• Calculate the time allowed for answering the multiple-choice section of the exam. Ideally do this before you get to the exam if you know the details.
Strategies for use during the exam
• Consider the time allocated per question to guide how you use your time in the exam. Don’t spend all of your time on one question, leaving the rest unanswered. Figure 18.3 provides some strategies for managing questions during the exam.
• Carefully mark your response to the questions and ensure that your answer matches the question number on the answer sheet.
• Review your answers if you have time once you have answered all questions on the exam.
Format of multiple choice questions
The most frequently used format of a multiple choice question has two components, the question (may include additional detail or statement) and possible answers.
Table 21.1 Multiple choice questions
The question and/or statement or question: Analyse this very carefully as the key words give you the information to determine the correct answer.
Take care with small words which are qualifiers (e.g., ‘not’, ‘only’, ‘today’) as they place limitations on the situation or problem (e.g., which answer is not a type of cat).
The possible answers: There may be as few as three, but generally there are four or five possible answers which are made up of the following types:
• one or more incorrect answers;
• one or more correct answers, one of which is a more accurate or a fuller answer than the other/s.
The example below is of a simple form of multiple choice question.
Multiple choice myths
These are some of the common myths about multiple choice questions that are NOT accurate:
• You don’t need to study for multiple choice tests
• Multiple choice questions are easy to get right
• Getting these questions correct is just good luck
• Multiple choice questions take very little time to read and answer
• Multiple choice questions cannot cover complex concepts or ideas
• C is most likely correct
• Answers will always follow a pattern, e.g., badcbadcbadc
• You get more questions correct if you alternate your answers
None of the answers above are correct! Multiple choice questions may appear short with the answer provided, but this does not mean that you will be able to complete them quickly. Some questions require thought and further calculations before you can determine the answer.
Short answer exams
Short answer, or extended response exams focus on knowledge and understanding of terms and concepts along with the relationships between them. Depending on your study area, short answer responses could require you to write a sentence or a short paragraph or to solve a mathematical problem. Check the expectations with your lecturer or tutor prior to your exam. Try the preparation strategies suggested in the section below.
Preparation strategies for short answer responses
• Concentrate on key terms and concepts
• It is not advised to prepare and learn specific answers as you may not get that exact question on exam day; instead know how to apply your content.
• Learn similarities and differences between similar terms and concepts, e.g. stalagmite and stalactite.
• Learn some relevant examples or supporting evidence you can apply to demonstrate your application and understanding.
There are also some common mistakes to avoid when completing your short answer exam as seen below.
Common mistakes in short answer responses
• Misinterpreting the question
• Not answering the question sufficiently
• Not providing an example
• Response not structured or focused
• Wasting time on questions worth fewer marks
• Leaving questions unanswered
• Not showing working (if calculations were required)
Use these three tips in Figure 21.6 when completing your short answer responses.
Essay exams
As with other types of exams, you should adjust your preparation to suit the style of questions you will be asked. Essay exam questions require a response with multiple paragraphs and should be logical and well-structured.
It is preferable not to prepare and learn an essay in anticipation of the question you may get on the exam. Instead, it is better to learn the information that you would need to include in an essay and be able to apply this to the specific question on exam day. Although you may have an idea of the content that will be examined, usually you will not know the exact question. If your exam is handwritten, ensure that your writing is legible. You won’t get any marks if your writing cannot be read by your marker. You may wish to practise your handwriting, so you are less fatigued in the exam.
Follow these three tips in Figure 21.7 below for completing an essay exam.
Case study exams
Case study questions in exams are often quite complex and include multiple details. This is deliberate to allow you to demonstrate your problem solving and critical thinking abilities. Case study exams require you to apply your knowledge to a real-life situation. The exam question may include information in various formats including a scenario, client brief, case history, patient information, a graph, or table. You may be required to answer a series of questions or interpret or conduct an analysis. Follow the tips below in Figure 21.8 for completing a case study response.
Maths exams
This section covers strategies for preparing and completing, maths-based exams. When preparing for a maths exam, an important consideration is the type of exam you will be sitting and what you can, and cannot, bring in with you (for in person exams). Maths exams may be open, restricted or closed. More information about each of these is included in Table 21.2 below. The information about the type of exam for your course can be found in the examination information provided by your university.
Table 21.2 Types of maths exams
Exam type Materials allowed Study tips
Open exam Access to any printed or written material and a calculator. • Avoid bringing in too much information—as you may not be able to find the information you need quickly enough.
• Organise any notes or books you bring to the exam, use tabs to identify different sections.
• Summarise and highlight key points in different colours to find easily.
• If you have an online textbook/studybook, consider if there are sections you may need to print out.
Restricted Exams Bring in only specific items, normally a calculator and sometimes a formula sheet. • Practice using the formula sheet while studying to familiarise yourself with using it to be able to quickly find everything you need.
Closed Exams Access only writing and drawing instruments. • Know what will and will not be assessed in the exam.
• You may be provided with a formula sheet, if so, know what will be included and practice using it.
Once you have considered the type of exam you will be taking and know what materials you will be able to use, you need to focus on preparing for the exam. Preparation for your maths exams should be happening throughout the semester.
Maths exam preparation tips
• Review the information about spaced practice in the previous chapter Preparing for Exams to maximise your exam preparation
• It is best NOT to start studying the night before the exam. Cramming doesn’t work as well as spending regular time studying throughout the course. See additional information on cramming in the previous chapter Preparing for Exams).
• Review your notes and make a concise list of important concepts and formulae
• Make sure you know these formulae and more importantly, how to use them
• Work through your tutorial problems again (without looking at the solutions). Do not just read over them. Working through problems will help you to remember how to do them.
• Work through any practice or past exams which have been provided to you. You can also make your own practice exam by finding problems from your course materials. See the Practice Testing section in the previous Preparing for Exams chapter for more information.
• When working through practice exams, give yourself a time limit. Don’t use your notes or books, treat it like the real exam.
• Finally, it is essential to get a good night’s sleep before the exam so you are well rested and can concentrate when you take the exam.
Multiple choice questions in maths exams
Multiple choice questions in maths exams normally test your knowledge of concepts and may require you to complete calculations. For more information about answering multiple choice questions, please see the multiple choice exam section in this chapter.
Short answer questions in maths exams
These type of questions in a maths exam require you to write a short answer response to the question and provide any mathematical working. Things to remember for these question types include:
• Read each question carefully (a couple times). Consider:
• what the question is asking you to do?
• what information are you given?
• is there anything else you need to do (multi-step questions) to get the answer?
• Highlight/underline the key words. If possible, draw a picture—this helps to visualise the problem (and there may be marks associated with diagrams).
• Show all working! Markers cannot give you makes if they cannot follow your working.
• Check your work.
• Ensure that your work is clear and able to be read.
Exam day tips
Before you start your maths exam, you should take some time to peruse (read through) the exam. Regardless of whether your exam has a dedicated perusal time, we recommend that you spend time at the beginning of the exam to read through the whole exam. Below are some strategies for perusing and completing maths based exams.
When you commence your exam:
• Read the exam instructions carefully, if you have any queries, clarify with your exam supervisor
• During the perusal time, write down anything you are worried about forgetting during the exam
• Read each question carefully, look for key words, make notes and write formulae
• Prioritise questions. Do the questions you are most comfortable with first and spend more time on the questions worth more marks. This will help you to maximise your marks.
Once you have read through your options and made a plan on how to best approach your exam, it is time to focus on completing your maths exam. During your exam:
• Label each question clearly—this will allow the marker to find each question (and part), as normally you can answer questions in any order you want! (If you are required to answer the questions in a particular order it will be included as part of your exam instructions.)
• If you get stuck, write down anything you know about that type of question – it could earn you marks
• The process is important—show that you understand the process by writing your working or the process, even if the numbers don’t work out
• If you get really stuck on a question, don’t spend too long on it. Complete the other questions, something might come to you when you are working on a different question.
• Where possible, draw pictures even if you can’t find the words to explain
• Avoid using whiteout to correct mistakes, use a single line to cross out incorrect working
• Don’t forget to use the correct units of measurement
• If time permits, check your working and review your work once you have answered all the questions
Conclusion
This chapter provided an overview of different types of exams and some specific preparation strategies. Practising for the specific type of exam you will be completing has a number of benefits, including helping you to become comfortable (or at least familiar) with the type of exam and allowing you to focus on answering the questions themselves. It also allows you to adapt your exam preparation to best prepare you for the exam.
Key points
• Know your exam type and practise answering those types of questions.
• Ensure you know the requirements for your specific type of exam (e.g., closed, restricted, open book) and what materials you can use in the exam.
• Multiple choice exams – read the response options carefully.
• Short answer exams– double check that you have answered all parts of the question.
• Essay exams – practise writing essay responses under timed exam conditions.
• Case study exams – ensure that you refer to the case in your response.
• Maths exams – include your working for maths and statistics exams
• For handwritten exams write legibly, so your maker can read your work. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/04%3A_Successful_Assessment/4.06%3A_Types_of_Exams.txt |
Image by Pexels used under CC0 licence.
05: Successful Futures
Introduction
Many people study at university because they want to work in a specific profession, or perhaps gain employment with better conditions. This chapter outlines some steps that you can be taking now, while you are a student, to increase your employability when applying for work after you graduate. These activities do not need to be time consuming and many will also be helpful to you as a student learning in your field of study. Field of study is referred to as your discipline area in this chapter, and describes the major or key area of study, for example education, nursing or creative arts. It’s not too early to start thinking about your post-university employment, and many of the activities suggested in this chapter can be undertaken now, regardless of how far you are through your studies. This chapter begins by discussing the importance of having a general career plan and then describes some activities that can assist in developing your career readiness and make you more attractive to future employers.
What are your plans?
Part of increasing your employability is understanding the profession or career you are planning to enter. You have chosen a program of study, but what types of jobs do you plan to have when you graduate? Some students will have a very clear picture of what their future work will be. For other students, the pathway to a career is not as straightforward. If you are in the latter category, then we recommend that you have a chat to a Career Practitioner (or Careers Advisor/Counsellor). Most universities will provide free access to expert careers advice. This doesn’t mean you are locking yourself into only one career path. However, having a clear picture of your future profession will make it easier to work on the skills and attributes that your future employers will be seeking.
Professional in training
It can help to think of yourself as a professional in training, rather than as a student. This happens from the moment you start your university experience and provides you with opportunities to develop your professional identity, ready for your first new role after graduation. You demonstrate your professionalism (or lack of) in your interactions within your subjects, with fellow students, university staff and others. This includes how you interact with others in forum posts, in lectures and tutorials, and in the assessment work that you submit. This doesn’t mean that studying cannot be fun. It’s more about ensuring that you are not acting inappropriately or creating a negative impression.
Developing a positive professional relationship with your lecturers can have many benefits. Your lecturers will often have connections with employers in your discipline and they are usually happy to share their knowledge of employment practices and opportunities with students. Many graduate employment programs require applicants to submit academic references and your lecturers need to know who you are before they can be your referee. You can connect with university staff and demonstrate your career readiness in a number of ways. This can involve being an active participant in your classes, including discussing the subject content in classes and tutorials, engaging in the forums for your subjects and joining discipline clubs (e.g., Engineering Club). Not all of these options will be possible for all students. If you are studying online, you may need to consider different approaches compared to a student studying on campus. For example, students attending live online lectures can use a webcam to show their presence, be dressed appropriately, ask questions during the session and consider their video background view (Quick tip: Use a virtual background image if your actual background isn’t ideal).
Professional image
Your professional image is important. Many employers will view the social media pages of applicants, so consider if your public profile is what you want potential employers to see. As an employee, your behaviour and image reflects on your employer, so employers are looking for people whose image matches the business. It’s important to be aware that anything you post or upload online may be accessible forever, even if you remove the original post. Once something is online you may lose control over how it is distributed or shared. This doesn’t mean that you cannot have personal opinions or share your personal life with friends and family online. However, you may consider having a private personal profile and a public professional profile on social media and other online platforms, such as LinkedIn.
Professional Memberships
Many professional organisations have free or reduced cost membership for students. These organisations often provide useful resources to members, have graduate programs and advertise job vacancies. They will also often provide professional development opportunities and mentoring programs. Professional groups provide opportunities to meet people to develop your professional network and are also an opportunity for you to become more familiar with your profession and the types of jobs that might be available.
Your university website may list relevant professional organisations for your program of study. Your lecturers and career practitioners will also be able to provide you with advice regarding the most relevant organisations for you to join.
Joining a professional organisation is the first step. To get the most out of your membership, consider participating in professional development opportunities, accessing member resources, joining mentoring programs, or attending local branch meetings. These activities demonstrate to potential employers you have done more than just complete a membership application form.
Accreditation bodies
Many professions require registration or have optional registration. This process is overseen by organisations known as accreditation bodies. For example, the Queensland College of Teachers is the organisation responsible for teacher registration and for accrediting teacher education programs, or teaching degrees, within Queensland, Australia, and membership with Engineers Australia is often required before you can be employed as an Engineer in Australia. We recommend that you review the competencies and skills you will need to demonstrate for registration if this applies to your profession or discipline. These are also likely to be many of the same skills that employers will be looking for. Be prepared to submit your application for professional registration as soon as possible. You may need to have completed your degree before you can apply for registration, however you may be able to prepare the other elements of your application beforehand. You don’t want to miss a great employment opportunity because your professional registration isn’t finalised.
Internships and other work experience
Many students do not have industry experience when they commence their studies. However, there are often opportunities to gain discipline experience while you are a student. This can include professional placements as formal components of your studies, work integrated learning, internships, industry placements and paid junior roles. Your university’s careers and employability team, your lecturers and other support staff will be able to inform you of the options available within your discipline area. These placements provide excellent opportunities to not just develop discipline skills, but to also expand your professional network, gain professional references or recommendations, and may lead to ongoing employment. They also give you an opportunity to see what it might be like working in your chosen profession and what employment opportunities exist. Ideally, you will be excited by your work or placement in your discipline area and be even more motivated to finish your degree.
Don’t worry if you are unable to undertake work experience in an area directly related to your study. Any recent employment where you can demonstrate that you are a good employee (e.g., that you are punctual, reliable, appropriately presented) will be helpful. Skills you may be able to demonstrate from other paid employment include experience in customer service, working with others, written communication skills, managing budgets, following policies and procedures, plus many more. Consider asking your employer for a reference that verifies that you have demonstrated these key qualities.
Volunteer activities also provide opportunities to develop skills that future employers will be seeking. For example, if you prepare your cricket club newsletter then you may have valuable experience in written communication, working with contributors, using the software or program used to create the newsletter and graphic design.
Other extra-curricular opportunities
Most universities will offer extra-curricular opportunities, such as student representation positions, peer assisted learning, sporting clubs, debating clubs, etcetera. These provide opportunities for you to develop and demonstrate skills that employers are looking for (as well as being good fun). Participating in these activities also shows that you have some balance in your life and are not “just” a student. For example, playing in a team sport may indicate to an employer that you are able to work with others and are generally fit and healthy; and holding student representation positions can allow you to develop and demonstrate leadership skills.
Prepare your Resume or Professional Portfolio
We recommend that you prepare your resume or CV (Curriculum Vitae) now, at least in draft form, so when positions are advertised you are ready to apply. Graduate employment programs are often advertised six months (or more) before the program is due to commence and may only be open for submission for a short period of time. There are a lot of resume preparation resources available online and your university is likely to provide support in developing your resume. Your resume is an opportunity to highlight your skills, experience, and abilities and why you are a desirable candidate. It is important that you spend some time preparing a professional resume. A poorly prepared resume may lead employers to believe that you are a poorly prepared professional.
Some disciplines will require students to develop a professional portfolio during their studies. For example, a creative arts student may develop a digital portfolio of their paintings, a film and television student may develop a showreel, an education student may create a showcase portfolio of lesson plans, or an engineering student may develop a skills development portfolio. This is a great opportunity to gradually build a portfolio of evidence of your skills and abilities and your professional learning. Carefully consider any feedback you receive on your portfolio, as your lecturers are likely to know what potential employers are seeking.
You will often have to submit a number of other documents with your application, which may include a cover letter, statement of claim, selection criteria statement, university transcripts, referee reports, or samples of work. Your university careers and employability team will have resources and support to assist you in preparing a comprehensive application.
Interview preparation
It’s exciting when your resume, professional image, skills and abilities lead to an interview for a position. Don’t let all that good work go to waste by being unprepared in your interview. There are a number of things to consider during the interview stage to maximise your chance of being the successful candidate. These include:
• your personal presentation, including what you wear,
• body language,
• punctuality (not too early and not late),
• understanding the employer and the business,
• knowing what skills to highlight,
• how to answer interview questions, and
• how to manage nervousness during the interview.
Your university careers and employability team will have resources to help you prepare for an interview and may provide opportunities for you to practice your interview technique. There are also many useful resources online.
Industry events on campus
Your potential employers may attend events at your university, either on campus or virtually. Your university may host careers fairs and other opportunities to connect with potential employers. A careers fair is an event where employers from a wide range of professions will attend to discuss their recruitment processes and provide information about their organisations. Other employers may offer information sessions at key recruitment times, for example your local state education system may offer recruitment information sessions for students about to graduate with teaching degrees. These are all great opportunities to connect with your potential future employers. Consider these events as a mini job interview and aim to make a positive impression when you attend. You never know; the people you meet may be the ones who interview you formally for a job in the future.
Other skills required in your profession
As mentioned in earlier sections of this chapter, not only are employers interested in your technical or discipline skills, they are also looking for candidates with other skills. These may include the ability to communicate clearly, work with others, problem solve, manage their time, show initiative and adaptability, and demonstrate leadership. It is important that you consider how you will demonstrate these skills.
Develop a Checklist of skills and experience
When you know what potential employers might be looking for you can develop a plan for acquiring any skills that you don’t already have. Job vacancies, your university careers and employability team, professional bodies and accreditation or registration bodies are all possible sources of information. For example, you can review the skills, training and experience applicants are asked to demonstrate in relevant job vacancies.
University Careers and Employability support
Most universities will have a careers and employability team that will offer a range of services, including promoting job vacancies, resume and application writing support, and careers advice. They may also offer internships, mentoring, and other programs designed to assist you. The careers and employability team are also a great resource if you aren’t sure about what activities might be helpful, who your professional organisations might be, or what job opportunities might be available. They are experts in the field of employment, career development, and employability and their services are usually free to university students, so make the most of this great resource.
Conclusion
Starting your career preparation while you are still a student at university can help you to build a comprehensive portfolio demonstrating your readiness and suitability to enter your profession. Universities usually offer a number of opportunities for students to develop employability skills so take advantage of them. Other activities such as joining a professional organisation, connecting with your lecturers and joining university clubs will provide you with opportunities to develop skills and widen your professional network. By developing these skills and gaining experience you will improve your readiness to enter your profession and the transition from student to professional will be easier.
Key points
• Preparing to enter your profession starts when you commence your studies at university.
• Knowing about your future profession will help you to choose appropriate career readiness activities.
• Developing positive relationships with your lecturers is part of developing your professional network.
• Ensure that your public social media profile shows you as a professional to potential employers. Consider creating a professional LinkedIn profile.
• Join professional organisations relevant for your future career and participate in their activities and services.
• Gain work experience, either in your chosen industry, as a volunteer or in other work areas.
• Participate in extra-curricular activities. Not only are they often good fun, but you are developing useful skills at the same time.
• Prepare a professional resume.
• Consider developing a list of skills, experience and abilities that you will need to demonstrate in your profession and use it as a checklist as you prepare for your future career.
• Your university careers and employability team will have resources and services to assist you. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/05%3A_Successful_Futures/5.01%3A_Preparing_for_Employment.txt |
Introduction
Academic success is achieved through a culmination of many things. This book has shown how managing your adjustment to tertiary study and connecting with resources and supportive people creates a successful beginning to a university experience. The book then discussed the fundamental concepts in English language, maths, technology and working with information that provide a solid knowledge base for study in every field. Next, it elaborated on the essential study skills you need to thrive and how to display them with academic integrity. It then explained how those skills can be applied to the assessment tasks you encounter throughout your studies, ultimately preparing you for a successful future.
This final chapter of Academic Success offers a glimpse into what happens after university study is complete. It begins by discussing the graduation process and the advantages of being active in your alumni. It then explores different directions you may consider, as you step into your future, and outlines some of the challenges you may face. It concludes with a reminder that learning remains part of your lifelong journey.
Graduation
With hard work and resilience, and hopefully some fun along the way, the day will arrive when your study is complete and your final exams and assignments have been marked. Your university will check that you have met all the requirements of your degree and confirm that you are eligible to graduate. Now the celebrations can begin. You will likely receive an invitation to attend your graduation ceremony. Many readers will be familiar with movie scenes of graduations – students wearing robes with strange looking hats known as mortarboards, filing across a stage to receive a rolled piece of paper. This is all part of the graduation ceremony that universities traditionally hold to acknowledge your hard work and achievement. You usually don’t have to attend the ceremony in order to be awarded with your degree but most students find it a rewarding, positive and memorable experience. Family and friends who have supported you during your study can share the celebration with you. The graduation ceremony is your big moment. Enjoy it.
Different universities conduct their graduation ceremonies at different times of the day and year. If you’re planning to attend, make sure you reserve the date in your calendar well in advance. You may need to hire an academic gown for the occasion. Your university will inform you of all the important information you need to take part in the event.
Alumni
Once you have graduated, the university automatically regards you as a member of their alumni. This term simply means you are a past student. Being alumni doesn’t require you to do anything but you may find there are some interesting privileges available to you. For example, alumni may have access to resources or special membership rates at the library. You may also receive membership discounts with professional or commercial organisations. There may be opportunities to network with other graduates in the same field, eligibility for alumni awards and invitations to special alumni events. There could even be opportunities to take an active role at your university to encourage or mentor new students. Overall, being an active member of your alumni gives you a way to stay connected with your university and its networks, which may in turn lead to further study or job opportunities. Search your university website for information on your alumni and the opportunities membership provides.
Choosing Your Direction
By the time you graduate you may already have a firm idea of the next direction you would like to take. For those who do not, here are five options to consider.
1. Finding Employment
Many graduates hope to transition quickly from study into a paid job in their field. You may have already started this process using some of the strategies provided in the chapter Preparing for Employment. It can be advantageous to use the momentum of tertiary study and the recency of your training to immediately apply for relevant jobs. Remember however that not all new graduates will walk straight into a job that matches their qualification perfectly. You may be competing against other applicants who have a degree and work experience on their resume. You could consider whether it is advantageous to accept work that is outside your field initially with a view to gradually moving into your preferred profession.
2. Creating Employment
Being entrepreneurial is an alternative to job seeking. Self-employment allows you to tailor-make a job that uses your specific skills. For example, if you have a film and television degree you could develop a business as a free-lance photographer. If you have studied education, you could investigate working privately as a tutor. One advantage of being self-employed is you can control the kind of work you do and when you do it. It can be immensely satisfying.
Running your own business can be exciting but it is not necessarily an easy pathway. Business owners often talk about their long work hours, the difficulty of taking unpaid holidays, considerable amounts of administrative tasks and financial stress. There are also many legal aspects of business management that will require attention. Make sure you are well prepared and well informed. You may find it helpful to enrol in courses designed specifically to teach you the skills needed for running a small business. Government agencies often provide free access to business development resources and to advice through workshops. Overall, make sure you are prepared for the challenges of self-employment before investing in the venture.
3. Taking a Break
Some graduates take the opportunity between earning a degree and committing to full-time work to take a break or a “gap year”. This can be an opportunity to rejuvenate after years of study and to explore other aspects of life and the world. A gap year can be particularly appealing to young graduates with little or no financial or family commitments that impact on their priorities. Traditionally, a gap year has been regarded as a prime opportunity to travel. There may be world or even country specific events including natural disasters, disease or border closures that stop you travelling but hopefully they are short-lived.
While taking a break can be a positive experience, it should be managed carefully to avoid impacting negatively on your future employment opportunities. Make sure you are aware of any time limits placed on converting any newly gained provisional professional registrations from your degree into full registrations. For example, your eligibility for teaching appointments or positions in health services may be compromised if you do not begin practising in your field within a certain time limit. Taking a “gap year” does not need to be a full year. Instead, consider when is the best time to return to the search for employment. Investigate when any provisional registrations may expire and if there are any seasonal fluctuations in demand for employees in your field. Some countries have military service requirements, too, that you might need to fulfil ahead of taking a “gap year”. Keep all these things in mind when you prepare.
4. Further Study
Another direction you may consider is further study. Graduation opens the new world of postgraduate study to you. Postgraduate study offers the chance to extend your knowledge and expertise even further. A range of options exist such as postgraduate certificates, diplomas, masters, professional doctorates and PhDs. Explore the available options on tertiary websites. You may consider changing university if you find an appealing course at another institution or perhaps you are drawn to living in another city, state or overseas. Postgraduate study is also a popular option for those who have had several years in the workforce. It can be enjoyable to return to the role of student and to delve deeper into your field of interest.
5. Life Events
There will likely come a time when life events play a part in your journey, whether it is by choice or not. Parenting children, personal health concerns and becoming a carer for an impaired or elderly person may steer you away from the pathways of work, travel and study. For some, the new direction is welcome, while for others it can be a frustrating change. Whether life events are planned or unplanned, welcome or not, you may find it helpful to regard them as a season – they will pass. The doors to a career, travel or further study may not be closed permanently. The good news is that your university degree is yours for life. When circumstances allow, you will likely be able to re-open those doors and progress in the direction you desire.
Flexible Options
There is a lot of flexibility in the five directions discussed above. You may experience all of these alternatives at different times in your life. The other possibility is pursuing two or more options simultaneously. For example, a full-time worker may benefit from undertaking some part-time postgraduate study at night to advance their career opportunities. Parents of young children may opt to balance family responsibilities with part-time work to generate some income and stay active in the professional world. Someone caring for an elderly relative may find self-employment offers the most manageable combination for maintaining a career while being able to work from home with flexible hours.
Challenges
Life after graduation can appear like an exciting horizon you are travelling towards. However, when you finally it reach it, it may hold some unexpected challenges.
Feeling Lost or Overwhelmed
It’s not uncommon to experience difficulty when transitioning from university to the next part of your journey. Lectures, assignments, placements and exams provided a clear structure and expectations on your time and priorities. Moving beyond the rhythm of the university timetable and semesters to a total absence of boundaries can be surprisingly disconcerting. The initial freedom can feel exhilarating but soon after some graduates struggle with feeling lost or overwhelmed by an unknown future. If you are experiencing this, you may benefit from staying actively in communication with your peers who studied with you at university so you can support each other. Your university alumni organisation may also have resources and suggestions for managing these challenges. Staying connected with family and friends can be another supportive network you can utilise. Take steps to minimise any social isolation you may feel now that your regular contact with people at university has ceased. Most importantly, if you notice that your struggle is impacting negatively on your mental health or interfering with your ability to function, seek help from health professionals.
Starting Out with a Debt
In many countries, university study requires that you take a loan to pay for courses. For example, Australian students can elect to pay some or all of their university tuition fees using the government Higher Education Contribution Scheme (HECS). In effect, HECS is a loan from the government taken while studying which students begin to repay after graduation once their income reaches a specified threshold. It may feel discouraging when you are earning your first pay packet to have a student loan looming over you, particularly if you have other expenses to meet such as transport, accommodation and food. There may also be costs associated with a new job such as purchasing equipment, uniforms and professional registrations. Remember to do some research or seek help from financial advisors or budgeting experts to construct a plan for managing any study debt and ongoing expenses.
Unemployment
A significant obstacle you may face after graduation is unemployment. The job market can be unpredictable and fragile, particularly when there has been a global crisis. Some professions may have a high demand for new workers, allowing graduates to move straight from study into paid employment. Other graduates may be faced with an unwanted period of unemployment. Aside from financial stress, unemployment can impact negatively on your self-esteem and your sense of identity. This may make you anxious. Make use of your student and university networks to keep connected to new opportunities that arise suddenly. Review the chapter Preparing for Employment for positive steps you can take to prepare for work. Communicate with your family and friends about the difficulties you are experiencing. If you notice your mental health is declining or your ability to function is affected, seek help from health professionals.
Balancing Life
Those who fill multiple roles simultaneously will likely face challenges in managing time and priorities. Working while parenting, or running a business while studying part-time, can make it difficult to strike the best work-life balance. The more components you juggle, the harder it is to keep all the balls in the air. Recognise that this is not an easy task and do the best you can to make it work for your specific needs and priorities. Remain open to readjusting the balance as things change. As much as possible, stay tuned to those moments when you know you have successfully managed the balance. Consider what worked and try to replicate it. Like before, it may help to view these particular challenges as being only for a season and keep the finish line in sight. Keep in mind that you have the capacity to stop and change your direction if the challenges are proving unworkable or if you feel that you can’t maintain an acceptable balance.
Conclusion
A university experience is not a stagnant one. It takes you somewhere. Students begin with a set of beliefs, experiences and skills that are repeatedly challenged, extended and developed while studying. Equipped with the skills for academic success you can enter into life after graduation with the ability to think critically about any information you hear. You will know how to find information from credible sources, synthesise evidence, build an argument supporting your position and can communicate it effectively. Academic success is the passport to continued success in every direction in life.
Wherever your journey takes you after graduation, there is no doubt that learning will be part of it. Future learning may take place in a formal manner like enrolling in postgraduate study at university, or in attending a training course with a new employer. Conversely, learning can continue informally when watching a documentary at home or having an interesting conversation with friends. Opportunities to further expand your knowledge and challenge your ideas will always exist. Achieving academic success at university ultimately prepares you for successful learning throughout your life. The benefits keep flowing.
Key points
• It is common to be invited to attend a graduation ceremony when your university study is complete and you have met all the necessary requirements.
• Once you have graduated, you automatically become alumni.
• Being an active member of your alumni may have advantages.
• There are five directions for your future after graduation that you may consider: Finding employment, creating employment, taking a break, further study and life events.
• The options are flexible and can be combined.
• Some of the challenges graduates face are feeling lost or overwhelmed, starting out with a debt, unemployment and balancing life.
• Learning will continue throughout life, whether it is formal or informal.
• Achieving academic success at university prepares you for success throughout your life. | textbooks/socialsci/Counseling_and_Guidance/Academic_Success_(Bartlett_et_al.)/05%3A_Successful_Futures/5.02%3A_Life_After_Graduation.txt |
A college students' guide for career success, this free Open Educational Resource text focuses on major identification and career exploration. The Blueprint for Success series comprises three books for the College Success and FYE (First-Year Experience) genre. The central text, Blueprint for Success in College and Career, is designed to show how to be successful in college and in career preparation. In addition, targeted sections on Study Skills and Time Management, and Career and Decision Making are available separately.
Book: Blueprint for Success in College - Career Decision Making (Dillon)
Jamie Edwards
Jamie Edwards
For a long time, my plan had always been to be a kindergarten teacher. But when I began my undergraduate degree I fell into that ever-growing pool of college students who changed their major three times before graduation. I was swayed by family members, my peers, and the economy, but I eventually realized that I was investing my education in the wrong areas for the wrong reasons. It shouldn’t just be about salaries and job security. I needed to find that personal attachment.
At eighteen, it’s hard to see your entire life spread out before you. College may feel like a free-for-all at times, but the reality is that it’s one of the most defining times of our lives. It should never be squandered. I started to imagine my life beyond college—what I found important and the type of lifestyle I wanted in the end. I started thinking about the classes that I was actually interested in—the ones that I looked forward to each week and arrived early just so I could get a seat up front.
A turning point for me was when I took the advice of a campus mentor and enrolled in a career exploration course. I learned more about myself in that class than I had in my entire three years at college prior to taking it. It showed me that my passion was something I had always thought about but never thought about as a career. In high school, I could sit in the Guidance Office for hours on end. I enjoyed listening to others—hearing and helping people work through their struggles.
I had seen firsthand how detrimental the absence of career classes can be to someone’s future. Through this realization and my participation in my career exploration class, I saw a viable future in the Higher Education Administration field. As I dove deeper, I was opened to an incredible amount of unique and diverse opportunities to work with students. My main approach was to get a taste anything to do with student services: I shadowed a career counselor in a career services office, attended graduate school fairs and informational sessions, discussed the Higher Education Administration Program with several staff at my college, and most importantly, I talked with my internship coordinator (my mentor). From there, I completed an internship in my prospective field, which gave me a wealth of insight and skills that directly related to my future career goals.
From where I sit now—my former personal and professional struggles in tow—I offer up some pieces of advice that were crucial to getting me where I am today. Whether you’re an undecided major who is looking for guidance or a student with a clearly defined career path, I suggest the following:
1. Find a mentor—For me, everything began there. Without my mentor, I wouldn’t have done any of the other items I’m about to suggest. Finding the right mentor is crucial. Look for someone who can complement your personality (typically someone who’s the opposite of you). My advice would be to look beyond your direct supervisor for mentorship. It’s important to create an open forum with your mentor, because there may be a conflict of interest as you discuss work issues and other job opportunities. Potential mentors to consider are an instructor on campus, your academic advisor, a professional currently working in your prospective field, someone you admire in your community, or anyone in your network of friends or family that you feel comfortable discussing your future goals with.
2. Enroll in a Career Exploration/Planning course, or something similar—Even if you do not see the effects of this course immediately (such as dramatically changing your major), you will notice the impact down the road. Making educated career choices and learning job readiness skills will always pay off in the end. Through my career exploration class, I learned how to relate my personality and values to potential career fields. These self-assessments changed my entire thought process, and I see that influence daily. Beyond changing the way you think, the knowledge you gain about effective job search strategies is invaluable. Learning how to write purposeful résumés and cover letters, finding the right approach to the interview process, and recognizing your strengths and weaknesses are just a few of the benefits you can gain from these types of courses.
3. Complete a Job Shadow and/or Informational Interview—No amount of online research is going to give you the same experience as seeing a job at the front line. In a job shadow or an informational interview, you’re able to explore options with no commitment and see how your in-class experience can carry over to a real world setting. Additionally, you’re expanding your professional network by having that personal involvement. You never know how the connections you make might benefit you in the future. My only regret about job shadowing in college is that I didn’t do it sooner.
4. Do an Internship—A main source of frustration for recent grads is the inability to secure an entry-level position without experience. “How do I get a job to gain experience when I can’t get a job without experience?” This is how: do an internship or two! Most colleges even have a course where you can obtain credit for doing it! Not only will you earn credits towards graduation, but you’ll gain the necessary experience to put on your résumé and to discuss in future interviews. Having completed four internships throughout my college career, I can’t say they were all great. However, I don’t regret a single one. The first one showed me the type of field I didn’t want to work in. The second confirmed that I was heading in the right direction with my career. My third and fourth internships introduced me to completely different areas of higher education which broadened my knowledge and narrowed my search simultaneously.
My takeaway is that sometimes you have to learn what you don’t want in order to find out what you do want. The more informed you are about career options through real life conversations and experiences, the better prepared you will be for your future and the more confident you will be in your career decisions. Always explore your options because even if you learn you hate it, at least you’re one step closer to finding what you love.
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Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Jamie Edwards. Located at: https://milnepublishing.geneseo.edu/foundations-of-academic-success/chapter/learn-what-you-dont-want/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_01%3A_Words_of_Wisdom%3A_Learn_What_You_Dont_Want.txt |
Lumen Learning and Linda (Bruce) Hill
“Stay focused, go after your dreams, and keep moving toward your goals.”
– LL Cool J
College and Career: Key Connections
Think back to the time when you first began to contemplate college. Do you remember specific thoughts? Were you excited about the idea? What began to draw you into the web of college life? What compels you to be here now?
In this topic on career and college readiness, we examine key connections between your motivations to be in college and your ultimate success in achieving your goals. We also examine how your college experience prepares you for a specific career, as well as for attaining general skills that you can apply to multiple pursuits.
Activity: Motivations for Attending College
Objectives
• Review some of the many motivations students have for entering college.
• Identify your personal motivations as pathways to achieving goals.
Directions
• Review the table below, which lists various motivations cited by other students.
• Identify your main motivations, and rank your top five.
• Reflect on your selections in terms of how they connect with short-term and long-term plans for the future.
Understanding your motivations is essential to helping you not only prioritize your plans for the future but also gain inspiration about directions you may not have yet charted. Ultimately, your motivations for being in college align you with roadways to fulfilling your goals and ambitions.
MY TOP FIVE MOTIVATIONS FOR ATTENDING COLLEGE
Gain more qualifications in my field
Increase my earning potential; make more money
Challenge myself
Show others that I can succeed
Start an independent life
Satisfy my curiosity
Have fun
Change my career
Do what my parents were not able to do
Find a better lifestyle
Build my confidence
Expand my social contacts; bond with new friends
Improve my network of business associates
Gain exposure to a wide array of topics
Attend campus events
Make my family happy
Fulfill my dreams
Take classes at home or work or anywhere
Take advantage of campus resources like the library and gym
Join a sports team
Join campus organizations
Spend my time during retirement
Have continued support via alumni programs
Learn to study and work on my own
Gain access to professors
Link up with people who already excel in the ways I aspire to
Get sports spirit
Gain more access to entertainment like theater and bands
Be more productive in life
Explore myself
Become well versed in many subjects
Dig deeper into learning than I did in high school
Expand my knowledge of the world
Others?
Am I College and Career Ready?
Knowing what you truly want to gain from your college experience is the first step toward achieving it. However, reaching your goals does not necessarily mean you are college and career ready.
What does it mean to be ready for college and a career? In general, you are a college- and career-ready student if you have gained the necessary knowledge, skills, and professional behaviors to achieve at least one of the following:
• Earn a certificate or degree in college
• Participate in career training
• Enter the workplace and succeed
For instance, if you are studying for a skilled trade license in college, or perhaps pursuing a bachelor of arts degree, you are college-ready if you have the reading, writing, mathematics, social, and thinking skills to qualify for and succeed in the academic program of your choice.
Similarly, you are a career-ready student if you have the necessary knowledge and technical skills needed to be employed in your desired field. For example, if you are a community college student ready to be a nurse, you possess the knowledge and skill needed to secure an entry-level nursing position, and you also possess required licensing.
“Ultimately, college and career readiness demands students know more than just content, but demonstrate that they know how to learn and build upon that content to solve problems. They must develop versatile communication skills, work collaboratively and work competitively in a school or work environment. Ensuring that you possess both the academic and technical know-how necessary for a career beyond the classroom is a great step toward succeeding on whatever path you choose.”
– Washington, DC Office of the State Superintendent of Education[1]
College and Career Readiness in Your State
So where are you on the readiness scale? You can find out how your state measures your readiness. Visit the Interactive State Map at the College and Career Readiness and Success Center of the American Institutes for Research Web site. The map leads you to definitions of college and career readiness for your state. It also provides metrics to measure readiness. And it provides information about programs and structures to help you and educators. You can compare states across one or more categories.
Student Voices on Being College and Career Ready
In the following video, a number of high school students and recent graduates reflect on college and career readiness and their futures. As you view the video, be thinking about how your short-term goals can connect with longer-range ambitions. You might also reflect on how your deepening experiences in college can lead to achieving your longer-term goals. After all, each new experience in your life builds upon the last. You may never truly “arrive” at a destination if indeed your life is an ongoing journey.
Video: Student Voices: What Does it Mean to be College and Career Ready?
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint3/?p=39
The Marriage of College and Career
The oldest institution of higher learning in the United States is widely acknowledged to be Harvard University. It was established in 1636 with the aim of providing instruction in arts and sciences to qualify students for employment. In the 1779 Constitution of Massachusetts submitted by Samuel Adams, John Adams, and James Bowdoin to the full Massachusetts Convention, the following language was used:
Art. I.—Whereas our wise and pious ancestors, so early as the year one thousand six hundred and thirty six, laid the foundation of Harvard-College, in which University many persons of great eminence have, by the blessing of GOD, been initiated in those arts and sciences, which qualified them for public employments, both in Church and State . . .
Is “public employment” preparation still the goal of higher education institutions today? Indeed, it is certainly one of the many goals! College is also an opportunity for students to grow personally and intellectually. In fact, in a 2011 Pew Research Center survey, Americans were split on their perceptions of the main purpose of a college education:
• 47 percent of those surveyed said the purpose of college is to teach work-related skills.
• 39 percent said it is to help a student grow personally and intellectually.
• 12 percent said the time spent at college should be dedicated to both pursuits—teaching work-related skills and helping students grow personally and intellectually.
These statistics are understandable in light of the great reach and scope of higher education institutions. Today, there are some 5,300 colleges and universities in the United States, offering every manner of education and training to students.
What do employers think about the value of a college education? What skills do employers seek in their workforce? In 2014, Hart Research Associates conducted a survey on behalf of the Association of American Colleges and Universities. The survey revealed that the majority of employers believe that having field-specific knowledge as well as a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success.
Employers also said that when they hire, they place the greatest value on skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings.[2]
Employment Rates and Salaries
Consider, too, the following statistics on employment rates and salaries for college graduates. College does make a big difference!
• The average college graduate earns about 75 percent more than a non-college graduate over a typical, forty-year working lifetime. (U.S. Census Bureau)
• In 2014, young adults ages 20 to 24 with a bachelor’s degree or higher had a higher employment rate (88.1 percent) than young adults with just some college (75.0 percent). (NCES)
• The employment rate for young adults with just some college (63.7 percent) was higher than the rate for those who had completed high school. (NCES)
• The employment rate for those who completed high school (46.6 percent) was higher than the employment rate for young adults who had not finished high school. (NCES)
• Employment rates were generally higher for males than females at each level of educational attainment in 2015. (NCES)[3]
• Over the course of a forty-year working life, the typical college graduate earns an estimated \$550,000 more than the typical high school graduate. (PEW)
• The median gap in annual earnings between a high school and college graduate as reported by the U.S. Census Bureau in 2010 is \$19,550. (PEW)[4]
Perhaps most important, an overwhelming majority of college graduates—86 percent—say that college has been a good investment for them personally. (PEW)
Differences in Earnings between States
You may wish to use this Earnings and Educational Attainment (2011) interactive table to see how earnings for college graduates vs. high school–only graduates in your state compare with those in other states.
All in all, college imparts a wide and deep range of benefits. The short video Why College, below, shows that with a college degree you are more likely to
• Have a higher salary
• Have and keep a job
• Get a pension plan
• Be satisfied with your job
• Feel your job is important
• Have health insurance
Video: Why College?
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint3/?p=39
Summary
Success in college can be measured in many ways: through your own sense of what is important to you; through your family’s sense of what is important; through your institution’s standards of excellence; through the standards established by your state and country; through your employer’s perceptions about what is needed in the workplace; training for and becoming an entrepreneur, small business owner, or your own boss; and in many respects through your own unfolding goals, dreams, and ambitions.
How are you striving to achieve your goals? And how will you measure your success along the way?
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CC licensed content, Shared previously:
All rights reserved content:
• Why College? Authored by: OregonGEARUP. Located at: https://youtu.be/-N6nru0nThg. License: All Rights Reserved. License Terms: Standard YouTube License.
Public domain content:
• What Does College and Career Readiness Mean? Provided by: Office of the State Superintendent of Education. Located at: osse.dc.gov/service/what-does...readiness-mean. License: Public Domain:No KnownCopyright.
• Chart of Earnings and Unemployment. Provided by: Bureau of Labor Statistics. Located at: http://www.bls.gov/emp/ep_chart_001.htm. License: PublicDomain:No Known Copyright.
Adaptions: Foundations of Academic Success: Words of Wisdom essay removed (exists elsewhere in this work), relocated learning objectives, removed Earnings and unemployment rates by educational attainment graph, updated footnote references, modified footnote formatting. Removed job fair image.
1. “What Does College and Career Readiness Mean?,” Office of the State Superintendent of Education, accessed April 26, 2018, osse.dc.gov/service/what-doe...readiness-mean. ↵
2. “Falling Short? College Learning and Career Success,” Association of American Colleges & Universities, Hart Research Associates, 2015, https://www.aacu.org/leap/public-opinion-research/2015-survey-falling-short. ↵
3. “Employment and Unemployment Rates by Educational Attainment,” 2016, https://nces.ed.gov/programs/coe/pdf/Indicator_CBC/coe_CBC_2016_05.pdf. ↵
4. “Is College Worth It?,” Pew Social Trends, Pew Research Centers Social Demographic Trends Project RSS, 2011, www.pewsocialtrends.org/files...-ed-report.pdf. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_02%3A_The_Big_Picture.txt |
Lumen Learning and Linda (Bruce) Hill
“The only way to do great work is to love what you do. If you haven’t found it yet, keep looking. Don’t settle.”
–Steve Jobs
Pursuing Your Professional Interests
One of the most widely known and successful American entrepreneurs of all time is Steve Jobs. He is best known as the cofounder, chairman, and chief executive officer of Apple, Inc. He also cofounded Pixar Animation Studios, and he was a member of the board of directors of the Walt Disney Company. Four hundred eighty-four inventions bear Jobs’s name.
From early on in his life, Jobs was interested in electronics. When he was thirteen, for instance, he worked at the Hewlett Packard factory, which developed hardware and software components. Jobs later reflected on how he landed this job when he called Mr. Hewlett to ask for parts for an electronics project: “[Hewlett] didn’t know me at all, but he ended up giving me some parts and he got me a job that summer working at Hewlett-Packard on the line, assembling frequency counters . . . well, assembling may be too strong. I was putting in screws. It didn’t matter; I was in heaven.”
Jobs’s electronics and computing career quickly unfolded as he pursued his passion for creating and promoting computing products. At age nineteen, he was a technician for Atari, a leading electronics, gaming and home-computer corporation. By twenty-one, he and his two partners had formed Apple, Inc. At thirty-four, he was named “Entrepreneur of the Decade” by Inc. magazine. And at fifty-two, he was inducted into the California Hall of Fame by Governor Arnold Schwarzenegger.
All in all, Jobs was relentless about pursuing his interests and passions. The products he and his associates developed have transformed modern culture, including the iMac, iTunes, Apple Stores, the iPod, the iTunes Store, the iPhone, the App Store, the iPad, the Mac OS, and the Mac OS X.
This story of Steve Jobs’s professional pursuits illustrates a dream, a goal, and an ambition that many college students share: to be successful in earning money and finding personal satisfaction in employment. His story also illustrates how opportunities are all around us and how random events aren’t always so random.
In this section, we explore strategies that can help you chart your professional path and also attain ample reward. We begin by comparing and contrasting jobs and careers. We then look at how to match up your personal characteristics with a specific field or fields. We conclude by detailing a process for actually choosing your career. Throughout, you will find resources for learning more about this vast topic of planning for employment.
Job vs. Career
What is the difference between a job and a career? Do you plan to use college to help you seek one or the other?
There is no right or wrong answer, because motivations for being in college are so varied and different for each student, but you can take maximum advantage of your time in college if you develop a clear plan for what you want to accomplish. The table below shows some differences between a job and a career.
JOB CAREER
Definitions A job refers to the work a person performs for a living. It can also refer to a specific task done as part of the routine of one’s occupation. A person can begin a job by becoming an employee, or by volunteering, for example, by starting a business or becoming a parent. A career is an occupation (or series of jobs) that you undertake for a significant period of time in your life—perhaps five or ten years, or more. A career typically provides you with opportunities to advance your skills and positions.
Requirements A job you accept with an employer does not necessarily require special education or training. Sometimes you can get needed learning “on the job.” A career usually requires special learning—perhaps certification or a specific degree.
Risk-Taking A job may be considered a safe and stable means to get income, but jobs can also quickly change; security can come and go. A career can also have risk. In today’s world, employees need to continually learn new skills and to adapt to changes in order to stay employed. Starting your own business can have risks. Many people thrive on risk-taking, though, and may achieve higher gains. It all depends on your definition of success.
Duration The duration of a job may range from an hour (in the case of odd jobs, for example,) to a lifetime. Generally a “job” is shorter-term. A career is typically a long-term pursuit.
Income Jobs that are not career oriented may not pay as well as career-oriented positions. Jobs often pay an hourly wage. Career-oriented jobs generally offer an annual salary versus a wage. Career-oriented jobs may also offer appealing benefits, like health insurance and retirement.
Satisfaction and contributing to society Many jobs are important to society, but some may not bring high levels of personal satisfaction. Careers allow you to invest time and energy in honing your crafts and experiencing personal satisfaction. Career pursuits may include making contributions to society.
In summary, a job lets you enjoy at least a minimal level of financial security, and it requires you to show up and do what is required of you. In exchange, you get paid.
A career, on the other hand, is more of a means of achieving personal fulfillment through the jobs you hold. In a career, your jobs tend to follow a sequence that leads to increasing mastery, professional development, and personal and financial satisfaction. A career requires planning, knowledge, and skills, too. If it is to be a fulfilling career, it requires that you bring into play your full set of analytical, critical, and creative thinking skills. You will be called upon in a career to make informed decisions that will affect your life in both the short term and the long term. A career also lets you express your unique personality traits, skills, values, and interests.
The following video gives explicit, textbook-style distinctions between the terms job, work, and career. You may especially appreciate this video if English is a second language for you or if you are a first-generation college student.
Video: Difference between Job, Work, and Career
A YouTube element has been excluded from this version of the text. You can view it online here: press.rebus.community/blueprint3/?p=40
You can find the quiz referenced at the bottom of the lesson here. The next video takes a different look at jobs and careers. The speaker discusses the more affective, emotional aspects of pursuing a career. His emphasis is on the importance of being passionate about your work.
Video: Job vs. Career – Think about a long time career
A YouTube element has been excluded from this version of the text. You can view it online here: press.rebus.community/blueprint3/?p=40
Whether you pursue individual jobs or an extended career or both, your time with your employers will always be comprised of your individual journey. May your journey be as enjoyable and fulfilling as possible.
The Five-Step Process for Choosing Your Career
As your thoughts about career expand, keep in mind that over the course of your life, you will probably spend a lot of time at work—thousands of hours, in fact. According to the Bureau of Labor Statistics, the average workday is about 8.7 hours long, and this means that if you work 5 days a week, 50 weeks a year, for 35 years, you will spend a total of 76,125 hours of your life at work. These numbers should convince you that it’s pretty important to enjoy your career.
If you do pursue a career, you’ll find yourself making many decisions about it. Is this the right career for me? Am I feeling fulfilled and challenged? Does this career enable me to have the lifestyle I desire? It’s important to consider these questions now, whether you’re just graduating from high school or college, or you’re returning to school after working for a while.
Choosing a career—any career—is a unique process for everyone, and for many people the task is daunting. There are so many different occupations to choose from. How do you navigate this complex world of work?
The California Community Colleges Chancellor’s Office has identified a five-step decision process that will make your career path a little easier to find. Below are the steps:
1. Get to know yourself
2. Get to know your field
3. Prioritize your “deal makers” and rule out your “deal breakers”
4. Make a preliminary career decision and create a plan of action
5. Go out and achieve your career goal
Step 1: Get to Know Yourself
Get to know yourself and the things you’re truly passionate about.
• Gather information about your career-related interests and values
• Think about what skills and abilities come naturally to you and which ones you want to develop
• Consider your personality type and how you want it to reflect in your work
The following video has some good ideas for ways of matching your personality and skills with a career. You can download a transcript of the video here.
Video: Matching your skills to a career
A YouTube element has been excluded from this version of the text. You can view it online here: press.rebus.community/blueprint3/?p=40
This next video looks at the connection between childhood interests and career options. Several successful entrepreneurs and employees share stories about how they turned childhood interests into careers that suited them well. Learn how listening to your inner child can help you find the right career.
Video: Childhood Interests Can Help You Find the Right Career
A YouTube element has been excluded from this version of the text. You can view it online here: press.rebus.community/blueprint3/?p=40
Before moving on to step 2, you may wish to review the online surveys in the Personal Identity module, especially the Student Interest Survey for Career Clusters, which is available in both English and Spanish. Yet another survey is the Career Assessment Test. All can help you align career interests with personal qualities, traits, life values, skills, activities, and ambitions.
Ultimately, your knowledge of yourself is the root of all good decision-making and will guide you in productive directions.
Step 2: Get to Know Your Field
Get to know your field. You’ll want to investigate the career paths available to you. You may also want to see what your college Career Center offers or conduct informational interviews to find out more about your field. One of the handiest starting points and “filters” is to decide the level of education you want to attain before starting your first or your next job. Students should consider determining both how much education they are willing to acquire, and how much education a particular career will require. Do you want to earn an associate’s degree, a bachelor’s degree, a master’s degree, or a doctorate or professional degree? Meeting with a college counselor or career counselor can help a student clarify this information.
Step 3: Prioritize Your Deal Makers
Prioritize your deal makers and rule out your deal breakers. Educational requirements aren’t the only criteria that you will want to consider. Do you want to work outside or in an office? In the country or a city? In a big or small organization? For a public organization or a private company? What type of industry is interesting to you? What role do you see yourself playing in the organization? Do you want to be your own boss?
Step 4: Make a Preliminary Career Decision
Make a preliminary (or first) career decision and create a plan of action. It is not set in stone and you may have multiple careers in your lifetime, but everything starts with that preliminary career decision and plan of action. As a student matures and gains experience, more career opportunities will present themselves.
Now that you have an idea of who you are and where you might find a satisfying career, how do you start taking action to get there? Some people talk to family, friends, or instructors in their chosen disciplines. Others have mentors in their lives with whom to discuss this decision. Your college has career counselors and academic advisers who can help you with both career decision-making and the educational planning process. Nevertheless, be advised: You’ll get the most from sessions with your counselor if you have done some work on your own.
Get started by using the Career Café or the Career Zone.
“Find a career that you love and you will never work another day in your life.”
– Barbara Sher
Step 5: Go out and Achieve Your Career Goal
Go out and achieve your (initial) career goal! Now it’s time to take concrete steps toward achieving your educational and career goals. This may be as simple as creating a preliminary educational plan for next semester or a comprehensive educational plan that maps out the degree you are currently working toward. You may also want to look for internships, part-time work, or volunteer opportunities that help you test and confirm you preliminary career choice. Your college counselor can help you with this step, as well.
Your work experiences and life circumstances will undoubtedly change throughout the course of your professional life, so you may need to go back and reassess where you are on this path in the future. However, no matter if you feel like you were born knowing what you want to do professionally, or you feel totally unsure about what the future holds for you, remember that with careful consideration, resolve, and strategic thought, you can find a career that feels rewarding.
This isn’t necessarily an easy process, but you’ll find that your goals are more tangible once you’ve set a preliminary career goal. Don’t forget: There is always support for you. Ask for any help you need.
Activity: Take the CAREERLINK Inventory
Objectives
• Formally assess your aptitudes, interests, temperaments, physical capacities, preferred working conditions and career preparation time using the CareerLink Inventory instrument.
Directions
• Access the CAREERLINK Inventory, add your name, and then click on the “Aptitudes” frog icon to begin the inventory. The CAREERLINK Inventory is designed to match the way you see yourself—your interests, aptitudes, temperaments, physical capacities, preferred working conditions, and desired length of preparation for employment–with available career information from the United States Department of Labor. The information you provide about yourself will produce a career profile showing to what extent your self-identified characteristics and preferences match those considered significant in 80 career clusters.
• Your responses to the items contained in this inventory should reflect your honest self-judgments in order to provide you with meaningful career information. If you are unsure about a particular response, please answer as accurately as possible.
• When you complete the inventory, review your personalized Career Inventory Results.
• Write a 750-word reflection discussing the results of the inventory. Use the guidelines, below, to guide you.
To help you develop your reflections, you may want to consider the following:
• What were your highest career-area clusters?
• Review the work performed, worker requirements, sample occupations, related clusters, and response summary (this will make sense to you once you complete the inventory). Do the results of the inventory surprise you?
• Do you believe the Careerlink Inventory produced accurate or inaccurate suggestions for you?
• Did you learn anything new about your career interests?
• What insights from the inventory results might you apply to your life?
• Follow your instructor’s directions for submitting this assignment.
The Bureau of Labor Statistics indicates that the average worker currently holds ten different jobs before age forty. This number is projected to grow. A prediction from Forrester Research is that today’s youngest workers will hold twelve to fifteen jobs in their lifetime and it is estimated that people will change their career an average of 5-7 times over their lifetime.
What jobs are in store for you? Will your work be part of a fulfilling career? What exciting prospects are on your horizon?
Licenses and Attributions:
CC licensed content, Shared previously:
• Difference between Job, Work, and Career. Authored by: Espresso English. Located at: https://youtu.be/eNcl9d8x7yk. License: CC BY: Attribution.
• Introduction to Career Exploration for Success. Authored by: Ronda Dorsey Neugebauer and Zach Varpness. Provided by: Chadron State College. Located at: http://Kaleidoscope%20Open%20Course%20Initiative. License: CC BY: Attribution.
• Choosing Your Career. Provided by: California Community Colleges Online Education. Located at: apps.3cmediasolutions.org/oe...ing/story.html. License: CC BY: Attribution.
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• Job vs Career – Think about a long time career. Authored by: els gcr. Located at: https://youtu.be/Fc7MvWOXj7c. License: All Rights Reserved. License Terms: Standard YouTube License.
• Matching your skills to a career. Authored by: WWLP-22News. Located at: https://youtu.be/I-HLJxYAKbQ. License: All Rights Reserved. License Terms: Standard YouTube License.
• Childhood Interests Can Help You Find the Right Career. Authored by: Hire Story. Located at: https://youtu.be/6-R0lW_Swio. License: All Rights Reserved. License Terms: Standard YouTube License.
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Dr. Patricia Munsch
Dr. Patricia Munsch
There is a tremendous amount of stress placed on college students regarding their choice of major. Everyday, I meet with students regarding their concern about choosing right major; the path that will lead to a fantastic, high-paying position in a growth industry. There is a hope that one decision, your college major, will have a huge impact on the rest of your life.
Students shy away from subject areas they enjoy due to fear that such coursework will not lead to a job. I am disappointed in this approach. As a counselor I always ask—what do you enjoy studying? Based on this answer it is generally easy to choose a major or a family of majors. I recognize the incredible pressure to secure employment after graduation, but forcing yourself to choose a major that you may not have any actual interest in because a book or website mentioned the area of growth may not lead to the happiness you predict.
Working in a college setting I have the opportunity to work with students through all walks of life, and I do believe based on my experience, that choosing a major because it is listed as a growth area alone is not a good idea. Use your time in college to explore all areas of interest and utilize your campus resources to help you make connections between your joy in a subject matter and the potential career paths. Realize that for most people, in most careers, the undergraduate major does not lead to a linear career path.
As an undergraduate student I majored in Political Science, an area that I had an interest in, but I added minors in Sociology and Women’s Studies as my educational pursuits broadened. Today, as a counselor, I look back on my coursework with happy memories of exploring new ideas, critically analyzing my own assumptions, and developing an appreciation of social and behavioral sciences. So to impart my wisdom in regards to a student’s college major, I will always ask, what do you enjoy studying?
Once you have determined what you enjoy studying, the real work begins. Students need to seek out academic advisement. Academic advisement means many different things; it can include course selection, course completion for graduation, mapping coursework to graduation, developing opportunities within your major and mentorship.
As a student I utilized a faculty member in my department for semester course selection, and I also went to the department chairperson to organize two different internships to explore different career paths. In addition, I sought mentorship from club advisors as I questioned my career path and future goals. In my mind I had a team of people providing me support and guidance, and as a result I had a great college experience and an easy transition from school to work.
I recommend to all students that I meet with to create their own team. As a counselor I can certainly be a part of their team, but I should not be the only resource. Connect with faculty in your department or in your favorite subject. Seek out internships as you think about the transition from college to workplace. Find mentors through faculty, club advisors, or college staff. We all want to see you succeed and are happy to be a part of your journey.
As a counselor I am always shocked when students do not understand what courses they need to take, what grade point average they need to maintain, and what requirements they must fulfill in order to reach their goal—graduation! Understand that as a college student it is your responsibility to read your college catalog and meet all of the requirements for graduation from your college. I always suggest that students, starting in their first semester, outline or map out all of the courses they need to take in order to graduate. Of course you may change your mind along the way, but by setting out your plan to graduation you are forcing yourself to learn what is required of you.
I do this exercise in my classes and it is by far the most frustrating for students. They want to live in the now and they don’t want to worry about next semester or next year. However, for many students that I see, the consequence of this decision is a second semester senior year filled with courses that the student avoided during all the previous semesters. If you purposefully outline all of your courses and coursework for each semester, you can balance your schedule, understand your curriculum, and feel confident that you will reach your goal.
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Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Located at: Essay authored by Dr. Patricia Munsch. Located at: https://milnepublishing.geneseo.edu/foundations-of-academic-success/chapter/what-do-you-enjoy-studying/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_04%3A_Words_of_Wisdom%3A_What_Do_You_Enjoy_Studying.txt |
Lumen Learning and Linda (Bruce) Hill
“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You’re on your own. And you know what you know. And YOU are the one who’ll decide where to go.”
– Dr. Seuss
Your Major
In the United States and Canada, your academic major—simply called “your major”—is the academic discipline you commit to as an undergraduate student. It’s an area you specialize in, such as accounting, chemistry, criminology, archeology, digital arts, or dance. In United States colleges and universities, roughly 2,000 majors are offered. And within each major is a host of core courses and electives. When you successfully complete the required courses in your major, you qualify for a degree.
Where did the term major come from? In 1877, it first appeared in a Johns Hopkins University catalogue. That major required only two years of study. Later, in 1910, Abbott Lawrence Lowell introduced the academic major system to Harvard University during his time as president there. This major required students to complete courses in a specialized discipline and also in other subjects. Variations of this system are now the norm in higher education institutions in the U.S. and Canada.
Why is your major important? It’s important because it’s a defining and organizing feature of your undergraduate degree. Ultimately, your major should provide you with the knowledge, skills, attitudes, and/or behaviors you need to fulfill your college goals and objectives.
In this section we look at how to select your major and how your college major may correlate with a career. Does your major matter to your career? What happens if you change your major? Does changing your major mean you must change your career? Read on to find out!
How to Select Your College Major
Selecting your major is one of the most exciting tasks (and, to some students, perhaps one of the most nerve-wracking tasks) you are asked to perform in college. So many decisions are tied to it. But if you have good guidance, patience, and enthusiasm, the process is easier. Two videos, below, present lighthearted looks undertaking this task. In the first one, the following five tips are discussed:
1. Seek inspiration
2. Consider everything
3. Identify talents and interests
4. Explore available resources
5. In-depth career exploration
Video: How to Pick a Major
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint3/?p=42
The next video shares nine tips:
1. Narrow your choices by deciding what you don’t like.
2. Explore careers that might interest you. Ask questions.
3. Use your school’s resources.
4. Ask your teacher, counselor, and family about your strengths.
5. Sixty percent of students change their majors.
6. Your major isn’t going to define your life. But choosing one that interests you will make your college experience much more rewarding.
7. Go on informational interviews with people in careers that interest you.
8. There’s no pressure to decide now.
9. Take new classes and discover your interests.
Video: How to Select Your College Major – WiseChoice
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Does Your College Major Matter to Your Career?
There are few topics about college that create more controversy than “Does your major really matter to your career?” Many people think it does; others think it’s not so important. Who is right? And who gets to weigh in? Also, how do you measure whether something “matters”—by salary, happiness, personal satisfaction?
It may be difficult to say for sure whether your major truly matters to your career. One’s college major and ultimate career are not necessarily correlated. Consider the following factoids:
• Fifty to seventy percent of college students change their major at least once during their time in college.
• Most majors lead to a wide variety of opportunities rather than to one specific career, although some majors do indeed lead to specific careers.
• Many students say that the skills they gain in college will be useful on the job no matter what they major in.
• Only half of graduating seniors accept a job directly related to their major.
• Career planning for most undergraduates focuses on developing general, transferrable skills like speaking, writing, critical thinking, computer literacy, problem-solving, and team building, because these are skills that employers want.
• College graduates often cite the following four factors as being critical to their job and career choices: personal satisfaction, enjoyment, opportunity to use skills and abilities, and personal development.
• Within ten years of graduation, most people work in careers that aren’t directly related to their majors.
• Many or most jobs that exist today will be very different five years from now.
It’s also important to talk about financial considerations in choosing a major.
• Any major you choose will likely benefit you because college graduates earn roughly \$1 million more than high school graduates, on average, over an entire career.
• Even though humanities and social sciences students may earn less money right after college, they may earn more by the time they reach their peak salary than students who had STEM majors.
• Students who major in the humanities and social science are also more likely to get advanced degrees, which increases annual salary by nearly \$20,000 at peak salary.
So where will you stand with regard to these statistics? Is it possible to have a good marriage between your major, your skills, job satisfaction, job security, and earnings?
Here to share a personal story about selecting your college major and finding the right career fit is Marc Luber, host of Careers Out There. Enjoy his insights, which he sums up with, “Focus on what makes you tick, and run with it.”
Video: Choosing a College Major & Finding the Right Career Fit
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint3/?p=42
The best guidance on choosing a major and connecting it with a career may be to get good academic and career advice and select a major that reflects your greatest interests. If you don’t like law or medicine but you major in it because of a certain salary expectation, you may later find yourself in an unrelated job that brings you greater satisfaction—even if the salary is lower. If this is the case, will it make more sense, looking back, to spend your time and tuition dollars studying a subject you especially enjoy?
Resources
“Success doesn’t come to you . . . you go to it.”
– Dr. Marva Collins
This quote really sets the stage for the journey you’re on. Your journey may be a straight line that connects the dots between today and your future, or it may resemble a twisted road with curves, bumps, hurdles, and alternate routes.
To help you navigate your pathway to career success, take advantage of all the resources available to you. Your college, your community, and the wider body of higher-education institutions and organizations have many tools to help you with career development. Be sure to take advantage of the following resources:
• College course catalog: Course catalogs are typically rich with information that can spark ideas and inspiration for your major and your career.
• Faculty and academic advisers at your college: Many college professors are also practitioners in their fields, and can share insights with you about related professions.
• Fellow students and graduating seniors: Many of your classmates, especially those who share your major, may have had experiences that can inform and enlighten you—for instance, an internship with an employer or a job interview with someone who could be contacted for more information.
• Students who have graduated: Most colleges and universities have active alumni programs with networking resources that can help you make important decisions.
• Your family and social communities: Contact friends and family members who can weigh in with their thoughts and experience.
• A career center: Professionals in career centers have a wealth of information to share with you—they’re also very good at listening and can act as a sounding board for you to try out your ideas.
Many organizations have free materials that can provide guidance, such as the ones in the table, below:
WEB SITE DESCRIPTION
1 List of College Majors (MyMajors) A list of more than 1,800 college majors—major pages include description, courses, careers, salary, related majors and colleges offering major
2 Take the College Major Profile Quiz (About.com) Quiz is designed to help students think about college majors, personality traits, and how they may fit within different areas of study
3 Choosing a College Major Worksheet (Quint Careers) A six-step process to finding a college major
4 Common Mistakes Students Make in Choosing a Major (Wayne State University) Lists common misperceptions about choosing a major and explains how these misperceptions can cloud future plans
5 Best college majors for your career 2015-2016 (Yahoo.com) Explore a detailed list of the top ten majors that give students the greatest potential for success in the workplace, good incomes, and ample job opportunities
6 Explore Careers (BigFuture/The College Board) Explore careers by selecting “Show me majors that match my interests,” “Show me new career ideas,” and “Show me how others made their choices”
7 The College Major: What It Is and How To Choose One (BigFuture/The College Board) When to choose a major, how to choose a major, “you can change your mind,” majors and graduate school, and majors and professions
Licenses and Attributions:
CC licensed content, Original:
CC licensed content, Shared previously:
All rights reserved content:
• How to Pick a Major. Authored by: byuidahoadmissions. Located at: https://youtu.be/8I_Qw2NfSq0. License: All Rights Reserved. License Terms: Standard YouTube License.
• How to Select Your College Major – WiseChoice. Authored by: SE Social Media. Located at: https://youtu.be/V4dNoVsmU2o. License: All Rights Reserved. License Terms: Standard YouTube License.
• Choosing a College Major & Finding the Right Career Fit. Authored by: CareersOutThere. Located at: https://youtu.be/G03JSnmnSsI. License: Public Domain: No Known Copyright.
Adaptions: Foundations of Academic Success: Words of Wisdom essay removed (exists elsewhere in this work). Relocated learning objectives. Removed image of DNA oragami. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_05%3A_College_Majors.txt |
Lumen Learning and Linda (Bruce) Hill
“Every artist was first an amateur.”
– Ralph Waldo Emerson
If you lived and worked in colonial times in the United States, what skills would you need to be gainfully employed? What kind of person would your employer want you to be? And how different would your skills and aptitudes be then, compared to today?
Many industries that developed during the 1600s–1700s, such as health care, publishing, manufacturing, construction, finance, and farming, are still with us today. And the professional abilities, aptitudes, and values required in those industries are many of the same ones employers seek today.
For example, in the health care field then, just like today, employers looked for professionals with scientific acumen, active listening skills, a service orientation, oral comprehension abilities, and teamwork skills. And in the financial field then, just like today, employers looked for economics and accounting skills, mathematical reasoning skills, clerical and administrative skills, and deductive reasoning.
Why is it that with the passage of time and all the changes in the work world, some skills remain unchanged (or little changed)?
The answer might lie in the fact there are are two main types of skills that employers look for: hard skills and soft skills.
• Hard skills are concrete or objective abilities that you learn and perhaps have mastered. They are skills you can easily quantify, like using a computer, speaking a foreign language, or operating a machine. You might earn a certificate, a college degree, or other credentials that attest to your hard-skill competencies. Obviously, because of changes in technology, the hard skills required by industries today are vastly different from those required centuries ago.
• Soft skills, on the other hand, are subjective skills that have changed very little over time. Such skills might pertain to the way you relate to people, or the way you think, or the ways in which you behave—for example, listening attentively, working well in groups, and speaking clearly. Soft skills are sometimes also called “transferable skills” because you can easily transfer them from job to job or profession to profession without much training. Indeed, if you had a time machine, you could probably transfer your soft skills from one time period to another!
What Employers Want in an Employee
Employers want individuals who have the necessary hard and soft skills to do the job well and adapt to changes in the workplace. Soft skills may be especially in demand today because employers are generally equipped to train new employees in a hard skill—by training them to use new computer software, for instance—but it’s much more difficult to teach an employee a soft skill such as developing rapport with coworkers or knowing how to manage conflict. An employer might rather hire an inexperienced worker who can pay close attention to details than an experienced worker who might cause problems on a work team.
In this section, we look at ways of identifying and building particular hard and soft skills that will be necessary for your career path. We also explain how to use your time and resources wisely to acquire critical skills for your career goals.
Specific Skills Necessary for Your Career Path
A skill is something you can do, say, or think right now. It’s what an employer expects you to bring to the workplace to improve the overall operations of the organization.
The table below lists four resources to help you determine which concrete skills are needed for all kinds of professions. You can even discover where you might gain some of the skills and which courses you might take.
Spend some time reviewing each resource. You will find many interesting and exciting options. When you’re finished, you may decide that there are so many interesting professions in the world that it’s difficult to choose just one. This is a good problem to have!
RESOURCE DESCRIPTION
1 Career Aptitude Test (Rasmussen College) This test helps you match your skills to a particular career that’s right for you. Use a sliding scale to indicate your level of skill in the following skill areas: artistic, interpersonal, communication, managerial, mathematics, mechanical, and science. Press the Update Results button and receive a customized list of career suggestions tailored to you, based on data from the U.S. Bureau of Labor Statistics. You can filter by salary, expected growth, and education.
2 Skills Profiler (Career OneStop from the U.S. Department of Labor) Use the Skills Profiler to create a list of your skills, and match your skills to job types that use those skills. Plan to spend about 20 minutes completing your profile. You can start with a job type to find skills you need for a current or future job. Or if you are not sure what kind of job is right for you, start by rating your own skills to find a job type match. When your skills profile is complete, you can print it or save it.
3 O*Net OnLine This U.S. government website helps job seekers answer two of their toughest questions: “What jobs can I get with my skills and training?” and “What skills and training do I need to get this job?” Browse groups of similar occupations to explore careers. Choose from industry, field of work, science area, and more. Focus on occupations that use a specific tool or software. Explore occupations that need your skills. Connect to a wealth of O*NET data. Enter a code or title from another classification to find the related O*NET-SOC occupation.
Transferable Skills for Any Career Path
Transferable (soft) skills may be used in multiple professions. They include, but are by no means limited to, skills listed below:
• Dependable and punctual (showing up on time, ready to work, not being a liability)
• Self-motivated
• Enthusiastic
• Committed
• Willing to learn (lifelong learner)
• Able to accept constructive criticism
• A good problem solver
• Strong in customer service skills
• Adaptable (willing to change and take on new challenges)
• A team player
• Positive attitude
• Strong communication skills
• Good in essential work skills (following instructions, possessing critical thinking skills, knowing limits)
• Ethical
• Safety conscious
• Honest
• Strong in time management
These skills are transferable because they are positive attributes that are invaluable in practically any kind of work. They also do not require much training from an employer—you have them already and take them with you wherever you go. Soft skills are a big part of your “total me” package.
So, identify the soft skills that show you off the best, and identify the ones that prospective employers are looking for. By comparing both sets, you can more directly gear your job search to your strongest professional qualities.
10 Top Skills You Need to Get a Job When You Graduate
The following video summarizes the ten top skills that the Target corporation believes will get you a job when you graduate. Read a transcript of the video.
Video: 10 top skills that will get you a job when you graduate
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How to Find a New Job–Transferable Job Skills
If you are an international student, or perhaps English is your second language, the following video may especially appeal to you. It covers similar information to the 10 Top Skills video above. Discover how to find a new job more easily by learning how to identify and describe your transferable job skills in English.
Video: How to find a new job – Transferable Job Skills
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Activity: Assess Your Soft Skills
Objectives
• Review the transferable skills listed in the self-assessment exercises developed by Employment and Social Development Canada (ESDC).
• Analyze your strengths and areas in which you need to improve individual essential skills.
Instructions
• Read each statement in Section 1 of any transferable skills pertinent to a profession you are interested in.
• Place a checkmark in the column that best describes how well you can complete that task. Think about your work and life experiences as you consider each task.
• Review your responses for each task. If you have checked five or more in the “Somewhat” and/or “No” columns, you may want to consider upgrading your oral communication skills.
• Complete Section 2 to identify your training needs.
Self Assessments
• Oral Communication Self-Assessment
• Computer Use Self-Assessment
• Writing Self-Assessment
• Reading Self-Assessment
• Document Use Self-Assessment
• Numeracy Self-Assessment
• Continuous Learning Self-Assessment
• Working with Others Self-Assessment
• Thinking Self-Assessment
Acquiring Necessary Skills (both in and out of class) for Your Career Goals
“Lifelong learning” is a buzz phrase in the twentieth-first century because we are awash in new technology and information all the time, and those who know how to learn, continuously, are in the best position to keep up and take advantage of these changes. Think of all the information resources around you: colleges and universities, libraries, the Internet, videos, games, books, films—the list goes on.
With these resources at your disposal, how can you best position yourself for lifelong learning and a strong, viable career? Which hard and soft skills are most important? What are employers really looking for?
The following list was inspired by the remarks of Mark Atwood, director of open-source engagement at Hewlett-Packard Enterprise. It contains excellent practical advice.
• Learn how to write clearly. After you’ve written something, have people edit it. Then rewrite it, taking into account the feedback you received. Write all the time.
• Learn how to speak. Speak clearly on the phone and at a table. For public speaking, try Toastmasters. “Meet and speak. Speak and write.”
• Be reachable. Publish your email so that people can contact you. Don’t worry about spam.
• Learn about computers and computing, even if you aren’t gearing for a career in information technology. Learn something entirely new every six to twelve months.
• Build relationships within your community. Use tools like Meetup.com and search for clubs at local schools, libraries, and centers. Then, seek out remote people around the country and world. Learn about them and their projects first by searching the Internet.
• Attend conferences and events. This is a great way to network with people and meet them face-to-face.
• Find a project and get involved. Start reading questions and answers, then start answering questions.
• Collaborate with people all over the world.
• Keep your LinkedIn profile and social media profiles up-to-date. Be findable.
• Keep learning. Skills will often beat smarts. Be sure to schedule time for learning and having fun!
Just Get Involved
After you’ve networked with enough people and built up your reputation, your peers can connect you with job openings that may be a good fit for your skills. The video, below, from Monash University in Australia offers the following tips:
1. Get involved in part-time work
2. Get involved in extracurricular activities
3. Get involved with employment and career development
4. Get involved with volunteer work. Check out this website for volunteer matching.
“Just get involved. There are so many opportunities and open doors for you.”
Video: Tips to improve your career from Monash Graduates
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Licenses and Attributions:
CC licensed content, Original:
CC licensed content, Shared previously:
All rights reserved content:
• 10 top skills that will get you a job when you graduate. Authored by: TARGETjobs. Located at: https://youtu.be/jKtbaUzHLvw. License: All Rights Reserved. License Terms: Standard YouTube License.
• How to find a new jobu2014Transferable Job Skills. Authored by: Learn English with Rebecca. Located at: https://youtu.be/7Kt4nz8KT_Y. License: All Rights Reserved. License Terms: Standard YouTube License.
• Tips to improve your career from Monash Graduates. Authored by: Monash University. Located at: https://youtu.be/7EBDrTdccAY. License: All Rights Reserved. License Terms: Standard YouTube License.
Foundations of Academic Success: Words of Wisdom essay removed (exists elsewhere in this work).
Relocated Learning Objectives. Removed image of woman holding test strip. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_06%3A_Professional_Skill_Building.txt |
Lumen Learning and Linda (Bruce) Hill
Career Development
See if you can remember a time in your childhood when you noticed somebody doing professional work. Maybe a nurse or doctor, dressed in a lab coat, was listening to your heartbeat. Maybe a worker at a construction site, decked in a hard hat, was operating noisy machinery. Maybe a cashier at the checkout line in a grocery store was busily scanning bar codes. Each day in your young life you could have seen a hundred people doing various jobs. Surely some of the experiences drew your interest and appealed to your imagination.
If you can recall any such times, those are moments from the beginning stage of your career development.
What exactly is career development? It’s a lifelong process in which we become aware of, interested in, knowledgeable about, and skilled in a career. It’s a key part of human development as our identity forms and our life unfolds.
Stages of Career Development
There are five main stages of career development (developed by Donald Super). Each stage correlates with attitudes, behaviors, and relationships we all tend to have at that point and age. As we progress through each stage and reach the milestones identified, we prepare to move on to the next one.
Which stage of career development do you feel you are in currently? Think about each stage. What challenges are you facing now? Where are you headed?
# STAGE DESCRIPTION
1 GROWING This is a time in early years (4–13 years old) when you begin to have a sense about the future. You begin to realize that your participation in the world is related to being able to do certain tasks and accomplish certain goals.
2 EXPLORING This period begins when you are a teenager, extends into your mid-twenties, and may extend later. In this stage you find that you have specific interests and aptitudes. You are aware of your inclinations to perform and learn about some subjects more than others. You may try out jobs in your community or at your school. You may begin to explore a specific career. At this stage, you have some detailed “data points” about careers, which will guide you in certain directions.
3 ESTABLISHING This period covers your mid-twenties through mid-forties. By now you are selecting or entering a field you consider suitable, and you are exploring job opportunities that will be stable. You are also looking for upward growth, so you may be thinking about an advanced degree.
4 MAINTAINING This stage is typical for people in their mid-forties to mid-sixties. You may be in an upward pattern of learning new skills and staying engaged. But you might also be merely “coasting and cruising” or even feeling stagnant. You may be taking stock of what you’ve accomplished and where you still want to go.
5 REINVENTING In your mid-sixties, you are likely transitioning into retirement. But retirement in our technologically advanced world can be just the beginning of a new career or pursuit—a time when you can reinvent yourself. There are many new interests to pursue, including teaching others what you’ve learned, volunteering, starting online businesses, consulting, etc.
Keep in mind that your career development path is personal to you, and you may not fit neatly into the categories described above. It’s more common than it has been in the past for people to change careers in their thirties, forties, fifties, and even sixties.Perhaps your socioeconomic background changes how you fit into the schema. Perhaps your physical and mental abilities affect how you define the idea of a “career.” And for everyone, too, there are factors of chance that can’t be predicted or anticipated. You are unique, and your career path can only be developed by you.
Career Development Resources in Your College, Community, and Beyond
Career experts say that people will change careers (not to mention jobs) five to seven times in a lifetime. So your career will likely not be a straight and narrow path. Be sure to set goals and assess your interests, skills and values often. Seek opportunities for career growth and enrichment. And take advantage of the rich set of resources available to you. Below are just a few.
Career Development Office on Campus
Whether you are a student, a graduate, or even an employer, you can obtain invaluable career development assistance at your college or university. Campus career centers can support, guide, and empower you in every step of the career development process, from initial planning to achieving lifelong career satisfaction.
Books on Career Development
Going to college is one of the best steps you can take to prepare for a career. But soon-to-be or recently graduated students are not necessarily guaranteed jobs. Staying educated about strategies for developing your career and finding new jobs will help you manage ongoing transitions. The book The Secret to Getting a Job After College: Marketing Tactics to Turn Degrees into Dollars, by author Larry Chiagouris, was written specifically to help recent grads increase their chances of finding a job right after college. It speaks to students in all majors and provides tips and tactics to attract the attention of an employer and successfully compete with other candidates to get the job you want.
The following video provides an introduction to the book. You can download a transcript of the video here.
Video: The Secret to Getting a Job After College
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Career Roadmap
You can use the Career Roadmap, from DePaul University, to evaluate where you are and where you want to be in your career. It can help you decide if you want to change career paths and can guide you in searching for a new job. The road map identifies the following four cyclical steps:
1. Know yourself
2. Explore and choose options
3. Gain knowledge and experience
4. Put it all together: the job search process
Plan, Do, Check, Act
PDCA (plan–do–check–act) is a four-step strategy for carrying out change. You can use it to evaluate where you are in the career development process and to identify your next steps. The strategy is typically used in the business arena as a framework for improving processes and services. But you can think of your career as a personal product you are offering or selling.
1. PLAN: What are your goals and objectives? What process will you use to get to your targets? You might want to plan smaller to begin with and test out possible effects. For instance, if you are thinking of getting into a certain career, you might plan to try it out first as an intern or volunteer or on a part-time basis. When you start on a small scale, you can test possible outcomes.
2. DO: Implement your plan. Sell your product—which is YOU and your skills, talents, energy, and enthusiasm. Collect data as you go along; you will need it for charting and analyzing in the Check and Act steps ahead.
3. CHECK: Look at your results so far. Are you happy with your job or wherever you are in the career development process? How is your actual accomplishment measuring up next to your intentions and wishes? Look for where you may have deviated in your intended steps. For example, did you take a job in another city when your initial plans were for working closer to friends and family? What are the pros and cons? If you like, create a chart that shows you all the factors. With a chart, it will be easier to see trends over several PDCA cycles.
4. ACT: How should you act going forward? What changes in planning, doing, and checking do you want to take? The PDCA framework is an ongoing process. Keep planning, doing, checking, and acting. The goal is continuous improvement.
Internet Sites for Career Planning
Visit the Internet Sites for Career Planning website at the National Career Development Association’s site. You will find extensive, definitive, and frequently updated information on the following topics:
• Online Employment
• Self-Assessment
• Career Development Process
• Occupational Information
• Employment Trends
• Salary Information
• Educational Information
• Financial Aid Information
• Apprenticeships and Other Alternative Training Opportunities
• Job Search Instruction and Advice
• Job Banks
• Career Search Engines
• Resources for Diverse Audiences
• Resources and Services for Ex-Offenders
• Resources and Services for Youth, Teen and Young Adults
• Resources and Services the Older Client
• Industry and Occupation Specific Information
• Researching Employers
• Social Networking Sites
• Disabilities
• Military
Activity: Campus to Career
Objective
• Examine two critical questions about developing your career while still in college: How do I prepare myself for a career while I’m in college? How do I position myself to get ahead?
Instructions
• Review the Campus to Career website called “Top College Career Tips from Freshman to Senior Year.”
• Visit the section for each year of college: Freshman Year, Sophomore Year, Junior Year, and Senior Year. You may need to return to the main page of the site to access the sophomore, junior, and senior year pages of content.
Licenses and Attributions
CC licensed content, Original:
CC licensed content, Shared previously
• Campus to Career Quiz. Authored by: Ronda Dorsey Neugebauer. Provided by: Chadron State College. Project: Kaleidoscope Open Course Initiative. License: CC BY: Attribution.
All rights reserved content:
• The Secret to Getting a Job After College. Authored by: CT STYLE. Located at: https://youtu.be/OpeIqQ5qTjc. License: All Rights Reserved. License Terms: Standard YouTube License.
Adaptions: slight formatting changes, removed image of people in lab, removed image of plan-do-check-act, removed quote. Relocated Learning Objectives. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_07%3A_Career_Development.txt |
Vicki L. Brown
Vicki L. Brown
I was supposed to be a teacher. Growing up, I had a classroom in the basement. I had a chalkboard, chalk, desks, textbooks, homework assignments, pens, pencils, paper—you name it, I had it! My brother and sister called me “Miss Brown.” All I ever wanted to be was an elementary school teacher—until I went to college.
As an elementary education major in college, I participated in a variety of classes—classes on literacy, math and science, philosophies of teaching, child development theory, principles of education, foundations of classroom behavior, and a whole list of others. We learned how to write a lesson plan, manage a classroom, how to set up a classroom, and much, much more.
In addition to my studies, I got involved in campus life. I joined the swimming and diving team, participated in campus activities, and joined clubs. I served as a captain of the swimming and diving team, became an Orientation Leader and a Resident Assistant, and completely immersed myself in the college experience. It was through these co-curricular activities that I was introduced to the world of higher education and a potentially new career choice for myself.
Through my academic and co-curricular activities, I gained valuable knowledge from all those I came in contact with—my peers, professors, Residence Hall Directors, and many college administrators. They encouraged me to explore what it was that I really wanted to do with my life. The more I got involved in my college experience, the more I learned about myself: what I’m good at, what I’m not good at, what I wanted to do, and what I didn’t want to do.
As I started to sort through my options, I continued my studies, receiving both a bachelor’s degree and a master’s degree in elementary education. While attending graduate school, I also worked as a Graduate Residence Hall Director. It was during that time when I finally made the decision to pursue a career in higher education administration/student affairs administration and leave my plans of being an elementary school teacher behind.
The decision wasn’t as difficult as one might think. When some listen to my story, I often hear “you’ve wasted all that time and money…” But, the truth is I gained valuable, lifelong skills from the people I met, the classes I took, the jobs I’ve had, and the activities I involved myself in. Each and every skill you acquire is transferable. This is perhaps the best lesson I’ve ever learned in college.
The countless lesson plans I had to write for my education classes and student teaching have helped me prepare practice plans as the head coach for the men’s and women’s swimming and diving team. The skills I learned while planning programs and activities for my residents as a Resident Assistant, Hall Director, and Area Coordinator have helped me plan campus events as the Director of Student Activities in the Center for Student Leadership & Involvement. The classroom management techniques I learned in college have helped me to manage my office, staff, team, committees, etc. The communication and development theories I’ve learned have taught me how to have meaningful conversations with others and how best to meet their needs.
Each and every skill you learn throughout your academic, personal, and professional career is valuable and transferable. Do not let your college degree define who you are but rather, let the knowledge and skills you’ve acquired define who you are.
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Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Vicki L. Brown. Located at: https://milnepublishing.geneseo.edu/.../transferable/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_08%3A_Words_of_Wisdom%3A_Transferable.txt |
Lumen Learning and Linda (Bruce) Hill
“Communication—the human connection—is the key to personal and career success.”
– Paul J. Meyer
In the context of career development, networking is the process by which people build relationships with one another for the purpose of helping one another achieve professional goals.
When you “network,” you exchange information.
• You may share business cards, résumés, cover letters, job-seeking strategies, leads about open jobs, information about companies and organizations, and information about a specific field.
• You might also share information about meet-up groups, conferences, special events, technology tools, and social media.
• You might also solicit job “headhunters,” career counselors, career centers, career coaches, an alumni association, family members, friends, acquaintances, and vendors.
Networking can occur anywhere and at any time. In fact, your network expands with each new relationship you establish. And the networking strategies you can employ are nearly limitless. With imagination and ingenuity, your networking can be highly successful.
A series of stick figures connected by dotted lines.
Strategies for Networking
We live in a social world. Almost everywhere you go and anything you do professionally involves connecting with people. It stands to reason that finding a new job and advancing your career entails building relationships with these people. Truly, the most effective way to find a new job is to network, network, and network some more.
Once you acknowledge the value of networking, the challenge is figuring out how to do it. What is your first step? Whom do you contact? What do you say? How long will it take? Where do you concentrate efforts? How do you know if your investments will pay off?
For every question you may ask, a range of strategies can be used. Begin exploring your possibilities by viewing the following energizing video, Networking Tips for College Students and Young People, by Hank Blank. He recommends the following modern and no-nonsense strategies:
1. Hope is not a plan. You need a plan of action to achieve your networking goals.
2. Keenly focus your activities on getting a job. Use all tools available to you.
3. You need business cards. No ifs, ands, or buts.
4. Attend networking events. Most of them offer student rates.
5. Master Linkedin because that is what human resource departments use. Post updates.
6. Think of your parents’ friends as databases. Leverage their knowledge and their willingness to help you.
7. Create the world you want to live in in the future by creating it today through your networking activity. These are the times to live in a world of “this is how I can help.”
Video: Networking Tips for College Students and Young People, Hank Blank
A YouTube element has been excluded from this version of the text. You can view it online here: press.rebus.community/blueprint3/?p=47
International Student Series: Finding Work Using Your Networks
If you are an international student, or perhaps if English is not your native language, this video may especially appeal to you. It focuses on the importance of networking when looking for jobs and keeping an open mind. Simply talking to people can help you move from casual work to full-time employment.
Video: International Student Series: Finding Work Using Your Networks
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint3/?p=47
. . . And More Strategies
Strategies at College
• Get to know your professors: Communicating with instructors is a valuable way to learn about a career and also get letters of reference if and when needed for a job. Professors can also give you leads on job openings, internships, and research possibilities. Most instructors will readily share information and insights with you. Get to know your instructors. They are a valuable part of your network.
• Check with your college’s alumni office: You may find that some alumni are affiliated with your field of interest and can give you the “inside scoop.”
• Check with classmates: Classmates may or may not share your major, but any of them may have leads that could help you. You could be just one conversation away from a good lead.
Strategies at Work
• Join professional organizations: You can meet many influential people at local and national meetings and events of professional and volunteer organizations. Learn about these organizations. See if they have membership discounts for students, or student chapters. Once you are a member, you may have access to membership lists, which can give you prospective access to many new people to network with.
• Volunteer: Volunteering is an excellent way to meet new people who can help you develop your career, even if the organization you are volunteering with is not in your field. Just by working alongside others and working toward common goals, you build relationships that may later serve you in unforeseen and helpful ways.
• Get an internship: Many organizations offer internship positions to college students. Some of these positions are paid, but often they are not. Paid or not, you gain experience relevant to your career, and you potentially make many new contacts. Check CollegeRecruiter.com and internships.com for key resources.
• Get a part-time job: Working full-time may be your ultimate goal, but you may want to fill in some cracks or crevices by working in a part-time job. Invariably you will meet people who can feasibly help with your networking goals. And you can gain good experience along the way, which can also be noted on your résumé. Check your college career center website. Many have online job boards for full and part-time employment.
• Join a job club: Your career interests may be shared by many others who have organized a club, which can be online or in person. If you don’t find an existing club, consider starting one.
• Attend networking events: There are innumerable professional networking events taking place around the world and also online. Find them listed in magazines, community calendars, newspapers, journals, and at the websites of companies, organizations, and associations.
• Conduct informational interviews: You may initiate contact with people in your chosen field who can tell you about their experiences of entering the field and thriving in it. Many websites have guidance on how to plan and conduct these interviews.
Strategies at Home and Beyond
• Participate in online social media: An explosion of career opportunity awaits you with social media, including LinkedIn, Twitter, Facebook, Instagram, Pinterest, and many more. You will find an extensive list of suggested sites at CareerOneStop. Keep your communication ultra-professional at these sites. Peruse magazine articles, and if you find one that’s relevant to your field and it contains names of professionals, you can reach out to them to learn more and get job leads. Realize that social media is public and posting pictures of yourself at parties or commenting in an unbecoming way could cost you an opportunity.
• Ask family members and friends, coworkers, and acquaintances for referrals: Do they know others who might help you? You can start with the question “Who else should I be talking to?”
• Use business cards or networking cards: A printed business card can be an essential tool to help your contacts remember you. Creativity can help in this regard, too. Students often design cards themselves and either hand print them or print them on a home printer.
Activity: Networking for Career Development
Objectives
• Examine five strategies for obtaining and engaging with networking contacts
• Develop relationships with new contacts to enhance your career
Instructions
• Find information about five companies or people in your field of interest and follow them on Twitter.
• Research which social media platform is popular in your field of interest currently interested in, and find leaders and experts in that field who are good models for how to interact with the audience of that platform. Be thoughtful about creating an account. Remember that these accounts will be highly searchable for a long time. What you post and how and when you post matters. That may enhance (or hurt) your career.
• Find names of three people who interest you (peruse magazine articles, online sites, or other resources), and write an email to them explaining your interests and any requests you may have for information.
• Sign up for newsletters from two professional organizations in a field you want to know more about.
• Find and attend one in-person or online event within a month.
• Now write about this experience on one of your social media sites.
• Keep your communication on social media positive. It’s poor form to attack or bully someone and may have regretful consequences. If you disagree with someone, do so respectfully.
For additional ideas and inspiration about networking for career development, watch the following video, Hustle 101: Networking For College Students and Recent Grads. The speaker, Emily Miethner, is a recent college graduate and the founder and president of NYCreative Interns, “dedicated to helping young creatives discover and then follow their dream careers.”
Video: Hustle 101: Networking for College Students and Recent Grads, Emily Miethner
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint3/?p=47
Sources for Developing Professional Networks
The bottom line with developing professional networks is to cull information from as many sources as possible and use that information in creative ways to advance your career opportunities. The strategies listed in the section above provide you with a comprehensive set of suggestions. Below is a summary of sources you can use to network your way to career success:
• Meet-up groups
• Conferences
• Special events
• Technology tools
• Social media
• Career centers
• Alumni associations
• Professional organizations
• Volunteer organizations
• Internships
• Part-time job
• Job club
• Networking events
• Magazine articles
• websites
• Career coaches
• Headhunters
• Career counselors
• Family members
• Friends
• Coworkers
• Vendors
• College professors
• Advisers
• Classmates
• Administrators
• Coaches
• Guest speakers
Licenses and Attributions:
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• Image of 3D Social Networking. Authored by: Chris Potter. Located at: https://flic.kr/p/d9K1Bc. License: CC BY: Attribution.
• Networking. Authored by: Ronda Dorsey Neugebauer. Provided by: Chadron State College. Project: Kaleidoscope Open Course Initiative. License: CC BY: Attribution.
All rights reserved content:
• Hank Blank – Networking Tips for College Students and Young People. Authored by: Hank Blank. Located at: https://youtu.be/TDVstonPPP8. License: All Rights Reserved. License Terms: Standard YouTube License.
• International Student Series: Finding work using your networks. Authored by: The University of Sydney. Located at: https://youtu.be/1yQ5AKqpeiI. License: All Rights Reserved. License Terms: Standard YouTube License.
• Hustle 101: Networking For College Students & Recent Grads. Authored by: NYCreativeInterns. Located at: https://youtu.be/TyFfc-4yj80. License: All Rights Reserved. License Terms: Standard YouTube License.
Adaptions: Relocated learning objectives. Removed career fair image. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_09%3A_Networking.txt |
Jackie Vetrano
Jackie Vetrano
Searching for a job, especially your first job, is a lot like online dating. It begins as a time commitment, gets nerve-wracking towards the middle, but ends in success and happiness if you follow the right process.
Like many single people with access to current technology, I ventured into the world of online dating. I went for coffee with potential mates who were instant no ways, some who left me scratching my head, and a few who I found a connection with.
But hang on. We are here to talk about professional development, not my love life.
Being on the job hunt is not easy. Many spend hours preparing résumés, looking at open positions, and thinking about what career path to travel. Occasionally, it is overwhelming and intimidating, but when taken one step at a time, it can be a manageable and an exciting process.
Your Dating Profile—The Résumé
The first step of online dating is the most important: create your dating profile. Your profile is where you put your best foot forward and show off all of your attractive qualities through visuals and text. Online daters find their most flattering photos and then season the “about me” section of their profile with captivating and descriptive words to better display who they are and why other online daters should give them a shot.
Résumés follow this same logic. Your résumé should be clean, polished, and present you in your best light for future employers. Like dating profiles, they are detailed and should paint a picture for other prospective dates (or future employers) supporting why you deserve a chance at their love—an interview.
The unspoken rules of online dating profiles are very similar to the rules for writing a résumé. Whether you like it or not, your online dating profile and résumé both serve as a first impression. Profiles and résumés that are short, filled with spelling errors, or vague are usually passed over. Your written description is very important to display who you are.
Your résumé should capture who you are, your skill set, education, past experiences, and anything else that is relevant to the job you hope to obtain. Knowing your audience is a key factor in crafting the perfect résumé. Logically, if my online dating profile presented studious and quiet personality traits, I would likely start receiving messages from potential mates who are looking for someone who is seeking those traits. By taking a similar approach while writing a résumé, you can easily determine the tone, language, and highlighted skills and experiences you should feature. The tone of your résumé is dictated by the nature of the position you hope to obtain in the future. For example, hospitality jobs or positions that require you to interact with many people on a daily basis should be warm and welcoming while analytical jobs, such as accounting or research positions, should reflect an astute attention to detail. Your choice in language follows similar logic—use appropriate terms for the position you are seeking.
Unlike online dating profiles, your résumé should include your important contact information, including email address and telephone number.
Finding Love—The Job Hunt
Simply crafting an online dating profile doesn’t necessarily mean you will find your one true love, and the same applies to your career. Once your résumé is crafted, it is equally as important to search the job market to find what you think would be a good fit based on your skills and preferences.
An important part of online dating is setting the appropriate search filters. Sites allow users to search by gender, location, age, religious beliefs, or social practices. All these are small pieces that affect the overall compatibility between two people, with some factors being more important than others. By carefully choosing which filters are most important, you’re sure to have better luck finding a perfect match that will make you happy and excited.
As you begin the job hunt, it is important to determine your filters when it comes to a career or first job. Some of these filters, like dating, may hold more weight to you than others. Many job search sites allow users to find job listings as defined by these filters, and they can include: location, type of organization, starting salary, potential for promotion, job responsibilities, etc.
Always establish filters. You may say, “I don’t care what I find, as long as I find something.” All of us have a preference in our love lives as well as our careers, and being honest with yourself about these filters will increase the likelihood for happiness in the end. These filters also allow you to more quickly read through job postings, because you will be focusing on positions with the qualities that you already determined are the most important to you.
When you are searching for a posted position using an online service, enter your filters and try a variety of search phrases to find as many postings as possible. Even changing “school counselor” to “guidance counselor” or only “counseling” may produce a different set of job postings, depending on the website.
It is also important to remember, like online dating sites, not every job posting will be on every employment site. Experiment with different search techniques and websites, and seek the advice of others for the best resource for recent postings. It’s easy to save these filters and search results on most job search websites, allowing you to check back on a constant basis without resetting your filters. Most sites also allow you to create a free account, providing you a way to receive email alerts any time a new job is posted and fits in with your filters.
After the filters are set, it is time to start the exciting and nerve-wracking part: scrolling through profiles.
Scrolling through Profiles—The Job Postings
You will find attractive potentials with no description provided, others who exclusively take selfies, and a whole list of people who simply are not right for you based on their description. But then, it happens. You find someone who may be a match, and your heart starts to flutter.
Reading through a job description is equally as exciting. A good job posting provides a robust description of responsibilities, minimum qualifications, and desired qualifications for candidates. Knowing your own skill set, you can determine if you’re a match or not. By having honest filters set before searching, it’s likely that you are.
Sometimes, online dating simply doesn’t work. Many will then turn to speed dating to meet new people in the area. This method allows for daters to quickly determine whether or not there’s any chemistry, without spending time searching through online profiles. Similarly, job fairs provide this quick face-to-face advantage. If you’re attending a job fair, be sure dress appropriately and have copies of your résumé and business cards on hand. Through job fairs, you’ll be building your first impression right away, and may even be offered an interview on the spot.
Sending a Message—The Cover Letter
After searching through dozens of profiles, online daters generally find a handful of people they can picture themselves with. There’s only one way to find out more about the person, and that’s by sending the first message.
My personal rule for online dating is to always send a thoughtful first message to those I want to meet. It’s easy enough to send a short, impersonal “hey,” but it’s important to make a good impression. It’s obvious that the message I send, combined with my well-written profile, is going to continue to form a first impression of me. First impressions are very important in dating, job-hunting, and life overall.
The challenging part of the first message I send through online dating sites is determining what to say. I’ve never met these people before, but I do have access to their dating profiles filled with their hobbies, hometowns, and more. This is a perfect starting point for my message, especially if we both root for the same football team or if the other person likes to run as much as I do.
Your cover letter serves as an introduction to your future employer and should compliment your résumé to create a shining first impression. It is incredibly challenging to sit in front of a blank screen trying to find a good starting point, which means you should look at the job posting and organization’s website for ideas about what to include.
Generally, these job postings provide a set of hard skills (such as proficiency with certain technology) and soft skills (such as public speaking, teamwork, or working in a flexible environment) required and desired for the posted position. This information provides you a list of what should be explained in your cover letter. Demonstrating your hard skills is a simple enough task by using examples or stating certifications, but describing your soft skills may require a little more thought. These soft skills can be exhibited by discussing specific examples of past experiences in previous jobs you’ve held, volunteer work, or work you’ve done in college classes.
After you have crafted your cover letter, you should send it to a few people you trust for their opinion and overall proofreading along with the job posting for their reference. It’s obvious that your cover letter should be free of spelling and grammar errors, but these trustworthy individuals will also be able to provide helpful insight about the examples you’ve used to display your soft skills.
The Hard Part—Waiting
You just sent your first message to the love of your life, but now what? You wait. You will undoubtedly feel anxious, especially if you sit refreshing your inbox for hours at a time, but if you made a good first impression and they like you as much as you like them, you will hear back.
While you wait, take the time to do a little research. Search for the organization online and view what information they provide. You will be storing up some good facts about your future partner, which is something you can bring up when you’re on your first date. This research will also allow you to understand the company better. The organization displays their values, work ethic, and personality through online and print resources, which allows you to see if their values match with yours.
Unlike online dating, it is helpful to follow up with an organization you’ve applied to. Generally, the Human Resources department of an organization is the best place to start if you are unsure whom to call. This phone call is another piece of your first impression, which means you should be prepared to talk. Have any materials that you need ready, and be sure you are in a quiet place.
The First Date—The Job Interview
After what may feel like forever, you hear back from the love of your life. Congratulations! In the online dating world, you may chat about common interests (because you wrote a stunning first message), but in the world of work, you’ll be asked to visit the organization for an interview.
I have been on many first dates, and whether it’s in a coffee shop or over dinner, the first face-to-face meeting is tremendously important. If someone I am meeting for the first time looks like they just came from the gym or rolled out of bed, my impression instantly changes. This same theory can be directly applied to your first date with your future employer. You have worked hard on your cover letter and résumé, and you should not taint the sparkling first impression you have created with the wrong choice in dress.
What you wear to a job interview may change based on the position you have applied for, but there are a set of basic rules that everyone should follow. Similar to meeting someone on a first date for coffee, you want to be comfortable. Some interviews may take place with multiple people in an organization, meaning you will be walking to different locations, sitting down, and potentially sweating from a broken air conditioning unit. Consider these factors when choosing your outfit for your interview, and if you’re concerned about being underdressed, remember to always dress a bit nicer than how you’d dress for the job itself.
There is nothing worse than sitting alone at a coffee shop waiting for a mystery date to show up. It’s uncomfortable and affects my overall first impression of whom I’m about to meet. Avoid making your mystery employer annoyed and waiting for you by leaving at least ten minutes earlier than you need to, just in case you get stuck in traffic. Arrive at least ten minutes early. The interview will start out much better if you are early rather than nervous and running late. Arriving early also gives you the time to have some coffee and review materials you may need for the interview. Coming on time to an interview or a first date shows you respect the time of the person you plan to meet.
On a first date, it is all about communication. Sometimes, there may be silences that cannot be filled or the person I have just met discloses their entire life story to me in less than an hour. If we cannot achieve a proper balance, there will not be a second date. Communicating effectively in a job interview is equally as important, especially if you want a job offer!
All of the rules of dating apply to how you should behave in a job interview. The interviewer will ask you questions, which means that you should look at them and focus on what is being asked. Your phone should be on silent (not even on vibrate), and hidden, to show that you are fully attentive and engaged in the conversation you are having. Much like having a conversation on a date, the answers to your questions should be clear and concise and stay on topic. The stories I tell on my first dates are more personal than what would be disclosed in a job interview, but the mindset is the same. You are building the impression that the organization has of you, so put your best foot forward through the comments you make.
To make that great impression, it is really important to heavily prepare and practice, even before you have an interview scheduled. By brainstorming answers to typical interview questions in a typed document or out loud, later during the interview you will easily remember the examples of your past experiences that demonstrate why you are best for the job. You can continue to update this list as you move through different jobs, finding better examples to each question to accurately describe your hard and soft skills.
This interview is as much a date for your future employer as it is for you. Come prepared with questions that you have about the company, the position, and anything else you are curious about. This is an opportunity for you to show off the research you’ve done on the organization and establish a better understanding of company culture, values, and work ethic. Without knowing these basics of the company or organization, what you thought was a match might only end in a tense breakup.
After your interview is over, you continue to have an opportunity to build on the positive impression that you’ve worked hard to form. Sending a follow up thank you note to each person you interviewed with will show your respect for the time the organization spent with you. These notes can be written and sent by mail or emailed, but either way should have a personal touch, commenting on a topic that was discussed in the interview. While sending a thank you note after a first date may sound a little strange, you might not get asked to a second interview without one!
It’s Official—The Job Offer
In the online dating world, it takes a few dates to determine if two people are a match. In the corporate world, you may have a one or two interviews to build a relationship. If your impression was positive and the organization believes you’re a match for the open position, you’ll be offered a job.
With a job offer also comes the salary for the position. It is important to know what a reasonable salary is for the position and location, which can be answered with a bit of research. One good place to look is the Bureau of Labor Statistics website: http://stats.bls.gov/oes/current/oessrcst.htm. At this point, it is not uncommon to discuss your salary with your future employer, but be sure to do so in a polite way.
Online dating sites provide the means for millions of people to meet future partners, and the number of people who use online dating is so large that there are sure to be disappointments along the way. I have met people who I thought were compatible with me, but they did not feel the same, and vice versa. This happens frequently while searching for a job, which can be discouraging, but should not hinder you from continuing to search! There are a great number of opportunities, and sometimes all it takes is adjusting your filters or revising your résumé and cover letter. The cliché “there’s plenty of fish in the sea” may be true, but there is definitely a way for each person to start their career off right.
Licenses and Attributions:
CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Jackie Vetrano. Located at: https://milnepublishing.geneseo.edu/foundations-of-academic-success/chapter/its-like-online-dating/ License: CC BY: Attribution.
Adaptions: Some content edited by Dave Dillon based on peer review suggestions. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_10%3A_Words_of_Wisdom%3A_Its_Like_Online_Dating.txt |
Lumen Learning and Linda (Bruce) Hill
“The most important tool you have on a résumé is language.”
– Jay Samit
A résumé is a “selfie” for business purposes. It is a written picture of who you are—it’s a marketing tool, a selling tool, and a promotion of you as an ideal candidate for any job you may be interested in.
The word résumé comes from the French word résumé, which means “a summary.” Leonardo da Vinci is credited with writing one of the first known résumés, although it was more of a letter that outlined his credentials for a potential employer, Ludovico Sforza. The résumé got da Vinci the job, though, and Sforza became a longtime patron of da Vinci and later commissioned him to paint The Last Supper.
Résumés and cover letters work together to represent you in the most positive light to prospective employers. With a well-composed résumé and cover letter, you stand out—which may get you an interview and then a good shot at landing a job.
In this section, we discuss résumés and cover letters as key components of your career development tool kit. We explore some of the many ways you can design and develop them for the greatest impact in your job search.
Your Résumé: Purpose and Contents
Your résumé is an inventory of your education, work experience, job-related skills, accomplishments, volunteer history, internships, residencies, and/or more. It’s a professional autobiography in outline form to give the person who reads it a quick, general idea of who you are, and what skills, abilities, and experiences you have to offer. With a better idea of who you are, prospective employers can see how well you might contribute to their workplace.
As a college student or recent graduate, though, you may be unsure about what to put in your résumé, especially if you don’t have much employment history. Still, employers don’t expect recent grads to have significant work experience. And even with little work experience, you may still have a host of worthy accomplishments to include. It’s all in how you present yourself.
The following video is an animated look at why résumés are so important. Read a transcript of the video.
Video: Why Do I Need a Resume?
A YouTube element has been excluded from this version of the text. You can view it online here: press.rebus.community/blueprint3/?p=49
Elements of Your Successful Résumé
Perhaps the hardest part of writing a résumé is figuring out what format to use to organize and present your information in the most effective way. There is no correct format, per se, but most résumés follow one of the four formats below. Which format do you think will best represent your qualifications?
1. Reverse chronological résumé: A reverse chronological résumé (sometimes also simply called a chronological résumé) lists your job experiences in reverse chronological order—that is, starting with the most recent job and working backward toward your first job. It includes starting and ending dates. Also included is a brief description of the work duties you performed for each job, and highlights of your formal education. The reverse chronological résumé may be the most common and perhaps the most conservative résumé format. It is most suitable for demonstrating a solid work history, and growth and development in your skills. It may not suit you if you are light on skills in the area you are applying to, or if you’ve changed employers frequently, or if you are looking for your first job. Reverse Chronological Résumé Examples
2. Functional résumé: A functional résumé is organized around your talents, skills, and abilities (more so than work duties and job titles, as with the reverse chronological résumé). It emphasizes specific professional capabilities, like what you have done or what you can do. Specific dates may be included but are not as important. So if you are a new graduate entering your field with little or no actual work experience, the functional résumé may be a good format for you. It can also be useful when you are seeking work in a field that differs from what you have done in the past. It’s also well suited for people in unconventional careers. Functional Résumé Examples
3. Hybrid résumé: The hybrid résumé is a format reflecting both the functional and chronological approaches. It’s also called a combination résumé. It highlights relevant skills, but it still provides information about your work experience. With a hybrid résumé, you may list your job skills as most prominent and then follow with a chronological (or reverse chronological) list of employers. This résumé format is most effective when your specific skills and job experience need to be emphasized. Hybrid Résumé Examples
4. Video, infographic, and website résumé: Other formats you may wish to consider are the video résumé, the infographic résumé, or even a website résumé. These formats may be most suitable for people in multimedia and creative careers. Certainly with the expansive use of technology today, a job seeker might at least try to create a media-enhanced résumé. But the paper-based, traditional résumé is by far the most commonly used—in fact, some human resource departments may not permit submission of any format other than paper based. Video Resume Examples; Infographic Résumé Examples; Website Résumé Examples
An important note about formatting is that, initially, employers may spend only a few seconds reviewing each résumé—especially if there is a big stack of them or they seem tedious to read. That’s why it’s important to choose your format carefully so it will stand out and make the first cut.
Résumé Contents and Structure
For many people, the process of writing a résumé is daunting. After all, you are taking a lot of information and condensing it into a very concise form that needs to be both eye-catching and easy to read. Don’t be scared off, though! Developing a good résumé can be fun, rewarding, and easier than you think if you follow a few basic guidelines. In the following video, a résumé-writing expert describes some keys to success.
Video: Resume Tutorial
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Contents and Components To Include
1. Your contact information: name, address (note that some recommend not sharing for security purposes, others recommend sharing to be complete), phone number, professional email address
2. A summary of your skills: 5–10 skills you have gained in your field
3. Work experience: depending on the résumé format you choose, you may list your most recent job first; include the title of the position, employer’s name, location, employment dates (beginning, ending); Working for a family business is valid work experience and should definitely be on a resume.
4. Volunteer experience: can be listed in terms of hours completed or months/years involved. Use the same format as that used to list work experience.
5. Education and training: formal and informal experiences matter; include academic degrees, professional development, certificates, internships, etc.
6. Other sections: may include a job objective, a brief profile, a branding statement, a summary statement, additional accomplishments, and any other related experiences
Caution
Résumés resemble snowflakes in as much as no two are alike. Although you can benefit from giving yours a stamp of individuality, you will do well to steer clear of personal details that might elicit a negative response. It is advisable to omit any confidential information or details that could make you vulnerable to discrimination, for instance. Your résumé will likely be viewed by a number of employees in an organization, including human resource personnel, managers, administrative staff, etc. By aiming to please all reviewers, you gain maximum advantage.
• Do not mention your age, gender, height or weight.
• Do not include your social security number.
• Do not mention religious beliefs or political affiliations, unless they are relevant to the position.
• Do not include a photograph of yourself or a physical description.
• Do not mention health issues.
• Do not use first-person references (I, me).
• Do not include wage/salary expectations.
• Do not use abbreviations.
• Proofread carefully—absolutely no spelling mistakes are acceptable.
Top Ten Tips for a Successful Résumé
1. Aim to make a résumé that’s 1–2 pages long on letter-size paper.
2. Make it visually appealing.
3. Use action verbs and phrases.
4. Proofread carefully to eliminate any spelling, grammar, punctuation, and typographical errors.
5. Include highlights of your qualifications or skills to attract an employer’s attention.
6. Craft your letter as a pitch to people in the profession you plan to work in.
7. Stand out as different, courageous.
8. Be positive and reflect only the truth.
9. Be excited and optimistic about your job prospects!
10. Keep refining and reworking your résumé; it’s an ongoing project.
Remember that your résumé is your professional profile. It will hold you in the most professional and positive light, and it’s designed to be a quick and easy way for a prospective employer to evaluate what you might bring to a job. When written and formatted attractively, creatively, and legibly, your résumé is what will get your foot in the door. You can be proud of your accomplishments, even if they don’t seem numerous. Let your résumé reflect your personal pride and professionalism. A resume is also a “living document” and will change as your experiences and skills change.
In the following video, Résumé Tips for College Students From Employers, several college graduate recruiters summarize the most important points about crafting your résumé. Download a transcript of the video.
Video: Résumé Tips for College Students From Employers
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Résumé Writing Resources
WEBSITE DESCRIPTION
2 The Online Resume Builder (from My Perfect resume) The online résumé builder is easy to use. Choose your résumé design from the library of professional designs, insert prewritten examples, then download and print your new résumé.
3 Résumé Builder (from Live Career) This site offers examples and samples, templates, tips, videos, and services for résumés, cover letters, interviews, and jobs.
4 Résumé Samples for College Students and Graduates (from About Careers) This site offers a plethora of sample résumés for college students and graduates. Listings are by type of student and by type of job. Résumé templates are also provided.
5 Job Search Minute Videos (from College Grad) This site offers multiple to-the-point one-minute videos on topics such as print résumés, video résumés, cover letters, interviewing, tough interview questions, references, job fairs, and Internet job searching.
6 Student [Career] Services (from Employment Ontario—Community Employment Services) —Buzzwords and Skills to Include in your résumé
—Action Words and Phrases for résumé Development
—Checklist of Personal Skills
7 42 Résumé Dos and Don’ts Every Job Seeker Should Know (from The Muse) A comprehensive list of résumé dos and don’ts, which includes traditional rules as well as new rules to polish your résumé.
Activity: Create Your Résumé
Objectives:
• Compile data reflecting your professional and educational skills and accomplishments.
• Assess the main résumé formats and select one that meets your needs.
• Create a first draft of your professional résumé.
Directions:
1. Compile all needed information for your résumé, including your contact information, a summary of your skills, your work experience and volunteer experience, education and training (including your intended degree, professional development activities, certificates, internships, etc.). Optionally you may wish to include job objective, a brief profile, a branding statement, additional accomplishments, and any other related experiences.
2. Select one of the résumé builder tools listed above in the Résumé Writing Resources table.
3. Create your résumé, following instructions at your selected site.
4. Save your document as a PDF file.
5. Follow instructions from your instructor on how to submit your work.
Your Cover Letter
A cover letter is a letter of introduction, usually 3–4 paragraphs in length, that you attach to your résumé. It’s a way of introducing yourself to a potential employer and explaining why you are suited for a position. Employers may look for individualized and thoughtfully written cover letters as an initial method of screening out applicants who may who lack necessary basic skills, or who may not be sufficiently interested in the position.
Cover Letter Examples
Often an employer will request or require that a cover letter be included in the materials an applicant submits. There are also occasions when you might submit a cover letter uninvited (also called a letter of interest). For example, if you are initiating an inquiry about possible work or asking someone to send you information or provide other assistance.
With each résumé you send out, always include a cover letter specifically addressing your purposes.
Characteristics of an Effective Cover Letter
Cover letters should accomplish the following:
• Get the attention of the prospective employer
• Set you apart from any possible competition
• Identify the position you are interested in
• Specify how you learned about the position or company
• Present highlights of your skills and accomplishments
• Reflect your genuine interest
• Please the eye and ear
The following video features Aimee Bateman, founder of Careercake.com, who explains how you can create an incredible cover letter. Download a transcript of the video.
Video: 5 Steps to an Incredible Cover Letter
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Cover Letter Resources
WEBSITE DESCRIPTION
1 Student Cover Letter Samples (from About Careers) This site contains sample student/recent graduate cover letters (especially for high school students and college students and graduates seeking employment) as well as cover letter templates, writing tips, formats and templates, email cover letter examples, and examples by type of applicant.
2 How to Write Cover Letters (from CollegeGrad) This site contains resources about the reality of cover letters, using a cover letter, the worst use of the cover letter, the testimonial cover letter technique, and a cover letter checklist.
4 Cover Letters (from the Yale Office of Career Strategy) This site includes specifications for the cover letter framework (introductory paragraph, middle paragraph, concluding paragraph), as well as format and style.
Licenses and Attributions
CC licensed content, Original:
All rights reserved content:
• WHY DO I NEED A RESUME? Authored by: Leinard Tapat. Located at: https://youtu.be/Yc4pgOsUJfA. License: All Rights Reserved. License Terms: Standard YouTube License.
• Resume Tips for College Students From Employers. Authored by: Clarkson University. Located at: https://youtu.be/fYavOr8Gnac. License: All Rights Reserved. License Terms: Standard YouTube License.
• 5 Steps to an Incredible Cover Letter. Authored by: Aimee Bateman. Located at: https://youtu.be/mxOli8laZos. License: All Rights Reserved. License Terms: Standard YouTube License.
• Resume Tutorial. Authored by: Cameron Cassidy. Located at: https://youtu.be/O5eVMaPZWmM. License: All Rights Reserved. License Terms: Standard YouTube License.
Foundations of Academic Success: Words of Wisdom essay removed (exists elsewhere in this work).
Adaptions: Relocated learning objectives. Image of helping write a resume removed. Image of piles of paper on a table removed. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_11%3A_Resumes_and_Cover_Letters.txt |
Lumen Learning and Linda (Bruce) Hill
“One important key to success is self-confidence. An important key to self-confidence is preparation.”
– Arthur Ashe
If your résumé and cover letter have served their purposes well, you will be invited to participate in an interview with the company or organization you’re interested in. Congratulations! It’s an exciting time, and your prospects for employment are very strong if you put in the time to be well prepared.
In this section we look at how to get ready for an interview, what types of interviews you might need to engage in, and what kinds of questions you might be asked.
Preparing Effectively for a Job Interview
Review the Job Description
When you prepare for an interview, your first step will be to carefully read and reread the job posting or job description. This will help you develop a clearer idea of how you meet the skills and attributes the company seeks.
Research the Company or Organization
Researching the company will give you a wider view of what the company is looking for and how well you might fit in. Your prospective employer may ask you what you know about the company. Being prepared to answer this question shows that you took time and effort to prepare for the interview and that you have a genuine interest in the organization. It shows good care and good planning—soft skills you will surely need on the job.
Practice Answering Common Questions
Most interviewees find that practicing for the interview in advance with a family member, a friend, or a colleague eases possible nerves during the actual interview. It also creates greater confidence when you walk through the interview door. In the “Interview Questions” section below, you’ll learn more about specific questions you will likely be asked and corresponding strategies for answering them.
Plan to Dress Appropriately
Interviewees are generally most properly dressed for an interview in business attire, with the goal of looking highly professional in the eyes of the interviewer.
Come Prepared
Plan to bring your résumé, cover letter, and a list of references to the interview. You may also want to bring a portfolio of representative work. Leave behind coffee, chewing gum, and any other items that could be distractions.
Be Confident
Above all, interviewees should be confident and “courageous.” By doing so you make a strong first impression. As the saying goes, “There is never a second chance to make a first impression.”
Job Interview Types and Techniques
Every interview you participate in will be unique: The people you meet with, the interview setting, and the questions you’ll be asked will all be different from interview to interview.
The various factors that characterize any given interview can contribute to the sense of adventure and excitement you feel. But it’s also normal to feel a little nervous about what lies ahead. With so many unknowns, how can you plan to “nail the interview” no matter what comes up?
A good strategy for planning is to anticipate the type of interview you may find yourself in. There are common formats for job interviews, described in detail, below. By knowing a bit more about each type and being aware of techniques that work for each, you can plan to be on your game no matter what form your interview takes.
Screening Interviews
Screening interviews might best be characterized as “weeding-out” interviews. They ordinarily take place over the phone or in another low-stakes environment in which the interviewer has maximum control over the amount of time the interview takes. Screening interviews are generally short because they glean only basic information about you. If you are scheduled to participate in a screening interview, you might safely assume that you have some competition for the job and that the company is using this strategy to whittle down the applicant pool. With this kind of interview, your goal is to win a face-to-face interview. For this first shot, though, prepare well and challenge yourself to shine. This type of interview should be treated like a real interview. This may mean dressing for the interview and having a resume in front of you so that it can be referred to. Another suggestion is to use a land line phone if possible and/or make sure a cell phone is fully charged and that the screening interview takes place in a location that is free of distractions. Try to stand out from the competition and be sure to follow up with a thank-you note.
Phone or Web Conference Interviews
If you are geographically separated from your prospective employer, you may be invited to participate in a phone interview or online interview, instead of meeting face-to-face. Technology, of course, is a good way to bridge distances. The fact that you’re not there in person doesn’t make it any less important to be fully prepared, though. In fact, you may wish to be all the more “on your toes” to compensate for the distance barrier. Make sure your equipment (phone, computer, Internet connection, etc.) is fully charged and works. If you’re at home for the interview, make sure the environment is quiet and distraction-free. If the meeting is online, make sure your video background is pleasing and neutral, like a wall hanging or even a white wall.
One-on-One Interviews
The majority of job interviews are conducted in this format—just you and a single interviewer—likely with the manager you would report to and work with. The one-on-one format gives you both a chance to see how well you connect and how well your talents, skills, and personalities mesh. You can expect to be asked questions like “Why would you be good for this job?” and “Tell me about yourself.” Many interviewees prefer the one-on-one format because it allows them to spend in-depth time with the interviewer. Rapport can be built. As always, be very courteous and professional. Have handy a portfolio of your best work.
Panel Interviews
An efficient format for meeting a candidate is a panel interview, in which perhaps four to five coworkers meet at the same time with a single interviewee. The coworkers comprise the “search committee” or “search panel,” which may consist of different company representatives such as human resources, management, and staff. One advantage of this format for the committee is that meeting together gives them a common experience to reflect on afterward. In a panel interview, listen carefully to questions from each panelist, and try to connect fully with each questioner. Be sure to write down names and titles, so you can send individual thank-you notes after the interview.
Serial Interviews
Serial interviews are a combination of one-on-one meetings with a group of interviewers, typically conducted as a series of meetings staggered throughout the day. Ordinarily this type of interview is for higher-level jobs, when it’s important to meet at length with major stakeholders. If your interview process is designed this way, you will need to be ultraprepared, as you will be answering many in-depth questions. Be prepared.
Lunch Interviews
In some higher-level positions, candidates are taken to lunch or dinner, especially if this is a second interview (a “call back” interview). If this is you, count yourself lucky and be on your best behavior, because even if the lunch meeting is unstructured and informal, it’s still an official interview. Do not order an alcoholic beverage, and use your best table manners. You are not expected to pay or even to offer to pay. But, as always, you must send a thank-you note.
Group Interviews
Group interviews are comprised of several interviewees and perhaps only one or two interviewers who may make a presentation to the assembled group. This format allows an organization to quickly prescreen candidates. It also gives candidates a chance to quickly learn about the company. As with all interview formats, you are being observed. How do you behave with your group? Do you assume a leadership role? Are you quiet but attentive? What kind of personality is the company looking for? A group interview may reveal this.
For a summary of the interview formats we’ve just covered (and a few additional ones), take a look at the following video, Job Interview Guide—10 Different Types of Interviews in Today’s Modern World.
Video: Job Interview Guide – 10 Different Types of Interviews in Today’s Modern World
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Activity: What Makes You a Great Fit?
Objectives:
• Define your ideal job.
• Identify the top three reasons why you are a great fit for this ideal job.
Directions:
• Write a paragraph describing your ideal job. Imagine that you are already in this job. What is your job title and what are you responsible for executing? What is the name of the company or organization? What is its function?
• Now identify the top three reasons why you are a great fit for this ideal job. What sets you apart from the competition? List the qualities, skills and values you have that match the job requirements. Provide examples to support your answers. Connect your values to the company’s values.
• Summarize your answer.
• Submit this assignment according to directions provided by your instructor.
Interview Questions
For most job candidates, the burning question is “What will I be asked?” There’s no way to anticipate every single question that may arise during an interview. It’s possible that, no matter how well prepared you are, you may get a question you just didn’t expect. But that is okay. Do as much preparation as you can—which will build your confidence in your answers and ready for unexpected questions.
To help you reach that point of sureness and confidence, take time to review common interview questions. Think about your answers. Make notes, if that helps. And then conduct a practice interview with a friend, a family member, or a colleague. Speak your answers out loud. Below is a list of resources that contain common interview questions and good explanations/answers you might want to adopt.
WEBSITE DESCRIPTION
1 100 top job interview questions—be prepared for the interview (from Monster.com) This site provides a comprehensive set of interview questions you might expect to be asked, categorized as basic interview questions, behavioral questions, salary questions, career development questions, and other kinds. Some of the listed questions provide comprehensive answers, too.
2 Interview Questions and Answers (from BigInterview) This site provides text and video answers to the following questions: Tell me about yourself, describe your current position, why are you looking for a new job, what are your strengths, what is your greatest weakness, why do you want to work here, where do you see yourself in five years, why should we hire you, and do you have any questions for me?
3 Ten Tough Interview Questions and Ten Great Answers (from CollegeGrad) This site explores some of the most difficult questions you will face in job interviews. The more open-ended the question, the greater the variation among answers. Once you have become practiced in your interviewing skills, you will find that you can use almost any question as a launching pad for a particular topic or compelling story.
Why Should We Hire You
From the Ohio State University Fisher College of Business Career Management Office, here is a video featuring representatives from recruiting companies offering advice for answering the question “Why should we hire you?” As you watch, make mental notes about how you would answer the question in an interview for a job you really want.
Video: Why Should We Hire You?
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Licenses and Attributions:
CC licensed content, Shared previously:
• Why Should We Hire You? How to Answer this Interview Question. Authored by: Fisher OSU. Located at: https://youtu.be/5NVYg2HNAdA. License: CC BY: Attribution.
All rights reserved content:
• Job Interview Guide – 10 Different Types of Interviews in Today’s Modern World. Authored by: InterviewMastermind. Located at: https://youtu.be/mMLQ7nSAyDQ. License: All Rights Reserved. License Terms: Standard YouTube License.
Lumen Learning authored content:
Adaptions: Foundations of Academic Success: Words of Wisdom essay removed (exists elsewhere in this work), relocated learning objectives. Image of two men during interview removed. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Career_Decision_Making_(Dillon)/Chapter_12%3A_Interviewing.txt |
Dave Dillon
“Ganas. That’s all you need. The desire to learn.”
– Jaime Escalante
Think about what you are passionate about. It might be family, friends, a significant other, a pet, an upcoming vacation, or what you might have for dinner. Different people are passionate about different things. Ask yourself: Why are you passionate about those things? What makes you passionate about them? Now ask yourself if you are passionate about school.
Author’s Story
I can think of many things I would rather do than sit in a classroom listening to a lecture. I’d rather be relaxing at the beach, traveling to a new place, or playing Mario Kart with my family and friends. But when I was in college, my education was extremely important to me. I had a tremendous amount of passion, which allowed me to succeed. I had the attitude that nothing was going to stand in the way of getting my degree. In my first year in college I took an Introduction to Sociology class that genuinely interested me. It was easy to be passionate about it because I really liked the subject matter, my professor, and the textbook. I also took Microeconomics. And while I understood its value and importance, I was not as interested in attending and completing the assignments. However, I always knew I needed to find passion in the course if I wanted to be successful and accomplish my goals. One strategy that worked for me was to find situations where I could apply concepts in those less interesting classes to my personal life. For instance, if the lecture and textbook were explaining a Microeconomics concept like total and marginal utility, I would try to apply this to something I could easily relate to. If utility is the satisfaction of the consumption of a product for a consumer, I would think of an example involving Arby’s roast beef sandwiches, and blue raspberry slurpees. Making the material meaningful to me allowed me to be passionate about learning something I otherwise would not have been.
“Brick walls are there for a reason: they let us prove how badly we want things.”
– Randy Pausch
There were other activities I enjoyed more than class, but I knew it was important to find a passion for my classes because it was the key to succeeding in them.
It is common to have other things you would like to do more than sitting in class, doing homework and preparing for exams. But you still must have passion for the learning and for the class in order to be successful.
My favorite definition of success is from John Wooden: “Success is peace of mind which is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming.”
Why Are You Here?
Please note: It is OK to not know what your goal is when you start college. In fact, it is extremely common for students not to know what their goal is or what their major is when they begin college, but there is value in identifying your goal(s) as soon as possible.
More questions to ask yourself: Why are you in college, and why are you taking the courses you’re taking? If you can answer these questions with solid logic and understand their purpose and how they fit in to being important to your life, you are off to a great start. However, if you are taking classes at someone else’s suggestion and you are not genuinely interested in them, you may want to reconsider. I do not wish it to be misconstrued that I recommend you drop out of college, rather I want you to have a plan and passion to be able to achieve your goals. For many people, higher education is a necessary part of their goals.
I see many students in my counseling office who want to be independent, work a full time job, and/or party (rather than go to college). I also see many students who come back to a few years later with a renewed passion and value for their education.
For college success, you must attend when the time is right for you. How do you know if it’s the right time? Ask yourself if it’s the right time for the following students to go to college:
• Monica’s goal is to go to a university. She was accepted but couldn’t afford it. She enrolls at a community college. She is passionate about attending community college and then transferring to earn a bachelor’s degree.
• Christina is a high school graduate. She would like to take a year off of school to work and travel. Her parents gave her an ultimatum, saying that if she wanted to continue to live at home, she had to go to college full-time.
• Javier completed one year of college then got married in his early 20s. He and his spouse raised four children and he has been working for 20 years in an uninteresting, low-paying job. He always wanted to finish college and now finally has the time to go back to school.
• Andy is interested in partying and little else. He knows his college education is important but it is a low priority at this point.
Intrinsic vs. Extrinsic Passion
Sometimes we are motivated by a specific desired outcome of performing a task. Some people play a game because they want to win. In education, some students work hard because they want to receive a good grade or transfer to a prestigious university. Parents of younger children may give a monetary reward for each A the student earns. This is extrinsic motivation.
Interest, desire to learn, and enjoyment of a subject are characteristics of intrinsic motivation, or what we call passion. Passion for your education must come from within. If your educational goals (passing a college course, acquiring new skills or attaining a degree) are important enough to you, your motivation can become intrinsic, allowing you to find passion, which will help you reach your goals. Without passion, you may find yourself struggling, withdrawing from courses, earning poor grades, or dropping out. External rewards of ascending to a certain academic level or acquiring wealth, lose some of their appeal if students do not find the work to get there personally rewarding. These students, who truly embrace their work, are intrinsically motivated – passionate while those who are focused mainly on rewards for high achievement and punishment for poor performance are extrinsically motivated. Trophies, medals, money, new clothes or a new car are examples of extrinsic motivators. One could argue, “the end justifies the means”—that it doesn’t matter if a students’ passion comes internally or externally, as long as they accomplish their goals. However, when the reward is learning itself, the student is on road to long-term success!
“Only passions, great passions, can elevate the soul to great things.”
– Denis Diderot
The Choice Is Yours
I believe one of the best decisions you can make is to attend college if you are passionate about it and it is the right time for you. On the other hand it is better to postpone attending college if you are not passionate about it or feel the time is not right. Please do not misunderstand – I am not discouraging anyone from going to college nor am I encouraging anyone to drop out of college. And I do not expect you to be passionate about every aspect of college. There were some classes and some requirements that I disliked during my own college experience. My concern, however, is students who start college and are not passionate about it. After a few years and a poor transcript, they meet with a counselor saying they weren’t in college for the right reasons, weren’t serious about their education, didn’t know what they were doing, or… “my parents made me go.” There are some suggestions in this book that can assist a passionate student to succeed. But all of the suggestions in the world will not help a student lacking passion. In the end, I want you to be successful and I want you to enjoy college, but I believe these are nearly impossible without passion.
“Nothing great in the world has ever been accomplished without passion.”
– Hebbel
There is a scene from the movie Serendipity where Dean’s character says, “You know the Greeks didn’t write obituaries. They only asked one question after a man died: ‘Did he have passion?’” I will leave it up to you to decide if this is true or if it is Hollywood taking a liberty, but either way that quote has stayed with me. You can be successful in college. This textbook is a journey in figuring out how you are going to get there.
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon). Now licensed as CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_1%3A_Launch/01.1%3A_Chapter_1%3A_Passion.txt |
Alise Lamoreaux, Dave Dillon
“Learning is a treasure that will follow its owner everywhere.”
– Chinese Proverb
What’s college for? That’s a little question with a big answer! A college education comes in many shapes and sizes. In 2014, according to the National Center for Education Statistics, there were over 4,700 different post-secondary degree- granting institutions in the United States.[1]
These schools may be public, private, religious, small, large, for-profit, community colleges, junior colleges. Considering the variety of college options, there is no single answer to the question, “What is college for?” Brenda Hellyer, Chancellor of San Jacinto College in Houston and Pasadena, Texas, wrote in the Chronicle of Higher Education that students “are seeking more than an education—they are seeking options, opportunities, and guidance.”
How do you view college? What will define college success for you?
People go to college for a variety of reasons. The type of college you select will help set parameters and expectations for your experiences. Before jumping into the details of going to college, it’s important to stop and think about the purpose college has in your life. Traditionally, college was a place young adults went after high school to explore courses and majors before settling into a job path. According to a 2015 UCLA survey, most people currently go to college for one or more of 7 main reasons:[2]
1) To be able to get a better job 2) To gain a general education and appreciation of ideas 3) To become a more cultured person 4) To be able to make more money 5) To learn more about things that interest me 6) To get training for a specific career 7) To prepare for graduate or professional school
Video: Don’t Just Follow Your Passion: A Talk for Generation Y, Eunice Hii at TEDxTerryTalks 2012
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What impression does this TED Talk leave you with? Which generation are you?
An article from 2015 in the Washington Post, What’s the purpose of college: A job or an education? says that students entering college today list getting a better job as the most important reason to attend college. In the past, learning about things that interested them was listed as the top reason to attend college. When did the change in priority occur? Dan Berrett says the change in priority can be linked to Ronald Reagan, when he was Governor of California.[3]
Economic times were tough in 1967 for California. Everyone needed to “tighten their belts.” At that time, California was known for its excellent higher educational system. In a speech Reagan gave on Feb. 28, 1967, a month into his term as Governor, Reagan assured people that he wouldn’t do anything to harm the quality of their public education system. “But,” he added, “We do believe that there are certain intellectual luxuries that perhaps we could do without.” Taxpayers should not be “subsidizing intellectual curiosity,” he said. By the time Reagan won the presidency, in 1980, practical degrees had become the popular choice. In the 1930s, around the time Reagan went to college, about 8% of students majored in “business and commerce.” When he was elected Governor, that share was 12%. By the time he moved into the White House, more students majored in business than anything else. Business, as a major, has held that top spot ever since.
What frames your value of education? What kind of return on your investment do you expect from college?
Deciding to go to college has an “opportunity cost.” An opportunity cost is based on the economic principle that there are limited resources available and choices must be made. Examples of resources would be things like time and money. If you are spending time doing something, you must give up doing something else you want to do. That is the opportunity cost of your choice. Going to college will have an opportunity cost in your life. An important question to ask in the beginning of your college venture is: what are you willing to trade off for going to college?
Opportunity costs are tied to the idea of return on investment. Once you make an investment of your time and money in college, what investment are you hoping to get in return? How you define success in relationship to your college experience impacts how you see the concept of return on investment. Some ways to gauge return on investment include: job opportunities after college, immediate financial benefit to earned wages, social network/connections made while attending college, development of communication and other “soft skills,” and personal enrichment and/or happiness.
Short-term rewards compared to long-term rewards are another way to look at return on investment. For example, it takes much longer to become a CEO (Chief Executive Officer) of a company than it does to get a well-paid job at the same company. Different skills would be required from the CEO and it may require more investment to acquire those skills. Frances Bronet, the Dean of the School of Architecture at the University of Oregon, conducted a survey of former engineering graduates when she taught at Rensselaer Polytechnic Institute. She asked former graduates what they felt they had missed in their education. The results were very different depending on how recent their graduation was. Students who had graduated 1 year ago felt that they needed more technical skills. People who had graduated 5 years ago felt that they needed more management skills, and people who had graduated 10-20 years ago felt that they needed more cultural literacy because their work now involved more working with other cultures.
Deciding to go to college is a big decision and choosing a course of study can seem overwhelming to many students. Considering the changing world we live in, knowing what direction to go is not easy. According to Richard Riley, secretary of education under Bill Clinton, “We are currently preparing students for jobs that don’t exist using technology that haven’t been invented in order to solve problems that we don’t even know.”
Video: Do Schools Kill Creativity? Ken Robinson at TED 2006
A TED element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint1/?p=39
Personal Inventory Questions:
1. Why are you here?
2. Why college, why now?
3. How do you define college?
4. What do you imagine college life to be like?
5. How do you know when you are ready for college?
6. What have you done to prepare for college?
7. What do you think college expects from students?
8. What does going to college mean for your future?
9. Using the list of 5 reasons students attend college provided in this chapter, rank your reasons for going to college.
10. In your opinion, is it a good idea for academic counselors to steer high school kids towards either a 4-year degree or vocational training?
11. Should students be steered towards careers that would be a good “fit” for them?
12. Opportunity Cost Analysis: Create a pie chart identifying how you currently spend your time (daily/weekly).
Suggested Readings:
Scott Carlson, “How to Assess the Real Pay Off of a College Degree,” Chronicle of Higher Education, 2013.
Jeffery J. Selingo, “What’s The Purpose of College: A Job or An Education?,” The Washington Post, 2015.
Licenses and Attributions:
CC licensed content, Shared previously:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at: https://openoregon.pressbooks.pub/collegetransition/chapter/chapter-1/ License: CC BY: Attribution.
Adaptions: Reformatted. Added learning objectives. Modified reasons for going to college. Updated sources.
Ken Robinson: Do Schools Kill Creativity? Authored by TED.com
Located at: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
License: CC BY – NC – ND 4.0 International.
All rights reserved content:
Don’t Just Follow Your Passion: A Talk for Generation Y. Authored by TEDxTalks
Located at: https://youtu.be/sgbzbdxTm4E. License: All Rights Reserved. License Terms: Standard YouTube license.
1. U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2015 (National Center for Education Statistics 2016-014), Table 105.50. ↵
2. Kevin Eagan et al., The American Freshman: National Norms Fall 2015 (Los Angeles: Higher Education Research Institute, UCLA, 2015). ↵
3. Dan Barrett, “The Day the Purpose of College Changed,” Chronicle of Higher Education, accessed April 26, 2018, www.chronicle.com/article/Th...College/151359. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_1%3A_Launch/01.2%3A_Chapter_2%3A_Whats_College_For.txt |
Kristen Mruk
Kristen Mruk
When thinking about college, what comes to mind? Perhaps stereotypical images or misconceptions of college life, a friend or sibling’s story, or scenes from popular movies?
“The Student Experience” by Kristen Mruk
In popular culture, some movies depict college life as a party atmosphere in which students binge drink and waste their parents’ money to have a good time without consequence. Films including National Lampoon’s Animal House and Van Wilder as well as Accepted, to name a few, portray the student experience as a blatant disregard for education coupled with excessive drunken buffoonery. However, my party experience illustrates a side to college that is not generally in the limelight.
During my first weeks in college, I felt disconnected from the campus and feared that I would not make friends or find my niche. I was commuting from my family’s home and wanted to do more on campus than just go to and from class. I was enrolled in a First-Year Experience (FYE) course that was intended to provide a framework for a successful undergraduate career and beyond. In the class, we learned about student support services on campus (tutoring, personal wellness, academic advisement, etc.) as well as personal success skills (time and financial management, values exploration, etc.).
Being a new student, and a commuter, I was overwhelmed by the amount of new information, new territory, campus culture, and unfamiliar processes. I asked my FYE instructor after class one day if there was something I could do to feel more connected to campus. She opened my eyes to a side of college that I was missing—this was my invitation to the party.
My FYE instructor promptly led me to her office, introduced me to the staff, and explained the variety of involvement opportunities available through her office. I was amazed that there was so much to do on campus! Because of that meeting, I decided to apply for a job in the Student Union working at the information desk. This position was a catalyst for all of the additional parties I would be invited to throughout my time as an undergraduate student. With so many possibilities, I had to be diligent in prioritizing my time and energy.
What My Friends Think I Do
Friends knew me to be much like the girl in the meme above. I was juggling extracurricular activities and two jobs all while maintaining a full course load. I had to be proactive and diligent to coordinate activities and assignments and make sure I had the time to do it all. Finding a system was a trial and error process, but ultimately I found a method that worked for me. I was an undergraduate student when apps didn’t exist and Facebook was just becoming popular, so my organizational system included a planner, a pen, and a lot of highlighters. Whatever that organizational system looks like for you does not matter as long as you use it.
There are a variety of organizational methods and tools you can use to stay on track with all aspects of your life as a student. Some of those are featured in the State University of New York (SUNY) blog: http://blog.suny.edu/tag/apps
What My Parents Think I Do
It may be difficult to discuss your studies and educational experience with a parent or someone that has a significant interest in your academic achievement. This was the case for me; I was the first kid in my house to enroll in college, and my parents were under the impression that grades would be sent home like they were in high school. During the New Student Orientation program, my Mom learned about FERPA (Federal Educational Rights and Privacy Act) and what that meant for my grades. “FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level.” In essence, parents cannot access grades or other restricted academic information unless you provide it to them (www2.ed.gov/policy/gen/guid/f...ex.html?src=ft).
I was fortunate enough to have my parents’ financial support toward tuition, so they felt entitled to reviewing my grades at the end of each semester. I did not want to give them direct access to my grade report by filing a FERPA waiver, so after much deliberation, I agreed to share my grades once released at the semester’s end. If their standards were not met, there would have to be a conversation about repercussions.
In the fall of my sophomore year I took my first online course—Introduction to Computers and Statistics. All of the lectures and assignments were available online at anytime and exams were administered in a computer lab on campus. I thought having the ability to view lectures on my own time would be more conducive to my schedule as I was becoming more involved on campus. For the first few weeks of classes I watched the lectures regularly and did the assignments on time. Slowly but surely I found myself prioritizing my time differently, ultimately putting my online class on the back burner, because (I told myself) the work could be done anytime! By the end of the semester I realized that I was going to fail the class. No amount of extra credit, crying, or pleading could save my grade; I had earned an F.
Seeing a failing grade on my transcript taught me two valuable lessons. First, I discovered that I needed the routine and accountability of an in-person class to ensure my participation in the material. Second, I was responsible for the grades I received. I probably could have come up with a million excuses for why I didn’t watch the lectures or do the assignments, but the reality was I just didn’t do it. I did not seek my professor’s help during their office hours when I started to fall behind, I did not go to the tutoring center on campus to get extra help, and I did not reach out to my classmates to form study groups.
Although the F that I received will never disappear from my transcript, it is an important reminder of the gruesome conversation I had with my parents and the feeling of failure in the pit of my stomach. Needless to say, that was the only online course I took during my collegiate career, but it was absolutely worth the lessons learned.
What My Professors Hope I Do
Professors do care about how you are doing in their class; they genuinely want you to succeed, but they will give you the grade you earn. There are people and resources on campus for you to utilize so you can earn the grade you want.
Your professors are one of those resources, and are perhaps the most important. Go see them during office hours, ask them questions about the material and get extra help if you need it. The caveat here is that you cannot wait until the last week of the semester to visit your professors to get help. Tears and pleading will not help you at the eleventh hour.
Another resource to utilize can be found in the campus learning center. I frequented my campus’ writing center for assistance with papers and research projects. Initially, I was scared to be critiqued, thinking my work would be perceived as inadequate. The first time I took a paper there, I recall standing outside the door for about ten minutes thinking of an excuse not to go in. Thankfully I saw a classmate walk in and I followed suit. The experience was less dramatic than I imagined it to be; no one ripped my paper to shreds and told me that I would never graduate. Instead I sat with an upper-class student who coached me through some pointers and suggestions for improvement. Thanks to that first visit, I received an A- on the paper!
What I Would Like to Do
I thought I knew exactly what I wanted to do when I started college, but that changed three times by the time I graduated. Initially I started as an International Business major but ended up receiving a degree in Communication and continued on to graduate school. My greatest advice to you is to embrace feelings of uncertainty (if you have them) with regard to your academic, career, or life goals. Stop into the Career Services office on your campus to identify what it is that you really want to do when you graduate or to confirm your affinity to a career path. Make an appointment to see a counselor if you need to vent or get a new perspective. Do an internship in your field; this can give you a first-hand impression of what your life might look like in that role.
When I chose International Business, I did not do so as an informed student. I enjoyed and excelled in my business courses in high school and I had hopes of traveling the world, so International Business seemed to fit the bill. Little did I know, the major required a lot of accounting and economics which, as it turned out, were not my forte. Thinking this is what I wanted, I wasted time pursuing a major I didn’t enjoy and academic courses I struggled through.
So I took a different approach. I began speaking to the professionals around me that had jobs that appealed to me: Student Unions/Activities, Leadership, Orientation, Alumni, etc. I found out I could have a similar career, and I would enjoy the required studies along the way. Making that discovery provided direction and purpose in my major and extracurricular activities. I felt like everything was falling into place.
What I Actually Do
I would like to pause for a moment and ask you to consider why you are in college? Why did you choose your institution? Have you declared a major yet? Why or why not? What are your plans post-graduation? By frequently reflecting in this way, you can assess whether or not your behaviors, affiliations, and activities align with your goals.
What you actually do with your student experience is completely up to you. You are the only person who can dictate your collegiate fate. Remind yourself of the reasons why you are in college and make sure your time is spent on achieving your goals. There are resources and people on your campus available to help you. You have the control—use it wisely.
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CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Kristen Mruk. Located at: https://milnepublishing.geneseo.edu/foundations-of-academic-success/chapter/the-student-experience/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_1%3A_Launch/01.3%3A_Chapter_3%3A_Words_of_Wisdom%3A_The_Student_Experience.txt |
Dr. Kristine Duffy
Dr. Kristine Duffy
Life in college will be like no other time in your life—I can guarantee you that! This is your time to explore who you are, who you want to become, and how you wish to play a part in this world. Don’t squander this unique time in your life. I hope to share some thoughts that might help you avoid regrets when reflecting on your college years.
I want to be clear—there are many paths through college and we know that no one path is right for all. You may be starting at a community college, taking courses part-time, starting college again after an unsuccessful start, or returning to education after many years away, but no matter who you are or what path you’ve chosen, make the most of it.
I took the fairly traditional path. I graduated from high school and went directly to college (which was three hours away from home). Because I wasn’t really sure what else I should do, I chose to be a business major by default. My parents thought it was a good route to take and would lead me to a good job (mainly to ensure I made some money and didn’t live with them forever).
There are three things I learned quickly in college:
1. I had lived a very nice life, but in a very homogeneous environment.
2. There were people different from me.
3. Although I was a decent student, I had a ways to go to be a good student!
Learning to appreciate what you have is just as important as earning As on exams and papers. I share this because part of college is preparing for life, not just a job. Ask yourself some questions:
• What’s important to me and why?
• What do I know about other people’s lives, beliefs, and passions?
• Am I confident in my abilities to study, listen and learn, take notes, and be a learner?
What’s Important to Me and Why?
Is it only to make money to buy things? If so, do you truly believe that money makes everything better? Don’t be fooled by that. Yes, money certainly makes life more comfortable, but it absolutely doesn’t buy happiness. I had friends in college that came from a significant amount of money and they would have traded it all to have a family they can depend upon and love in their homes. Consider this very carefully as you dream of the life ahead of you.
What Do You Know about Other People’s Lives, Beliefs, and Passions?
You are not the center of the world. You should be confident and proud of who you are, but be humble and be open to others’ experiences and worldviews. Take classes that stretch you, maybe even make you uncomfortable. In the end, these types of classes will test your assumptions, beliefs, and make you a more well-rounded and interesting person. The roommate or classmate who is different from you can teach you about yourself. Be open to this.
Are You Confident in Your Abilities to Study, Listen and Learn, Take Notes, and Be a Learner?
Remember, if college were easy, everyone would do it! You have full control and responsibility for your learning. Yes, your professors have the responsibility of teaching well and helping you learn, but they cannot and should not do the work for you. Part of college is learning to learn: learning to study, listen better, take notes, and most importantly asking for help when you need it.
In my own research I have learned that students are confronted with a paradoxical situation. On the one hand, students in high school are warned that college will be hard—the professors won’t care if you do the work or not, and you need to do it on your own. However in reality, college professors and support professionals do care and will tell you to come and see them if you need help.
So what is a student to do? You may feel bad in class if you just aren’t getting it and are embarrassed to ask for help. Stop that thought in its tracks! Colleges offer many opportunities for help and in almost all cases, for free! Professors hold office hours specifically to address students’ questions and tutoring is available to help you do better, not to punish you for not getting it. Remember you are paying a substantial amount of money for your tuition; find out what resources you have and take advantage of them. Be a mature learner, take advantage of everything your college offers, and hold your head high for doing so. There is no shame in asking for help. I always compare it to a job. When you start out on any job there is usually some type of training to teach you how to do that job. College is no different. We are teaching you how to be a student—you’ve been practicing since Kindergarten, and doesn’t end when you get to college.
Finally, here are some words of advice based on some of my regrets when I reflect on my college experience:
1. I didn’t study abroad during my four years of college.
2. I didn’t do any type of internship.
3. I didn’t get involved with many clubs or organizations.
4. I didn’t get involved with any type of research opportunities until graduate school.
Study Abroad
Whether it is a short-term experience (some are as short as three weeks) or a semester to a year—do it! This goes back to my point about understanding people different than you. The United States is a great nation, but we are not the only nation and our world is filled with amazing stories to share. One of my favorite quotes by Neale Walsch is: “Life begins at the end of your comfort zone.”[1] You will not miss much being gone from your college for a short period of time, and you will return from your adventure a changed person. How do I know this if I didn’t study abroad myself? I know many who have and the end result is the same for all—no regrets, life changing moments, and better appreciation for the world we live in.
Internships
Going to college in the 1980’s was different from today. The job market was relatively strong and the push for an internship or co-op was not as strong. But if I had gotten some hands on experience and discovered my likes, dislikes, strengths, and weaknesses, I would have had more direction for my career when I graduated. In addition, there is nothing more frustrating for a college graduate than to go on job interviews only to be told that you can’t be hired because you have no real experience. So talk to your professors, academic advisors, counselors, and mentors about getting some internship experience while in school or during the summer. There are many companies that welcome interns, and you may find the direction you are seeking.
Clubs and Organizations
For years, employers have been surveyed by colleges to ask them what type of skills they are seeking in college graduates. Although having discipline specific skills is important (in other words, the courses you take in your major), employers are very consistent in seeking out employees with what they call “soft skills,” such as writing well, public speaking, getting along with others, and having leadership abilities. You’ll develop these skills in your courses, but you can really hone and apply them by joining a club or organization on campus, where you will have opportunities to work with others, lead efforts, and have something to show for it—a campaign you ran, funds you raised, or an event you organized. Colleges offer many types of clubs to attract students in areas of interest. For example, if you are a business major, you could join the business club. More than likely the activities the club offers will allow you to meet business leaders, go on field trips to learn more about the business world, and meet people who have similar interests as yourself. I was a college athlete so my time was limited, and while I support athletics in college as an opportunity to continue your passion and to grow and learn, try to make time to join a special interest group. Take a leadership role in a group, and later, when you go on that job interview, talk about your leadership experience. The employer will be impressed and it may help you get the job.
Research
Finally, develop your research skills. You may think that research is most important in the sciences and medicine. But research occurs in all fields of study, and much of what you do in college is research in some form. If you are a music major you may need to research how other musicians developed their talent, the history of genres, or new ways music is applied in our world. Problem solving through effective research and knowing how to test your ideas and hypotheses will make you a valuable employee and citizen of your community. If your professor offers a chance to work on a special research project—sign up.
Question everything, and don’t take the answers at face value. Question how people come to their conclusions, develop your own set of research questions, and be willing to dig to find the answers. This is not only important as a student but also as an employee. Strive to be an engaged citizen in our world and don’t believe what everyone tells you. An adult needs to make informed decisions to buy products, pay taxes, and vote for government leaders. Don’t be complacent and put your life in the hands of others without fully researching the pros and cons—draw your own conclusions.
In conclusion, come to the classroom with an open mind and a willingness to exercise your right to take full advantage of all a college offers. Done correctly, college will be challenging and frustrating, and will test every part of you. Life will be the same way so use this time to practice, practice, practice.
Licenses and Attributions:
CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Dr. Kristine Duffy. Located at: https://milnepublishing.geneseo.edu/...tice-practice/ License: CC BY: Attribution.
Adaptions: Reformatted reference for consistency with footnotes.
1. Neale Donald Walsch, Neale Donald Walsch’s Little Book of Life: A User’s Manual (Charlottesville, VA: Hampton Roads, 2010). ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_1%3A_Launch/01.4%3A_Chapter_4%3A_Words_of_Wisdom%3A_Practice_Practice_Practice.txt |
Alise Lamoreaux
“Language is the dress of thought”
– Samuel Johnson
Getting started in college can seem like an uphill battle. One of the first challenges a student can encounter is navigating the college’s website. In the attempt to get as much information as possible into the hands of current and future students, college websites are crammed full of information and language that may be new to the first-time college student. Trying to figure out how to get started can be confusing, even when the website says, “Steps To Enroll.” Registration, admission, enrollment… are they all the same thing? If you are registered, are you admitted and enrolled? Is enrollment in the college the same thing as enrollment in classes? And that’s just the beginning of the potential for confusion! How can a student know the answers to these questions?
Learning to speak the “language of college” can seem even harder than learning a foreign language because as a new student, you have no idea what words you need to learn. If you travel to a foreign country, there are core vocabulary words you will find most helpful – resources that will allow you to order the food you like and services you need. Basic needs like bread and water can be correlated among different languages. A dog is a dog all over the world and not confused with a cat. The vocabulary of college is not so straightforward.
One of the first decisions a student may need to make is whether to attend college as a credit or non-credit seeking student. Even more confusing, non-credit students can also be referred to as “continuing education” students. For example, a student wants to take a drawing class. One of the first questions that may be asked is whether the student wants to take the class for credit or non-credit? Both types of students can take drawing classes. If a student doesn’t know what a credit is or what one is worth, it’s hard to answer the basic question in order to register for the drawing class, and the registration process is very different depending on the answer to the question of credit or non-credit. How can a student know whether he/she wants to be a “credit student” or not?
Learning to speak the language of the college is part of learning the school’s culture. It is important to remember that not all colleges use the same words in the same way.
Commonly Used Academic Vocabulary
Below is a list of commonly used terminology. Without using the Internet or college catalog, see how many words you know the meaning of. Write the meaning in the space adjacent to the term.
Academic Year
Registration
Enrollment
Admission
Student Number
Probation
Credit Hour/Unit
Term
Tuition
General Education/Gen Ed
Elective
Degree
Certificate
Career pathway
Financial Aid
FAFSA
Stafford Loan
Scholarship
Grant
Federal Work Study
Transcript
Non-Credit/Continuing Education
Audit
Grade Options
Course Number
College Level Course
Pre-College Level Course
Lower Division Course
Upper Division Course
Prerequisite
Co-requisite
Learning Community
Major
As a college student, you will need to come up with a strategy for learning lots of information, like the specific language of your school. Tim Ferris has a TED Talk about mastering skills by deconstructing them. When you deconstruct something, it means to take something large, and break it down into smaller parts. It also means to identify why you might fail before you start and make a plan to stop failure before it happens.
Video: Smash Fear, Learn Anything, Tim Ferriss at TED 2008
A TED element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint1/?p=43
Based on the ideas of simplifying and deconstructing a task in order to learn it, think of how those ideas could be applied to mastering the language of college.
• Can you see any ways to simplify the task of learning 30 words?
• Are there any connections between the words that you can see?
• Will you need all the words all the time?
• Will you need some words more frequently than others?
• When and where might you need each of the works?
• Can you think of any words not included in this list that would be helpful to know in relationship to your college vocabulary?
License and Attributions:
CC licensed content, Previously shared:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at: https://openoregon.pressbooks.pub/collegetransition/chapter/chapter-4/ License: CC BY: Attribution.
Adaptions: Reformatted, some content removed to fit a broader audience.
Time Ferriss: Smash Fear, Learn Anything. Authored by TED.com
License: CC BY – NC – ND 4.0 International. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_1%3A_Launch/01.5%3A_Chapter_5%3A_Speaking_The_Language_of_College.txt |
Fatima Rodriguez Johnson
Fatima Rodriguez Johnson
I chose to attend a small liberal arts college. The campus was predominately white and was nestled in a wealthy suburb among beautiful trees and landscaped lawns. My stepfather and I pulled into the parking lot and followed the path to my residence hall. The looks we received from most of the families made me feel like everyone knew we didn’t belong. However, he and I greeted all we encountered, smiling and saying, “Hello.” Once I was unpacked and settled into my residence hall, he gave me a hug and said, “Good luck.” I wasn’t sure if he meant good luck with classes or good luck with meeting new friends, but I heard a weight in his voice. He was worried. Had he and my mother prepared me for what was ahead?
With excitement, I greeted my roommate who I had already met through the summer Higher Educational Opportunity Program (HEOP). She and I were very happy to see each other. After decorating and organizing our room, we set out to meet new people. We went to every room introducing ourselves. We were pretty sure no one would forget us; it would be hard to miss the only Black and Latina girls whose room was next to the pay phone (yes, in my day each floor shared one pay phone).
Everyone on our floor was nice and we often hung out in each other’s rooms. And like some of you, we answered some of those annoying questions:
• Why does your perm make your hair straight when ours makes our hair curly?
• How did your hair grow so long (whenever we had weave braids)?
• Why don’t you wash your hair every day (the most intriguing question of all)?
We were also asked questions that made us angry:
• Did you grow up with your father?
• Aren’t you scared to take public transportation?
• Have you ever seen anyone get shot (because we both lived in the inner city)?
It was those questions that, depending on the day and what kind of mood we were in, made a fellow student either walk away with a better understanding of who we were as Black and Latina women or made a fellow student walk away red and confused. I guess that’s why my stepfather said, “Good luck.” He knew that I was living in a community where I would stand out—where I would have to explain who I was. Some days I was really good at answering those questions and some days I was not. I learned the questions were not the problem; it was not asking that was troubling.
My roommate and I put forth a lot of effort to fit in with the community—we spent time hanging out with our peers, we ate together almost every evening in the dining hall, and we participated in student organizations. We were invited to join the German Club, and were the only students of color there. In doing all these things we made ourselves approachable. Our peers became comfortable around us and trusted us.
Although my peers and I all had similar college stresses (tests, papers, projects, etc.) my roommate and I also had become a student resource for diversity. Not because we wanted to, but because we had to. There were very few students of color on campus, and I think students really wanted to learn about people different from themselves. It was a responsibility that we had accepted. The director of HEOP would often remind us that for many students, college was the first opportunity they had to ask these types of questions. He said we would learn to discern when people were really interested in learning about our differences or insulting us. If someone was interested in insulting us, there was no need to respond at all.
Although I transferred to another college at the end of my sophomore year, during those two years I learned a great deal about having honest conversations. Taking part in honest conversations challenged my notions of the world and how I viewed people from all walks of life (race, class, sexual orientation, ability, etc.). Those late nights studying or walks to the student center were when many of us listened to each other’s stories.
My advice is to take time to examine your attitudes and perceptions of people different from yourself, put yourself in situations that will challenge your assumptions, and lastly, when you make a mistake do not get discouraged. Keep trying. It’s easy to stay where we are comfortable. College is such a wonderful experience. Take it all in, and I am sure you will enjoy it!
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Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Fatima Rodriguez Johnson. Located at: https://milnepublishing.geneseo.edu/foundations-of-academic-success/chapter/why-so-many-questions/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_1%3A_Launch/01.6%3A_Chapter_6%3A_Words_of_Wisdom%3A_Why_So_Many_Questions.txt |
Alise Lamoreaux
“A journey of a thousand sites begins with a single click.”
– Author Unknown
Planning a class schedule is an opportunity for students to take the lead in their educational experience. For some students it will be the first time planning a college schedule. The amount of freedom to choose classes can be exciting and frightening all at the same time!
Before beginning, there are some key factors to consider:
1. Have you met with an academic advisor or counselor?
2. Will you be going to school full-time or part-time?
3. Have you taken college placement tests?
4. Are there specific courses you are required to take?
5. How many days a week do you want to be on campus? Will you be taking online classes?
6. Do any of the classes you want to take have prerequisites or co-requisites?
7. Do any of the classes have additional requirements such as labs or other components?
8. How much time will you have to devote to school-related activities during the term?
9. Are you a morning person or a night person?
10. Have you balanced required classes with less intensive electives?
11. Do you need any special accommodations for the classes you have selected?
12. Do you have alternative courses in mind in case the classes you want are not available?
Balancing College, Work, and Life
Attending classes, studying, working, and finding time for family, friends, and yourself can be a challenging schedule for college students to balance. How a student organizes their class load can affect their overall success when starting college. Class names may remind students of high school classes and how classes were scheduled in those years. College classes may only meet once a week or as many as 5 times a week. Not all classes are worth the same amount of credit or have the same attendance requirements. Some classes like Biology or Spanish will probably have additional lab requirements, which means a student will need to spend additional time on campus for those labs. Writing classes will require time outside of class preparing, editing, and revising papers. Many teachers require electronic submission of papers/projects. Students may need to build in extra time for meeting submission deadlines.
As a new college student, it is a good idea to take fewer classes in the beginning as you learn what college classes will mean to your daily life. Students who work full-time might want to start with 1 or 2 classes. You may find that you can handle more as you learn to manage your class time and work time. A counselor or advisor can help you with this decision. Be sure to include classes that interest you as well as required classes.
Something to think about: The table below illustrates the recommended number of hours a student should study per week based on the number of units they are taking.
Hourly Recommendations (per week)
Work Units Study Time Total
40 6 12 58
30 9 18 57
20 12 24 56
Where is class information located?
The college catalog will have descriptions of specific classes and the college schedule for each term will be the place to find what modality (in person, hybrid, or online), days, times, and locations for classes. Not all classes are offered every term and some must be taken in sequence.
How to read the course numbering system
Courses are identified by a subject and a number. To search for courses when planning your class schedule, you will generally use the subject and section number to identify the course rather than the course title.
WR 115 Introduction to College Writing
Subject Number Course Title
Many colleges utilize section numbers that identify specific sections of the class being offered. Section numbers are often used by students to register for their classes.
If you have selected a specific program of study, consult the college catalog for directions on the sequence of courses to take and/or look up the courses required for your program of study to see if they have prerequisites or co-requisites.
Know key dates and deadlines!
Organization is an important part of being a successful college student. One important aspect of organization is knowing the important dates for your classes and the college in general. Academic deadlines matter! Deadlines in college may not be flexible. They can have consequences for financial aid and grading that cannot be undone. A student needs to be aware of key dates throughout the term. The responsibility for knowing important dates lies with the student. The course syllabus that you get for each class you take will have important dates for that specific class. The college will put important dates to know on an academic calendar for the school.
Examples of key dates to know for a college:
• When does the term/semester start and end?
• Are there holidays or campus closures during the term?
• When is the last day to drop a class with a complete refund?
• When is the last day to make changes to your schedule?
• When is the last day to drop a class?
• When is the last day to change grading options?
• When is finals week and what is the schedule like during that week?
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CC licensed content, Previously shared:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at https://openoregon.pressbooks.pub/collegetransition/chapter/chapter-5/ License: CC BY: Attribution.
Adaptions: Reformatted. Replaced hours per week table. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_1%3A_Launch/01.7%3A_Chapter_7%3A_Planning_A_College_Schedule.txt |
Sara Vacin
Sara Vacin
These are the best years of your life. I hope you’ve been told this a ridiculous amount of times and that you are finding this to be true! College provides an amazing opportunity to expand your mind, meet unique people you can deeply connect with, and discover new aspects of yourself. Being aware of this energy and taking full advantage of these opportunities can be life changing.
You learn a lot about yourself when living on your own for the first time or studying topics that are completely taboo at your home’s kitchen table. When I transferred to a four-year institution, I found the strength to come out. Realizing I was gay led me to question where I belonged in the religion I was raised in and an enlightening journey ensued of exploring Buddhism, Native American beliefs, and even New Age mysticism. This process of questioning what I believed helped me to create a spiritual foundation that makes sense to me. I kept the best of what I was raised in and upgraded the rest!
I also discovered that the college I attended had amazing tools to help me be as healthy as possible. I used the free gym and knew the counseling center was there if anything became too tough. I also chose incredible electives (including Mountaineering and Modern Dance) that stretched my physical capabilities. Additionally, I made deep connections with my professors, many of whom remain friends. These smart, caring people validated my journey and were my safety net as I grew out of my old, comfortable self.
Another incredible lesson learned was the importance of balance. I couldn’t party every night and neglect my schoolwork without consequences. I figured out the hard way that I really did need sleep and I couldn’t nourish my body on coffee and pizza alone. In a moment of brilliance, I also figured out that if I used time with my friends as a reward for finishing my work, I would study and complete assignments more efficiently. Fun can be a great motivator—try this; it works!
In college, the emphasis is often on the mind. Do yourself a favor and remember to also nourish your spirit and take care of your body. Leave college brighter, healthier, and with a new understanding of yourself. Try that yoga or nutrition class. Join that new club. Trade in that soda for water. Jump into that drum circle or improvisation group. Who knows what you will discover—it just may be greatness!
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Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Sara Vacin. Located at: https://milnepublishing.geneseo.edu/foundations-of-academic-success/chapter/these-are-the-best-years-of-your-life/ License: CC BY: Attribution.
01.9: Chapter 9: Words of Wisdom: With a Little Help from My
Paulo Fernandes
Paulo Fernandes
We often hear about the importance of relationships: a necessary aspect of integration in society. Unfortunately, we rarely follow that advice. Perhaps we live an excessively busy life or we already have a close group of friends and do not feel compelled to meet new people. I have come to learn through my time in college that neglecting to cultivate new relationships is detrimental to living a happy and successful life. I would like to offer this piece of advice: no matter how difficult it seems at first, always try to make new friends. College is not always easy. However, having friends makes it much easier. Friends are a vital part of your life that can expose you to new subjects, cultures, and experiences while giving you the opportunity to do the same for them.
At my college, there was a small space that the students called “the bat cave.” It was by no means a first-class lounge, but it was a place where friends could help others better understand their course material. We gave it this peculiar nickname because it was our place to get together and conquer villains one after another. These were not your everyday super villains, however. Sometimes they were complicated homework assignments and other times they were difficult exams. No matter the challenge, someone was always willing to help. I went to the bat cave several times and every visit I learned something new. Professors and teaching assistants could not relate to us like our friends could. That made a difference, because nothing was better than being taught by a friend.
Friends are not only an essential support for your time in school, but also can be integral in helping realize post-college aspirations. During a visit to New York City, I visited the offices of the company Spotify. After touring their facilities I had the opportunity to talk to some of the employees. One man I talked with was a senior employee who worked at Microsoft prior to joining Spotify’s team. Our conversation stuck in my head because he gave a very striking piece of advice: make friends. It never truly occurred to me that the friends you make in college could impact your future in the workforce. They could be partners in potential business ventures or help you land your dream job. In any case, having strong connections with friends can undoubtedly make a major difference in your career.
The best part of making new friends, however, is trading life experiences, skills, and interests with them. For a year and a half before my final semester of college, I studied abroad in the United States. My family was concerned because typically, students search for first jobs prior to graduation. I, on the other hand, had no trepidation about going because I knew that I would have countless, exciting learning experiences. I can say today, without a doubt, that my trip was a great decision. I met incredible people, and through knowing them, I grew and changed. I also know that I was a positive feature in the lives of my new friends. The greatest thing that I learned was that meeting different people with different backgrounds, histories, perspectives, or even different musical tastes, inevitably changes you and lets you see the world in an entirely different way. You no longer see the world as simply a big, blue sphere with freezing winters or sizzling summers (although that certainly seems to be the case up North!), but as a place in which people like you live, learn, and love.
Going to college may seem hard, but it does not need to be. I have learned that the way I perceive my life as a student completely relies upon my relationships with my friends. They are not only the people that I like to spend time with, but also are essential in my growth and development as a human being. The pages in this book include insights from others just like you and me. They want to help you get through the common struggles of college with confidence and perseverance. Consider them your most recent new friends. I truly hope that this inspires you in your quest for a great future.
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CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Paulo Fernandes. Located at: https://milnepublishing.geneseo.edu/foundations-of-academic-success/chapter/with-a-little-help-from-my-friends/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_1%3A_Launch/01.8%3A_Chapter_8%3A_Words_of_Wisdom%3A_These_Are_the_Best_Years_o.txt |
Dave Dillon
“Time is the only commodity that matters.”
– Randy Pausch
My favorite aspect of time is its equality. Regardless of our race, religion, or age, all of us have the same amount of time in a day, week, month and year. Wealthy people cannot buy more time and poor people do not receive less time. A minute for a tall person is the same amount of time for a short person. An hour for a woman is the same amount of time for a man. Regardless of how many languages someone speaks, their sexual orientation, ethnicity, educational background, income or experience, we all have 365 days in a year. Some people will live longer than others, but when comparatively measuring how much time humans have with each other, we all have the same amount.
Time is a popular philosophical concept. You may have heard some of the following sayings:
• Time flies when you are having fun
• That is a waste of time
• Time is money
• We have all the time in the world
• That was an untimely death
• The time is right
• I’m having the time of my life
• Time heals all wounds
• We have some time to kill
What do the sayings mean to you?
Time is also how we keep track of when we’re supposed to be and where we’re supposed to be (work, home, class, meeting friends and family, etc.). Think about how many measures of time you have in your home (clocks, watches, cell phones, TVs, DVRs, computers, microwaves, ovens, thermostats, etc.). It is obvious time is important to us.
Time: A Limited and Precious Commodity
We cannot go back in time. If I used my time poorly last Wednesday, I can do nothing to get it back. Other commodities may allow for accumulating more or starting over, but time does not. We cannot “save” time nor earn more time.
“If you had a bank that credited your account each morning with \$86,400, but carried no balance from day to day and allowed you to keep no cash in your account, and every evening cancelled whatever part of the amount you had failed to use during the day, what would you do? Draw out every cent, of course! Well, you have such a bank, and its name is time. Every morning it credits you with 86,400 seconds. Every night it writes off as lost whatever of these you have failed to invest to good purpose. It carries no balance; it allows no overdrafts. Each day it opens a new account with you. Each night it burns the record of the day. If you fail to use the day’s deposit, the loss is yours. There is no going back. There is no drawing against the morrow. You must live in the present – on today’s deposit. Invest it so as to get the utmost in health and happiness and success.”
– Anonymous
Technically, time cannot be managed, but we label it time management when we talk about how people use their time. We often bring up efficiency and effectiveness when discussing how people spend their time, but we cannot literally manage time because time cannot be managed. What we can do though, is find better ways to spend our time, allowing us to accomplish our most important tasks and spend time with the people most important to us.
Human babies do not come with instruction manuals. There is nothing to follow to know how we are supposed to spend our time. Most of us spend our time doing a combination of what interests us, what is important to us and what we feel we “have” to do.
What is your relationship with time? Are you usually early, right on time or late? Do you find yourself often saying, “I wish I had more time?” Are you satisfied with your relationship with time or would you like to change it?
The Value of Time
It is also important to determine how much your time is worth to you. If someone were to negotiate for an hour of your time, how much would that be worth to you? We often equate time with money. Many of us work in positions where we are paid by the hour; this gives us some gauge of what we are worth to our employers. Some items we purchase because we think they are of good value for their price. Others we pass on. Are some hours of your day more important or more valuable than others? Why? Are you more productive in the morning or in the evening? Once people realize how valuable time is, they often go to great lengths to protect it because they understand its importance. How much would you pay for an additional hour in a day? What would you do with that time? Why?
What is the value of your time? How much is an hour of your time worth? If someone were to pay you \$10 to do a job, how much time would that be worth? \$20? \$50?
How Do I Allocate My Time?
“Lack of direction, not lack of time is the problem. We all have 24 hour days.”
– Zig Ziglar
Most of us know there are 24 hours in a day, but when I ask students how many hours are in a week, many do not know the answer. There are 168 hours in a week (24 hours multiplied by seven days). I don’t believe that it is imperative that students know how many hours are in a week, but it helps when we start to look at how much time we have in a week, how we want to spend our time and how we actually spend our time.
One challenge for many students is the transition from the structure of high school to the structure of college. In high school, students spend a large portion of their time in class (approximately 30 hours in class per week), while full-time college students may spend only one-third of that time in class (approximately 12 hours in class per week). Further, college students are assigned much more homework than high school students. Think about how many times one of your high school teachers gave you something to read during class. In college, students are given more material to read with the expectation that it is done outside of class.
This can create challenges for students who are unable to set aside proper study time for each of their courses. Keep in mind for full-time students: your college educational day should not be shorter than your high school day.
Hourly Recommendations (per Week)
Work
Units
Study Time
Total
40
6
12
58
30
9
18
57
20
12
24
56
I use this table frequently in counseling appointments, classes and orientations. It’s a guide for students that provides an idea of how much time students spend with work and school, and what experts recommend for a specific amount of work hours that correlates with a specific number of units. I like to ask students how they spend their week. Students always know their work hours and their class times. These are easy to place in a schedule or on a calendar because they are predetermined. But study time is the one area that consistently is left out of a student’s schedule. It takes initiative to include it in a student’s busy week and self-discipline to stick to it. Here’s a tip: Write your study time into your schedule or calendar. It’s important to do this because it’s easy to skip a study session or say to yourself, “I’ll do it later.” While there would likely be an immediate consequence if you do not show up for work, there is not one if you fail to study on Tuesday from 3pm-4pm. That consequence may take place later, if the studying is not made up.
It is widely suggested that students need to study approximately two hours for every hour that they spend in class in order to be successful.[1] Thus, if I am taking a class that meets on Mondays and Wednesdays from 4pm-5:30pm (three hours per week), I would want to study outside of class six hours per week. This is designed as a guide and is not an exact science. You might need to spend more time than what is recommended if you are taking a subject you find challenging, have fallen behind in or if you are taking short-term classes. This would certainly be true if I were to take a physics class. Since I find learning physics difficult, I might have to spend three or four hours of study time for each hour of class instruction. You also might need to study more than what is recommended if you are looking to achieve better grades. Conversely, you might need to spend less time if the subject comes easy to you (such as sociology does for me) or if there is not a lot of assigned homework.
Keep in mind that 20 hours of work per week is the maximum recommended for full-time students taking 12 semester units in a term. For students working full-time (40 hours a week), no more than six units is recommended. The total is also a very important category. Students often start to see difficulty when their total number of hours between work and school exceeds 60 per week. The amount of sleep decreases, stress increases, grades suffer, job performance decreases and students are often unhappy.
How do you spend your 168 hours in a week?
• Child Care
• Class
• Community Service / Volunteer
• Commuting / Transportation
• Eating / Food Preparation
• Exercise
• Family
• Friends
• Household / Child Care Duties
• Internet / Social Media / Phone / Texting
• Party
• Recreation / Leisure
• Relationship
• Sleeping
• Spirituality / Prayer / Meditation
• Study
• Video Games
• Watching TV or Movies, Netflix, Youtube
• Work / Career
There is also the time it takes for college students to adjust to college culture, college terminology, and college policies. Students may need to learn or relearn how to learn and some students may need to learn what they need to know. What a student in their first college semester needs to know may be different than what a student in their last college semester needs to know. First semester students may be learning where classrooms are, building hours and locations for college resources, and expectations of college students. Students in their last semester may be learning about applying for their degree, how to confirm they have all of their requirements completed for their goal, and commencement information. Whatever it is students may need to learn, it takes time.
Fixed Time vs. Free Time
Sometimes it helps to take a look at your time and divide it into two areas: fixed time and free time. Fixed time is time that you have committed to a certain area. It might be school, work, religion, recreation or family. There is no right or wrong to fixed time and everyone’s is different. Some people will naturally have more fixed time than others. Free time is just that—it is free. It can be used however you want to use it; it’s time you have available for activities you enjoy. Someone might work 9am-2pm, then have class 3pm-4:30pm, then have dinner with family 5pm-6pm, study 6pm-7pm and then have free time from 7pm-9pm. Take a look at a typical week for yourself. How much fixed time do you have? How much free time? How much fixed and free time would you like to have?
Identifying, Organizing and Prioritizing Goals
The universal challenge of time is that there are more things that we want to do and not enough time to do them.
I talk to students frequently who have aspirations, dreams, goals and things they want to accomplish. Similarly, I ask students to list their interests at the beginning of each of my classes and there is never a shortage of items. But I often talk to students who are discouraged by the length of time it is taking them to complete a goal (completing their education, reaching their career goal, buying a home, getting married, etc.). And every semester there are students that drop classes because they have taken on too much or they are unable to keep up with their class work because they have other commitments and interests. There is nothing wrong with other commitments or interests. On the contrary, they may bring joy and fulfillment, but do they get in the way of your educational goal(s)? For instance, if you were to drop a class because you required surgery, needed to take care of a sick family member or your boss increased your work hours, those may be important and valid reasons to do so. If you were to drop a class because you wanted to binge watch Grey’s Anatomy, play more Minecraft, or spend more time on Facebook, Twitter, or Instagram, you may have more difficulty justifying that decision, but it is still your decision to make. Sometimes students do not realize the power they have over the decisions they make and how those decisions can affect their ability to accomplish the goals they set for themselves.
I am no exception. I have a long list of things that I want to accomplish today, tomorrow, next week, next month, next year and in my lifetime. I have many more things on my list to complete than the time that I will be alive.
Identifying Goals
Recently, there has been a lot of attention given to the importance of college students identifying their educational objective and their major as soon as possible. Some high schools are working with students to identify these goals earlier. If you are interested in career identification, you may wish to look into a career decision making course offered by your college. You may also wish to make an appointment with a counselor, and/or visit your college’s Career Center and/or find a career advice book such as What Color is Your Parachute? by Richard N. Bolles.
Goal identification is a way to allow us to keep track of what we would like to accomplish as well as a mechanism to measure how successful we are at achieving our goals. This video gives modern practical advice about the future career market.
Video: Success in the New Economy, Kevin Fleming and Brian Y. Marsh, Citrus College:
A Vimeo element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint1/?p=52
Educational Planning
There has also been focused attention on the importance of educational planning.
Education plans developed with a counselor help students determine and explore a program of study and have proven to facilitate student success.[2]
Students can follow educational plans like a road map so they can see how to complete required classes in the most efficient and logical order based on their educational goals.
Educational planning may appear to be simple: identifying the program of study and then figuring out which courses are required to complete it.
Graphics courtesy of Greg Stoup, Rob Johnstone, and Priyadarshini Chaplot of The RP Group
However, it can often be extremely complex. Many students have multiple goals. One student might be interested in more than one of these goals: earn multiple degrees, transfer to a four-year college or university, prepare for graduate school, start a minor, or complete requirements for several transfer schools.
Students also have different strengths. Some might be strong in English. Some students excel in Math. Others might be strong in Science, Arts and Humanities, or Social Sciences. Educational planning takes these strengths (and weaknesses) into consideration. Students are encouraged to take English and Math early[3], as statistics show that those students will be more successful. But the order of courses taken for students with different strengths could vary even if the students have the same goal. There is not a one-size-fits-all solution.
Educational planning may be further complicated by availability of courses a college or university offers, the process in which a student may be able to register for those courses and which sections fit into students’ schedules. Transcript evaluations (if students have attended previous colleges or universities), assessment of appropriate English or Math levels and prerequisite clearance procedures may also contribute to the challenge of efficient educational planning.
Further, students have different priorities. Some students want to complete their goals in a certain amount of time. Other students may have to work full-time and take fewer units each semester. Educational planning might also consider student interests, skills, values, personality, or student support referrals. Grade point average requirements for a student’s degree, transfer or specific programs are also considered in educational planning.[4]
While some students may know what they want to do for their career, and have known since they were five years old, many students are unsure of what they want to do. Often, students aren’t sure how to choose their major. A major is an area of concentration in which students will specialize at a college or university. Completing a major requires passing courses in the chosen concentration and degrees are awarded that correlate with students’ majors. For instance, my bachelor’s degree in Sociology means that my major was Sociology.
It is OK to not know what major you want to pursue when you start college, but I suggest careful research to look into options and narrow them down to a short list of two or three. Talking with a counselor, visiting your college’s Career Center, or taking a college success class may help with your decisions.
Seventy percent of students change their major at least once while in college and most will change their major at least three times. It is important for students to find the best major for them, but these changes may make previous educational plans obsolete.
The simple concept and road map often ends up looking more like this:
Graphics courtesy of Greg Stoup, Rob Johnstone, and Priyadarshini Chaplot of The RP Group
Due to the complicated nature of educational planning, a counselor can provide great value for students with assistance in creating an educational plan, specifically for each individual student. If you have not done so already, I highly recommend you meet with a counselor and continue to do so on a frequent basis (once per semester if possible).
How To Start Reaching Your Goals
Without goals, we aren’t sure what we are trying to accomplish, and there is little way of knowing if we are accomplishing anything. If you already have a goal-setting plan that works well for you, keep it. If you don’t have goals, or have difficulty working towards them, I encourage you to try this.
Make a list of all the things you want to accomplish for the next day. Here is a sample to do list:
• Go to grocery store
• Go to class
• Pay bills
• Exercise
• Social media
• Study
• Eat lunch with friend
• Work
• Watch TV
• Text friends
Your list may be similar to this one or it may be completely different. It is yours, so you can make it however you want. Do not be concerned about the length of your list or the number of items on it.
“Obstacles are things a person sees when he takes his eyes off his goal.”
– E. Joseph Cossman
You now have the framework for what you want to accomplish the next day. Hang on to that list. We will use it again.
Now take a look at the upcoming week, the next month and the next year. Make a list of what you would like to accomplish in each of those time frames. If you want to go jet skiing, travel to Europe or get a bachelor’s degree: Write it down. Pay attention to detail. The more detail within your goals the better. Ask yourself: what is necessary to complete your goals?
With those lists completed, take into consideration how the best goals are created. Commonly called “SMART” goals, it is often helpful to apply criteria to your goals. SMART is an acronym for Specific, Measurable, Attainable, Realistic and Timely. Perform a web search on the Internet to find out more about “SMART” goals. Are your goals SMART goals? For example, a general goal would be, “Achieve an ‘A’ in my anatomy class.” But a specific goal would say, “I will schedule and study for one hour each day at the library from 2pm-3pm for my anatomy class in order to achieve an ‘A’ and help me gain admission to nursing school.”
Now revise your lists for the things you want to accomplish in the next week, month and year by applying the SMART goal techniques. The best goals are usually created over time and through the process of more than one attempt, so spend some time completing this. Do not expect to have “perfect” goals on your first attempt. Also, keep in mind that your goals do not have to be set in stone. They can change. And since over time things will change around you, your goals should also change.
Another important aspect of goal setting is accountability. Someone could have great intentions and set up SMART goals for all of the things they want to accomplish. But if they don’t work towards those goals and complete them, they likely won’t be successful. It is easy to see if we are accountable in short-term goals. Take the daily to-do list for example. How many of the things that you set out to accomplish, did you accomplish? How many were the most important things on that list? Were you satisfied? Were you successful? Did you learn anything for future planning or time management? Would you do anything differently? The answers to these questions help determine accountability.
Long-term goals are more difficult to create and it is more challenging for us to stay accountable. Think of New Year’s Resolutions. Gyms are packed and mass dieting begins in January. By March, many gyms are empty and diets have failed. Why? Because it is easier to crash diet and exercise regularly for short periods of time than it is to make long-term lifestyle and habitual changes.
Randy Pausch was known for his lecture called “The Last Lecture,” now a bestselling book. Diagnosed with terminal pancreatic cancer, Pausch passes along some of his ideas for best strategies for uses of time in his lesser known lecture on time management. I don’t believe there is someone better suited to teach about time management than someone trying to maximize their last year, months, weeks and days of their life.
Video: Time Management, Randy Pausch.
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint1/?p=52
Organizing Goals
Place all of your goals, plans, projects and ideas in one place. Why? It prevents confusion. We often have more than one thing going on at a time and it may be easy to become distracted and lose sight of one or more of our goals if we cannot easily access them. Create a goal notebook, goal poster, goal computer file—organize it any way you want—just make sure it is organized and that your goals stay in one place.
Author’s Story
I learned this lesson the hard way. Some years ago, I used sticky notes all the time. I think they are a great invention and believe they help me stay organized. But one day when I was looking for a phone number I realized that I had sticky notes at work, sticky notes at home and sticky notes in my car. I had so many sticky notes in multiple places that I couldn’t easily find the information I needed. Everyone has a preference of how clean or messy his or her work area is, but if you’re spending time looking for things, it is not the best use of your time. I now keep all of my sticky notes in one place. Further, I always use one and only one point of entry for anything that goes on my calendar. I have also found many advances in technology to assist with organization of information. But I still use physical sticky notes.
Use Technology to your Advantage
Software and apps are now available to help with organization and productivity. Check out Evernote, One Note, or Stickies.
Break Goals into Small Steps
I ask this question of students in my classes: If we decided today that our goal was to run a marathon and then went out tomorrow and tried to run one, what would happen? Students respond with: (jokingly) “I would die,” or “I couldn’t do it.” How come? Because we might need training, running shoes, support, knowledge, experience and confidence—often this cannot be done overnight. But instead of giving up and thinking it’s impossible because the task is too big for which to prepare, it’s important to develop smaller steps or tasks that can be started and worked on immediately. Once all of the small steps are completed, you’ll be on your way to accomplishing your big goals.
What steps would you need to complete the following big goals?
• Buying a house
• Getting married
• Attaining a bachelor’s degree
• Destroying the Death Star
• Losing weight
Prioritizing Goals
Why is it important to prioritize? Let’s look back at the sample list. If I spent all my time completing the first seven things on the list, but the last three were the most important, then I would not have prioritized very well.
It would have been better to prioritize the list after creating it and then work on the items that are most important first. You might be surprised at how many students fail to prioritize.
After prioritizing, the sample list now looks like this:
• Go to class
• Work
• Study
• Pay bills
• Exercise
• Eat lunch with friend
• Go to grocery store
• Text friends
• Social media
• Watch TV
One way to prioritize is to give each task a value. A = Task related to goals; B = Important—Have to do; C = Could postpone. Then, map out your day so that with the time available to you, work on your A goals first. You’ll now see below our list has the ABC labels. You will also notice a few items have changed positions based on their label. Keep in mind that different people will label things different ways because we all have different goals and different things that are important to us. There is no right or wrong here, but it is paramount to know what is important to you, and to know how you will spend the majority of your time with the things that are the most important to you.
A Go to class
A Study
A Exercise
B Work
B Pay bills
B Go to grocery store
C Eat lunch with friend
C Text friends
C Social media
C Watch TV
Do the Most Important Things First
You do not have to be a scientist to realize that spending your time on “C” tasks instead of “A” tasks won’t allow you to complete your goals. The easiest things to do and the ones that take the least amount of time are often what people do first. Checking Facebook or texting might only take a few minutes but doing it prior to studying means we’re spending time with a “C” activity before an “A” activity.
People like to check things off that they have done. It feels good. But don’t confuse productivity with accomplishment of tasks that aren’t important. You could have a long list of things that you completed, but if they aren’t important to you, it probably wasn’t the best use of your time.
Perform an internet search for “Time Management Matrix images.” The matrix (also referred to in the Randy Pausch video), shows how to categorize your tasks and will help prioritize your goals, tasks, and assignments. Take a look at the matrix and quadrants and identify which quadrant your activities would fall into.
Quadrant I (The quadrant of necessity): Important and Urgent
Only crisis activities should be here. If you have included exams and papers here, you are probably not allowing yourself enough time to fully prepare. If you continue at this pace you could burn out!
Quadrant II (The quadrant of quality and personal leadership): Important and Not Urgent
This is where you define your priorities. What’s important in your life? What will keep you balanced? For example, you may know that good nutrition, sleep, recreation and maintaining healthy social relationships are important but do you consciously make time for them in your daily or weekly routine? Quadrant II includes your “A” goals. Managing your life and the lifestyle will help you manage your time.
Quadrant III (The quadrant of deception): Not Important and Urgent
While you may feel that activities, such as texting, need your attention right away, too much time spent on Quadrant III activities can seriously reduce valuable study time. This may leave you feeling pulled in too many directions at once.
Quadrant IV (The quadrant of waste): Not Important and Not Urgent
Quadrants three and four include your “C” goals. If you’re spending many hours on Quadrant IV activities, you’re either having a great deal of fun or spending a lot of time procrastinating! Remember, the objective is balance. You may notice I placed social media and texting into this category. You could make a case that social media, texting, Netflix, and Youtube are important, but how often are they urgent? Ultimately, it is up to you to decide what is important and urgent for yourself, but for the context of this textbook, your classes, assignments, preparation, and studying should almost universally be more urgent and important than social media and texting.
Here is an adapted version of the matrix, with an emphasis on quadrant II.
By Rorybowman – Own work, Public Domain, https://commons.wikimedia.org/w/inde...?curid=2135450
Conclusion
Managing time well comes down to two things. One is identifying (and then prioritizing) goals and the other is having the discipline to be able to work towards accomplishing them. We all have the same amount of time in a day, week, month and year, yet some people are able to accomplish more than others. Why is this? Often, it is because they are able to set goals, prioritize them and then work on them relentlessly and effectively until they are complete.
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY.
Roadmap graphics used with permission, courtesy of Greg Stoup, Rob Johnstone, and Priyadarshini Chaplot of The RP Group.
All rights reserved content:
Randy Pausch Lecture: Time Management. Authored by: Carnegie Mellon University. Located at: http://www.youtube.com/watch?v=oTugjssqOT0 License: All Rights Reserved. License Terms: Standard YouTube license.
Success in the New Economy. Located at: vimeo.com/67277269 License: All Rights Reserved.
1. Jeffery Young, “Homework? What Homework?,” Chronicle of High Education, 2002, A35-A37, www.chronicle.com/article/Ho...Homework-/2496. ↵
2. “Advancing Student Success in the California Community Colleges,” California Community Colleges (California Community Colleges Chancellor’s Office: Recommendations of the California Community Colleges Student Success Task Force, 2012), www.californiacommunitycolleg...7-12_print.pdf. ↵
3. J. Weissman, C. Bulakowski, and M.K. Jumisko, “Using Research to Evaluate Developmental Education Programs and Policies,” in Implementing Effective Policies for Remedial and Developmental Education: New Directions for Community Colleges, ed. J. M. Ignash (San Francisco: Jossey-Bass, 1997), 100, 73-80. ↵
4. Beth Smith et al., “The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges,” (California: The Academic Senate for California Community Colleges). ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_2%3A_Time_Tools_and_Study_Environment/02.1%3A_Chapter_10%3A_Time_Management_Th.txt |
Christopher L. Hockey
Christopher L. Hockey
There I was, having just eaten dinner and realizing that I had less than twenty-four hours to go before my capstone paper was due for my History of Africa class. This paper was the only grade for the class and all I had done was some research. I still had thirty pages that needed to be written! How was I going to get this paper done?
I came to the realization that I was going to have to skip some classes and work through the night. I kept my roommate up with the click clack of the keyboard and worked through the night with breaks only to replenish the caffeine in my system. Morning came and I still had work to do.
I contacted my other professors letting them know that something came up and I wouldn’t be in class. Thankfully, I was in good standing in my other classes and could afford to miss one class. I snuck in a twenty minute nap and kept working. I finally finished about thirty minutes before the deadline. Exhausted and not terribly proud of myself, I trudged my way to class to drop off the paper and committed to never working like this again. After all, there was a small likelihood that I would get a decent grade; I was hoping for just a C to keep my GPA respectable. I went back to my room and slept for a long time. Imagine my amazement when I received my grade for the paper (and ultimately the class) and there was an A- staring me back in the face! How could this be possible?
My experience illustrates a very important lesson. Best practices do not always yield the best results. Logic would tell us that to manage a thirty-page paper would require the student to spread out all the tasks over the semester and do a little bit of work over a long period of time as opposed to a lot of work over a short period of time. The problem is that time management is a personal thing. Everyone works differently and excels under different circumstances.
The important thing to remember about time management is that there is not one method. Everyone must find what works best for her or him. There are some strategies that have been used for years and others that are new. While there are multiple perspectives on how best to set personal and professional goals, there are three general themes that influence the development of personal time management plans: identifying priorities, managing time, and managing energy.
The concept of time management is actually personal management. Where you are going or what you are trying to accomplish is more important than how fast you get there. Personal management demands organizing and executing around priorities. One thing to watch out for on your college journey is something called time famine. Time famine is the feeling of having too much to do and not enough time to do it. This happens often to college students and without warning. This was certainly the case with my paper. I certainly felt overwhelmed with thirty pages to write and not a lot of time available to write it in. However, there’s one really helpful aspect of time—you always know how much you have in a day. You know that in any given day, you have twenty-four hours to accomplish everything you need to do for that day. With that knowledge in hand it becomes an easy task to make smart choices when planning both the schedule for the day, as well as the energy needed to complete the tasks.
The objective of successful time management is to increase and optimize controllable time. Once you have a schedule made, don’t change it unless something of some serious urgency comes up. However, while managing time is challenging enough, there’s another concept out there about the management of your energy. Think of energy as money and time as what you’d like to buy. If you’re too tired (or energy broke) to be productive, it’s hard to accomplish (buy) everything on your schedule. Luckily, at the age of twenty-two, I had lots of energy and stamina to pull an all-nighter and finish the paper. If I tried to do that today at thirty-five, I would be asleep on my keyboard after a few hours. In order to always have enough of time currency, it’s important that you are physically energized, emotionally connected, and mentally focused on your purpose.
While an understanding of these general principles is essential for the development of sound time and energy management strategies, it is also important to focus on practical strategies that can be implemented to improve the college experience. The first recommendation is to know who you are and how you work. In this step, you need to examine all aspects of your current time management skills. Take a look at personal practices such as where you work, how you organize information and course materials, how current and future assignments and projects are prioritized, how commitments are balanced, and lastly, how you prevent burnout. Once you have taken stock in your current practices, you’ll have a better idea of what you need to do to improve.
Even today, I try to space out large projects and assignments and find that I am not as focused or motivated. I struggle to complete the task and when I do, it never feels like I did it well. However, when I revert back to that practice of waiting until the last minute, I am focused, energized, and motivated and the results have been very positive. In my own doctoral program, I have begun assignments a little too close to the deadlines but they ultimately get completed and I continue to be amazed at the high marks I get back. What does that tell me? It tells me I thrive in high-pressure situations where I have to focus intensely on one thing and stay focused for a long period of time. Is that method for everyone? Certainly not, but it works for some and it may or may not work for you. You must examine your own work habits and practices and look back at times that you have done well and times you have done poorly and identify habits that led to those results.
The next strategy is to create a personal time management method to help prioritize projects and activities. Try to identify and eliminate activities that may detract from effectively balancing your roles and responsibilities. In any given day, what are the most important things that need to be completed? What can be eliminated from your schedule that provides you the time you need to be successful? I like to think of this as the “five-year-old plan.” My five-year-old loves to play in the morning as her Mom and I are getting ready for work. The problem is that we need her to get ready for school, too. We put a plan in place that allows her to play in the morning, only after she is completely ready for school. You need time to play, have fun, and socialize, but it should not come at the expense of higher priority tasks.
The next recommendation is to focus on the process of energy management. Create goals focused on physical, mental, spiritual, and emotional renewal. These goals can include, but are not limited to: getting seven to eight hours of sleep a night, taking small breaks during work sessions, eating healthy, exercising regularly, drinking lots of water, having a positive attitude, and practicing positive self-talk. Anytime I know I have a big work task or school task to complete, I am in the mindset of energy conversation—my energy. I make sure to get a good night sleep, eat my Wheaties, and think good vibes. These habits allow me to complete projects in a way that works for me.
Lastly, set up a reward system. One of the great things about creating prioritized lists of things that need to be done is the sense of accomplishment when you cross that item off the list. Once you’ve identified your major goals and tasks, identify a reward for each of these goals that provides an even greater sense of accomplishment. The reward should be personal and should encourage you to continue your good habits. What are the things you love to do? Write them down next to the major tasks and learn to practice delayed gratification by only doing those things once you’ve crossed the item off.
In conclusion, practical and tangible strategies for time and energy management can be the key to success for any undertaking. While each concept related to time and energy management is unique and provides a starting point for you to begin to develop strong personal management skills, these methods and ideas are not one-size-fits-all, and you need to explore the strategies and discover which components of each best fit your lifestyle and circumstances. Through this exercise, you can develop a personal management plan that is best suited to your needs and goals.
Licenses and Attributions:
CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Christopher L. Hockey. Located at: https://milnepublishing.geneseo.edu/...-on-your-side/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_2%3A_Time_Tools_and_Study_Environment/02.2%3A_Chapter_11%3A_Words_of_Wisdom%3A.txt |
Dave Dillon
“You cannot hoot with the owls and then soar with the eagles.”
– Hubert Humphrey
There is a difference between a goal and a wish. A goal is something that requires action to complete. A wish is something we simply hope will happen without doing anything to achieve it. Students often confuse goals with wishes due to the expected probability of the outcome. For example, a student might say that owning a Ferrari or becoming a movie star were wishes, not goals, because the chance of them happening is slim. We could debate about realistic goals for a long time, but for the purpose of this lesson, the probability of a goal is irrelevant. Think of it like this: the chances of winning the lottery may in fact be slim, but we have no chance to win the lottery if we do not purchase a ticket. Purchasing a ticket requires action, and that distinguishes a difference between a goal and a wish.
When we apply this to education, there are many areas that require action in order to be successful. If I wish for good grades, but spend my time at parties instead of studying, I may not get my wish. But if my goal is to attain good grades, and I take action to achieve them by studying, reviewing, being prepared, etc., then I am much more likely to accomplish my goal.
“Some people want it to happen, some wish it would happen, others make it happen.”
– Michael Jordan
Author’s Story
I had a friend in college who wanted to be a professional athlete. He would talk about it all the time and say that it was his goal. He was a student-athlete but he loved Carl’s Jr. and ate there frequently. He rarely worked out. Over time, I started to think—if he really wanted to be a professional athlete, in order to give himself the best opportunity to make it, he should exercise more and eat a more nutritional diet. It occurred to me years later that he said it was his goal but in reality, it was a wish. He hoped that he would just magically become a professional athlete one day but was unwilling to take the action necessary to help him achieve his goal.
One of the challenges many students face is being over committed. Some are working full-time, going to school full-time, and have other responsibilities as well. Students may additionally be taking care of children, siblings, parents or have other commitments. It can be difficult to take action to complete goals when there are so many areas competing for our time. And sometimes we cannot “do it all.” Sometimes we need to prioritize, let something go, adjust and reevaluate what the most important things are to us.
Other students may struggle because college does not have as much structure as what they may have been used to in high school. Why should I start a homework assignment now when I don’t have anything I have to do for the next three days? This mindset usually leads to the student waiting until the last minute to start the assignment and as a result, the quality of work is not high.
Procrastination
“Do or do not – there is no try.”
– Yoda
Either a homework assignment gets done on time or it doesn’t. Over the years I have seen a lot of excuses from students who didn’t complete their assignment on time. Think about this: If someone were to give you \$500 to complete the assignment on time, would you complete it sooner than you ordinarily would have? What level is your internal motivation? How important is the assignment to you? How important is your grade? How important is your class?
Procrastination is the act of putting something off. It’s doing something that’s a low priority instead of doing something that is a high priority. We all procrastinate sometimes. But when we procrastinate on an assignment or studying for an exam until there is little or no time left, our grades suffer and it can be stressful. Learning about why we procrastinate can help us overcome.
Reasons We Procrastinate
I don’t feel like it. I would rather play a video game, watch TV, hang out with friends, sleep, etc. than start my assignment. (The problem is – you might never feel like starting it.)
Perfectionism. I want to do it perfectly and there is not enough time to do it perfectly so I am not going to do it at all.
Fear of success. If I study my tail off and I earn an A on an exam, people will start to expect that I will get A’s all of the time.
Fear of failure. Without confidence, I can’t do the assignment well, no matter how much time or effort I put into it.
“If we are not prepared to fail, we will never create anything original.”
– Sir Ken Robinson
These reasons have been keeping some students from completing assignments and studying for exams. Do you procrastinate? Why?
Whatever the reason may be, procrastination is not a good idea. It often leads to stress. It can be stressful in trying to complete something if we have left it to the last minute. It can be stressful to know that we didn’t submit work that was our best. And stress can take a toll on the health of our bodies.
There are many examples of how American society realizes that people procrastinate. FedEx is built on the fact that people need something immediately and in many cases, they have procrastinated past when regular mail would have gotten it there on time. Post offices stay open later on Tax Day because they know people procrastinated getting their taxes done. Stores offer sales days before Christmas because they know people have procrastinated their Christmas shopping.
So how do we avoid procrastination?
Tell yourself to do your best all of the time. Ask yourself what is important NOW. Other peoples’ expectations of you shouldn’t matter. Be confident in yourself and in your abilities. Do the best you can and be satisfied with your effort. Realize that we’re not perfect. Make your goal to do your best and understand you don’t need to be perfect. Also, realize that you may never “feel like” doing an assignment or studying for an exam.
Get Started. It is the hardest part to do and will have the biggest effect on defeating procrastination. It can be simple: skim the chapter you have to read, think of a title for your paper or schedule an hour for when you will study. The rest of it will be easier once you get started.
Establish and rely on a process. Figure out what works best for you. Take some time to make a plan, list, or outline that allows you to see what you will do and when to complete your assignment or goal. It might be setting aside time early in the morning or waiting to watch a movie until after you’ve finished an assignment. Set your priorities and stick to them.
Set Imaginary Deadlines. If the paper is due in six days, tell yourself it is due in two days. Knock it out early and then enjoy not having it over your head. Fake deadlines are less stressful. And if you do end up needing more time, you have a cushion.
Don’t Break the Chain. Jerry Seinfeld developed a system to help prevent procrastination. He wanted to be a better comedian and believed that writing better jokes would help. To write better jokes, he thought he should write every day. His system, called Don’t Break the Chain was used to motivate himself to write every day. He started with a big wall calendar with a whole year on a page and a red marker. For each day he wrote, he would place a big red X on that day of the calendar. After a few consecutive days, he had a chain. And then the task became not breaking the chain.
Although originally skeptical, I tried it (with exercise), and found it to work. I liked marking the big red X and I liked seeing a long string of big red X’s after a few weeks. I still use this strategy and find myself much more motivated to not break the chain than to go for a run, swim, or to the gym. If there is something you want to practice every day, try it.
“If you eat a frog first thing in the morning, the rest of your day will be wonderful.”
– Mark Twain
I don’t suggest that you go out and eat a frog, but the point Twain makes is paramount to overcoming procrastination. He meant if you have to do something you don’t want to, the best thing to do is do it right away: get it over with as soon as possible then move on to enjoy the things you want to do.
This might be true of going to the dentist, making a phone call you don’t want to make, or doing your homework.
Tim Urban’s Ted Talk shines a light on procrastination.
Video: Inside the Mind of a Master Procrastinator, Tim Urban TED Talk
A TED element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint1/?p=54
Estimating Task Time
One of the biggest challenges I see college students have is accurately estimating how much time it will take to complete a task. We might think we’re going to be able to read an assigned chapter in an hour. But what if it takes three hours to read and understand the chapter? Having the skill to know how long a homework assignment will take is something that can be developed. But until we can anticipate it accurately, it is best to leave some time in our schedule in case it takes longer than we had anticipated.
We have a limited amount of time. Most of us cannot complete everything we wish to complete—either in a day or in a lifetime. We hear people say, “I wish there was more time” or “If there was more time, I would have done this.” We have enough time to do many of the things we wish to do. People run into difficulty when they spend time on things that are not the most important things for them.
“There’s never enough time to do all the nothing you want.”
– Bill Watterson
Author’s Story
I used to say to myself that I would do this or finish that as soon as I got caught up. “Caught up” might apply to my e-mail inbox, keeping current with my twitter timeline, or watching the latest episode of The Walking Dead. But I found that sometimes I was never going to be caught up. So, it was important for me to realize that I was inadvertently placing quadrant III and IV activities ahead of quadrant I and II activities. Worse, I was justifying them by telling myself I would do the I and II activities once the III and IV activities were finished. I corrected this by refocusing on quadrant I and II and constantly reminding myself not to concentrate too much time on the things that are neither urgent nor important.
Time Management Strategies
Laura Vanderkam’s TED Talk helps with perspective on free time.
Video: How to Gain Control of Your Free Time, Laura Vanderkam TED Talk
A TED element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint1/?p=54
You must make time for the things that are most important to you. In order to make time, you may need to decide you will not do something else.
The ability to say “no” cannot be underestimated. It isn’t easy to say “no,” especially to family, friends and people that like you and whom you like. Most of us don’t want to say “no,” especially when we want to help. But if we always do what others want, we won’t accomplish the things that we want—the things that are most important to us.
Ask yourself:
What am I doing that doesn’t need to be done?
What can I do more efficiently?
Have you ever ordered an appetizer, salad, beverage or bread, then felt full halfway through your entree? In situations like this many people claim, “my eyes were bigger than my stomach.” This is also true with planning and goal setting. It may be that your plan is bigger than the day. Experiment with what you want to accomplish and what is realistic. The better you can accurately predict what you can and will accomplish and how long it will take, the better you can plan, and the more successful you will be.
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY Attribution.
Tim Urban: Inside the Mind of a Master Procrastinator. Authored by TED.com
Located at: https://www.ted.com/talks/tim_urban_...procrastinator
License: CC-BY–NC–ND 4.0 International.
Kim Vanderkam: How to Gain Control of Your Free Time. Authored by TED.com
Located at: https://www.ted.com/talks/laura_vand...your_free_time
License: CC-BY–NC–ND 4.0 International. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_2%3A_Time_Tools_and_Study_Environment/02.3%3A_Chapter_12%3A_Time_Management_Re.txt |
Phyllis Nissila
World View
The world in eye (memo) by colorlight4 CC BY NC ND
The term procrastination comes from Middle French and Latin and, of course, means putting something off until later.
It is hardly necessary to define this common problem at school–and everywhere else–in any language, however. We all know what it is. We all do it, and we’ve all suffered to some extent because of it (missed deadlines tend to make instructors–and bosses–crabby).
But here is a problem: some people procrastinate more than others. And NOT just because they are lazy, disorganized, unmotivated, or confused about what to do. Those might be the surface assumptions and sometimes true, but at other times, or perhaps beneath what appear to be the behaviors listed above, defeating habits like procrastination have to do with deeper issues, maybe beliefs and thought patterns such as:
• “What’s the use if I get this done, or not?”
• “I do better under stress, so leaving things until the last minute actually helps me.”
• “I’m just naturally disorganized.”
• “I never manage to do anything on time. I’ve always been that way!”
This is why this chapter begins with “foundational issues,” perspectives, and beliefs about ourselves such as our world view that operates at the bottom of our pile of motivations, and our sense of self-efficacy (or lack thereof) that generates thoughts that either work for or against us when it comes to successfully managing time, tools, and environments of learning. Self-efficacy is one’s sense of being able to achieve goals.
First, here is a look at world view, a concept some experts put at the foundational level of how we think and perceive the world. On top of our world view, so to speak, and as a result of it, are our beliefs. And on top of beliefs lay our conscious-level feelings and thoughts.
Our world view, as researcher F. Heylighen defines it, is “a framework that ties everything together, that allows us to understand society, the world, and our place in it, and that could help us to make the critical decisions which will shape our future.” In his article, What is a world view? Heylighen, citing the work of Belgian philosopher Leo Apostel, lists seven basic components of a person’s world view:
1. A model of the world (how the world functions/how it is structured)
2. Explanation (of the model)
3. Futurology (where are we going?)
4. Values (good/evil)
5. Action (plans of action based on our values)
6. Knowledge (true and false)
7. Building Blocks (what fragments of others’ world views helped us shape ours)
These components cover the fundamental questions about existence that human beings find themselves mulling over in time, questions that ultimately guide beliefs, thoughts, and feelings.
The exercise below is based on Heylighen’s article. Whereas this exercise is not a “personal inventory” per se, it has value in guiding the learner to discovering, perhaps, some foundational issues that can hinder a successful approach to overcoming non-productive actions and habits such as procrastination.
For example, if a person has a world view that is post-modern, he/she views the world with a heavy dose of skepticism and distrust of ideologies, rationality, and absolute truth. Therefore, it might be easy to subscribe to a “What’s the use?” thought and feeling when it comes to academic and work-world norms such as being on time and getting one’s work done.
Note: It is not necessary, however, to know precisely which world view one has been influenced by to complete the exercise. Indeed, most people more or less absorb their world views from parents, institutions, and the culture in which they grew up. The value in knowing such information about oneself is in understanding how to deal with certain attitudes and beliefs that work against successful learning, and success in life in general. It is also valuable to know what has contributed to successful attitudes and beliefs so that these can be affirmed and reinforced for future success.
EXERCISE 13-1
1. Read the article by Heylighen, linked above, for a more detailed explanation of world view and the seven components he cites.
2. Briefly respond to your thoughts on each of the seven components. If you have not given much thought to some of them as of yet, take time to consider them now. Three to five sentences will likely be sufficient for each component, for a total of approximately 21-35 sentences. It would be helpful to number the components. This does not have to be completed as an essay.
Self-Efficacy
Self-efficacy, or one’s sense of being able to achieve goals, is an essential ingredient in a learner’s ability to succeed. Thoughts and feelings on this topic, which stem from one’s beliefs (remember the pyramid illustration) contribute to more, or less, success.
A key element of self-efficacy is the concept of locus of control. As the definition indicates, the locus, or place, of control is usually either internal or external, but sometimes it is both.
Obviously if a person believes that he/she is in control of situations and outcomes (an internal locus) achieving goals is more likely. If a person believes he/she is controlled by external forces, achieving goals is less likely. But everyone experiences both internal and external forces for various reasons. For example, choosing to do the right thing on the job is based on the external control of workplace rules. Yet, one might apply for the job based on one’s internal belief that he/she can succeed. And both internal and external loci of control are in operation when one chooses to do the right thing at any time based on one’s religious beliefs.
For a more detailed explanation and the relationship of self-efficacy to locus of control, complete this exercise.
EXERCISE 13-2
After reading the definition of this concept in the article cited above, answer the following questions:
1. List three attitudes and/or perspectives that a person with a primarily internal locus of control might have that will help him/her succeed in life, and why.
2. List three attitudes and/or perspectives that a person with a primarily external locus of control might have that might hinder his/her success, and why.
3. List three instances where both internal and external loci of control help a person, and why.
A chart might help you organize your response.
INTERNAL EXTERNAL BOTH
Licenses and Attributions:
CC licensed content, Previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at: openoregon.pressbooks.pub/co...self-efficacy/ CC-BY.
Adaptions: Changed world view image, removed one exercise, edited language to match unit and chapter.
The world in eye (memo) image by colorlight4. License: CC-BY-NC-ND. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_2%3A_Time_Tools_and_Study_Environment/02.4%3A_Chapter_13%3A_World_View_and_Sel.txt |
Phyllis Nissila
Following the introduction to procrastination in the Time Management Reality chapter, this chapter provides a deeper dive into understanding procrastination and finding solutions for it.
“Do it now” by Maklay62 is in the Public Domain, CC0
Complete the exercise below to help you solve what is arguably the number one detriment to effective learning at school, home, and/or on the job (aka procrastination).
This personal inventory is a bit different from others you may have taken. It incorporates very little about the usual bad habit suspects when it comes to the “P” word and includes more on the other reasons for such a habit, as suggested in the previous chapter as well as one or two other procrastination-inducers which have cropped up in our now social-media-saturated lives. Perhaps there is, in fact, more to your challenges with procrastination than the assumptions about laziness, disorganization, etc. See what you think. More importantly, see what you can do about it.
EXERCISE 14-1
For each item, circle one. And feel free to add any comments you wish. Sometimes quick-answer exercises like this just don’t have enough of YOUR personal response options, but try not to overthink things. This is, after all, a simple snapshot of where your beliefs and feelings are at this moment in time.
1. I admit it. Just like everyone else, I feel that I am lazy when it comes to getting my assignments and/or work done.
• usually
• sometimes
• rarely
• never
2. I am disorganized when it comes to getting my assignments and/or work done.
• usually
• sometimes
• rarely
• never
3. I get confused about what I am supposed to do for the assignment or task.
• usually
• sometimes
• rarely
• never
4. I have a hard time saying “no” to others which puts me behind in my work/studies.
• most of the time
• sometimes
• rarely
• never
5. I have this sinking feeling that I will succumb to the usual reasons for procrastinating, no matter what they are.
• most of the time
• sometimes
• rarely
• never
6. I just don’t think I have the organizational abilities to be able to stop at least some of my procrastinating.
• most of the time
• sometimes
• rarely
• never
7. When I was in high school it wasn’t a problem studying for most tests the night before.
• most of the time
• sometimes
• rarely
• never
8. I work best under pressure, so I think that procrastinating is really good for me.
• most of the time
• sometimes
• rarely
• never
9. When what I have to study or accomplish is just not that important to me, I find it more tempting to procrastinate.
• most of the time
• sometimes
• rarely
• never
10. I have a hard time talking myself into maintaining a better attitude about not procrastinating.
• most of the time
• sometimes
• rarely
• never
11. I think I have more time to finish something than I usually do.
• most of the time
• sometimes
• rarely
• never
12. It annoys me that some instructors assign so much homework when I have a life outside of school, too! So, I believe that it can be their fault that I have to procrastinate on certain things.
• most of the time
• sometimes
• rarely
• never
13. I am very social and spending time with my friends sometimes gets in the way of doing my work.
• most of the time
• sometimes
• rarely
• never
14. I can’t seem to stay away from social media.
• most of the time
• sometimes
• rarely
• never
15. Here is something (or perhaps more than one) not on this list that also causes me to procrastinate. (Possible issues might include a disability or some kind of learning challenge, homelessness or some other kind of living situation challenge, pregnancy, work hours and responsibilities, and/or personal life stress.)
_______________________________________________________________
• most of the time
• sometimes
• rarely
• never
NOTE: This exercise is not graded on responses. The answer key to this personal inventory is to get right into helping the learner start solving some of these causes of procrastination.
As promised above, let’s get started with some immediate solutions as well as some perspectives that might, in time, help you adjust your thoughts and feelings regarding procrastination.
EXERCISE 14-2
Instructions:
1. From your responses to the exercise above, select your top five challenges when it comes to procrastinating. Create a chart, such as this, but leave yourself ample space to fill in solutions you find:
CHALLENGE Solution
1.
2.
3.
4.
5.
Licenses and Attributions:
CC licensed content, previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at: openoregon.pressbooks.pub/co...ocrastination/ License: CC-BY Attribution.
Adaptions: Removed one exercise, modified an exercise, removed information specific to Lane Community College, opinion article, and some hyperlinks for broader audience purpose.
“Do it now” image by Maklay62 is in the Public Domain, CC0 | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_2%3A_Time_Tools_and_Study_Environment/02.5%3A_Chapter_14%3A_Procrastination.txt |
Yuki Sasao
Yuki Sasao
It is almost impossible to find time away from information sources like TV, phone, advertisements, or even your friends and family in this modern society. Can you put yourself in a place that has no information at all—you alone, just yourself? If not, you should try—finding this quiet mental space will let you to practice listening to yourself. It is a wonderful way to find out who you truly are. Our society has become so loud that it is very difficult to listen to your own voice and extremely easy to lose it.
I am an international student from a very small town in Japan, and I am the first one among my family members to study abroad. When I told people that I decided to come to the United States to study, every single one of them was shocked and gave me their advice. Some said Americans are very bossy and tend to look down on people. Some said I would not be able to find any jobs there.
It does not matter who you are and what type of circumstances you are in. You will get some comments and advice no matter what you do.
Was the advice people gave me accurate? I’m sorry, but mostly, no. People I met in the United States were nice, and the advice I received really depended on whether or not the person looked down on others. Am I struggling with finding a job? No. My major in accounting provides me more opportunities than I can take. Looking back on the comments from my friends and family, I am very grateful that I was able to see what I truly wanted and stick with my decision.
The reason I could tune out those negative voices was not because I am lucky or intelligent. It is because I listened to myself—my own voice. However, this doesn’t mean that I didn’t listen to others. I considered what people said to me and I understood them. I just didn’t agree with them, which was the most difficult part. In the process of building my own decisions, many pieces of advice actually helped me and I made some changes based on the advice from others combined with my own thoughts.
Why was I able to stick to my decision so tight and live the life I wanted? It’s because I talked to myself and asked myself millions of questions.
“What do I want in my future?”
“Do I really need it or just want it?”
“Am I where I wanted to be? Yes? No? Why?”
“Where am I going?”
“What am I doing?”
“What would happen if I do this?”
“Why am I doing it?”
It is difficult, frustrating, and time-consuming to find your raw voice in this very noisy society, but in doing so you will get through life with minimal regret and confidence in who you are and what you are doing. Pull yourself away from the massive amount of information, talk to some people, understand them (never ignore them), and then talk with yourself. This is your life, and you cannot run away from yourself forever. You’d better learn how to listen to yourself and be able to stick with your own thoughts even after accepting what other say.
Licenses and Attributions:
CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Yuki Sasao. Located at: https://milnepublishing.geneseo.edu/...n-to-yourself/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_2%3A_Time_Tools_and_Study_Environment/02.6%3A_Chapter_15%3A_Words_of_Wisdom%3A.txt |
Dave Dillon, Phyllis Nissila
“If you study to remember, you will forget, but, if you study to understand, you will remember.”
– Unknown
I often start this section of my class with a question: Why do some students earn good grades and others do not? Answers vary. Students with poor grades have said students with good grades are born book smart. Students with good grades answer that studying and hard work got them there. What do you think?
Everyone likes to earn an A grade. Despite the stigma of being a “nerd,” it feels good to receive good grades. Take pride in your preparation, take pride in your studying, and take pride in your accomplishments.
I have also noticed over the years with my classes that students know many things they need to do in order to achieve good grades – they just don’t always perform them.
Be Prepared for Each Class
Complete your assigned reading ahead of the deadline. Follow the syllabus so that you’ll have familiarity with what the instructor is speaking about. Bring your course syllabus, textbook, notebook and any handouts or other important information for each particular class along with a pen and a positive attitude. Become interested in what the instructor has to say. Be eager to learn. Sleep adequately the night before class and ensure you do not arrive to class on an empty stomach. Many courses, both in person and online, use digital platforms called Learning Management Systems (LMS). Examples of these are Canvas, Blackboard, and Moodle. It is important for students to check their e-mail regularly as well as Announcements or notifications from their instructor through the LMS.
Attend Every Class
Attending each and every class requires a lot of self-discipline and motivation. Doing so will help you remain engaged and involved in course topics, provide insight into what your instructor deems most important, allow you to submit work and receive your graded assignments and give you the opportunity to take quizzes or exams that cannot be made up.
Missing class is a major factor in students dropping courses or receiving poor grades. In addition, students attempting to make up the work from missing class often find it overwhelming. It’s challenging to catch up if we get behind.
Author’s Story
Full disclosure: I loved to sit in the back of the classroom when I was in college. I felt more comfortable back there. I didn’t want to make eye contact with my instructor. I didn’t want to be called on. But I learned that if I wanted to give myself the best opportunity to see, hear, understand and learn, then I needed to sit in the front and center. And in order to make sure I sat in the front and center, I needed to arrive to my classes early.
I instruct my students to “Sit wherever you want — sit where you are most comfortable.” But I also ask them that if they were to attend a concert for their favorite artist, where would they like to be? It’s always right in front of the stage, because the best experience is closest to the band. That’s why front-and-center tickets are the most expensive. There are some reasons sitting in the back works for some students. But you run the risk of sitting behind someone you cannot see over. And if you’re sitting in the back so that you can send text messages without being seen, work on something else or so that you can disengage (not pay attention without the instructor noticing), then you’re sitting in the back for the wrong reasons. Rather than hiding, you want to create the best learning environment, from seeing and hearing perspectives.
Take Notes in Class
Hermann Ebbinghaus, a German psychologist, scientifically studied how people forget in the late 1800’s. He is known for his experiments using himself as a subject and tested his memory learning nonsense syllables. One of his famous results, known as the forgetting curve, shows how much information is forgotten quickly after it is learned. Without reviewing, we will forget. Since we forget 42% of the information we take in after only 20 minutes (without review), it is imperative to take notes to remember.
Take Notes When You Are Reading
For the same reason as above, it is helpful to take notes while you are reading to maximize memorization. Sometimes called Active Reading, the goal is to stay focused on the material and to be able to refer back to notes made while reading to improve retention and study efficiency. Don’t make the mistake of expecting to remember everything you are reading. Taking notes when reading requires effort and energy. Be willing to do it and you’ll reap the benefits later.
Know What the Campus Resources Are and Where They Are, and Use Them
There are many campus resources at your college or university and it’s likely that they are underutilized because students don’t know they exist, where they are or that most of them are free. Find out what is available to you by checking your school’s website for campus resources or student services, or talk to a counselor about what resources may be helpful for you. Check to see where your campus has resources for Counseling, Tutoring, Writing assistance, a Library, Admissions and Records (or Registrar’s), Financial Aid, Health Center, Career Center, Disability Support Services, and other support services.
Read and Retain Your Syllabus
In addition to acting as a contract between the instructor and you, the syllabus is also often the source of information for faculty contact information, textbook information, classroom behavior expectations, attendance policy and course objectives. Some students make the mistake of stuffing the syllabus in their backpack when they receive it on the first day of class and never take a look at it again. Those who clearly read it, keep it for reference and review it frequently find themselves more prepared for class. If there is something in the syllabus you don’t understand, ask your instructor about it before class, after class or during their office hours.
Place Your Assignments on Your Master Calendar and Create Plans for Completing Them Before They Are Due
Remember the story about the sticky notes? Place all of your assignments for all of your classes with their due dates in your calendar, planner, smart phone or whatever you use for organization. Successful students will also schedule when to start those assignments and have an idea of how long it will take to complete them.
Complete All of Your Assignments
There will be things that you are more interested in doing than your assignments and unexpected life happenings that will come up. Students who earn good grades have the motivation and discipline to complete all of their assignments.
Have Someone Read Your Papers Before You Submit Them
You might be surprised to learn how many students turn in papers with spelling, grammar and punctuation errors that could have been easily corrected by using a spellchecker program or having someone read your paper. Many schools offer writing centers or tutors who will read your paper and give feedback, make suggestions, and help shape ideas. Take advantage of these services if they are offered. Another strategy is to read your paper aloud to yourself. You may catch errors when you read aloud that you might not catch when reading your writing. Remember that it is always the students’ responsibility to have papers proofread, not someone else’s.
Ask Questions
Many students feel like they are the only one that has a question or the only one that doesn’t understand something in class. I encourage you to ask questions during class, especially if your instructor encourages them. If not, make the effort to ask your questions before or after class or during your instructors’ office hours.
If you take a class offered online, I suggest asking a lot of questions via the preferred method your instructor recommends. Since the delivery method is different to what most students are used to, I believe it is natural for students in online courses to have more questions. Online students may ask questions to understand the material and to be able to successfully navigate through the course content.
Inside information: I expect students to ask questions for both in person and online courses I teach.
Complete All Assigned Reading at The Time It Is Assigned
College courses have much more assigned reading than what most high school students are accustomed to, and it can take a while to become comfortable with the workload. Some students fall behind early in keeping up with the reading requirements and others fail to read it at all. You will be most prepared for your class and for learning if you complete the reading assigned before your class. Staying on top of your syllabus and class calendar will help you be aware of your reading assignment deadlines. There is a difference in assigned reading between high school and college. In high school, if a teacher gave a handout to read in class, students would often read it during class to prepare to participate in a class discussion. In college, more reading is assigned with the expectation it will be done outside of the classroom. It is a big adjustment students need to make in order to be successful.
Study Groups
It has been my observation that one of the recent generational differences is that students study less in groups than they used to. My advice for you is to study in the environment that works best for you, but ensure that you try a study group, especially if you are taking a class in a subject in which you are not strong. Study groups can allow for shared resources, new perspectives, answers for questions, faster learning, increased confidence, and increased motivation.
EXERCISE 16-1
PART A: Study Area–Help Tran
Create a plan for Tran, on how to organize a study area in her busy home where she lives with six members of her family.
Tran is a first year college student from Vietnam. She has been in the U.S. with her family for three years and recently passed the English Language Learner classes at the topmost level, so now she looks forward to pursuing her degree in Business Management.
She lives with six other family members, her mother, father, grandmother, and three younger siblings aged 14, 12, and 9. Their home is located right next door to the family restaurant. This makes it convenient for Tran and her parents to work their regular shifts and to fill in if one or the other is ill. Tran is also responsible at times to help her younger siblings with their homework and/or take them to school and other activities if her parents are busy. This usually occurs at peak times for customers in the restaurant. Her grandmother helps out when she can but arthritis flare-ups prevent her from working as much as she would like.
Tran does have a small bedroom to herself, but it also sometimes serves as a storage room for restaurant supplies, mostly paper goods, so it can get crowded.
She is anticipating setting up an effective homework/study area for what she knows will soon become more of an intensive course load.
EXERCISE 16-2
PART B: Study Group–Help The Athletes
Jeb, Andrew, and Nelson are first year students at the university on sports scholarships: Jeb for basketball, Andrew for tennis, and Nelson for track and field. They share an apartment near the college sports complex. They are all taking Math 95 this term and realize that forming a study group as their instructor encouraged everyone to do would really help them, too.
One of the problems in getting a group going is that they are all big fans of ESPN and each one favors a different sport, so the television tends to be on long–and loud.
They also enjoy trying out all the restaurants in this southern city which is famous for having the best barbecue joints in the nation. They have calculated that there are at least seven restaurants nearby they want to get to know.
And then there are those campus parties on Friday and Saturday nights…
Although the men are highly motivated to eventually finish their degrees in business, culinary arts, and economics, they could use some advice on how to form a useful study group–and how to stick with it, particularly before their sports programs kick into high gear.
Review for Exams
Preparation for an exam should begin on the first day of class, not when the exam is announced nor the night before an exam. Review your notes frequently to keep material fresh in your head.
Schedule Time for Studying
It’s easy to put off studying if it’s not something we schedule. Block specific times and days for studying. Put the times on your calendar. Stick to the schedule.
Study In a Location and At a Time That Is Best for You
Some students study best in the morning and some at night. Some excel at a coffee shop, and others at the library. The place and time in which students often study is usually the most convenient for them. Students often find these convenient places and times may also be full of distractions and thus are not good choices for them to study. It’s worth the effort to study at the time and place that will be most productive for you. For most students, it is best to turn off the cell phone and TV and to keep off the Internet (and social media) unless it directly relates to your work.
Tips for Effective, Individual Study Spaces
“Cluttered desk” by OpenClipart-Vectors is in the Public Domain, CC0
Most students more or less take what they can get when it comes to study areas. Schools usually offer a variety of nooks and crannies for students to hunker down and get their assignments done. The school library is a good (and quiet) place. Many common areas elsewhere on campus have tables, chairs, couches, and lounges to accommodate learners. But most students end up doing the majority of their out-of-class work at home.
Home environments may be limited in terms of providing all of the recommended aspects of a good study space, but many of the recommendations can be either implemented or adapted from what a student has on hand or what can be improvised no matter what environment he or she is living in. Elements conducive to a more effective study/homework experience include such things as good lighting, ample supplies, comfortable seating, adequate space, and personalizing the study area to add a touch of inspiration and motivation.
EXERCISE 16-3
PART A
Describe your current study area at home–the good, the bad, the ugly. Be thorough.
PART B
List as many ways you think you can realistically improve, change, (or start over…) your study area. Remember, you might not have the advantage of a whole room, or even a corner of a room, but there are still some changes you can make to create a more effective study environment.
Author’s Story
I did most of my studying in college in my dorm room, at my house, outside if it was a nice day or at a coffee shop. However, if there was something I knew I absolutely had to get done – read a chapter, finish a paper or complete my preparation for an exam, I would head to one place: McHenry library. It was what I call my go-to place. I was able to concentrate at a higher level there. I was able to block out all other distractions and just focus on the task at hand. You may be thinking: why didn’t he study there all the time? Sometimes it wasn’t convenient. And sometimes it wasn’t necessary. I was able to become an expert on how well I needed to know something, and how much I could get done if I was at McHenry for a couple of hours. Note that I didn’t procrastinate and then try to cram everything in at McHenry. Rather I would place the finishing touches on what had already been studied or worked on.
Don’t Do Anything Academically “Half-assed”
Half-assed is defined as poorly or incompetently done.
Think of it this way: You’ve made the decision to come to college. You’re investing time, energy and money into your commitment. Why would you want to half-ass it? Students who miss class, turn in work late or wait until the last minute are half-assing it. Make college a priority and do your best in all of your college work and preparation.
Apply these basic principles and you will be giving yourself the best opportunity to achieve success. And I’ll let you in on a little secret: apply this to all aspects not just academics and you’ll find success in life!
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC-BY Attribution.
CC licensed content, previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at: https://openoregon.pressbooks.pub/co...ls-and-groups/ License: CC BY: Attribution.
Adaptions: Exercises for Study Groups and Tips for Effective, Individual Study Areas added from Lesson 2.5 Study Areas and Study Groups.
“Cluttered desk” image by OpenClipart-Vectors is in the Public Domain, CC0 | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_2%3A_Time_Tools_and_Study_Environment/02.7%3A_Chapter_16%3A_The_Basics_of_Stud.txt |
Dr. Andrew Robert Baker
Critical and creative thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. They are some of the most important skills I have ever developed. I use them everyday and continue to work to improve them both.
The ability to think critically about a matter—to analyze a question, situation, or problem down to its most basic parts—is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking.
The academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze a myriad of issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions—What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information? It is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners, and researchers. Developing my critical thinking skills over a twenty year period as a student in higher education enabled me to complete a quantitative dissertation, including analyzing research and completing statistical analysis, and earning my Ph.D. in 2014.
While critical thinking analyzes information and roots out the true nature and facets of problems, it is creative thinking that drives progress forward when it comes to solving these problems. Exceptional creative thinkers are people that invent new solutions to existing problems that do not rely on past or current solutions. They are the ones who invent solution C when everyone else is still arguing between A and B. Creative thinking skills involve using strategies to clear the mind so that our thoughts and ideas can transcend the current limitations of a problem and allow us to see beyond barriers that prevent new solutions from being found.
Brainstorming is the simplest example of intentional creative thinking that most people have tried at least once. With the quick generation of many ideas at once we can block-out our brain’s natural tendency to limit our solution-generating abilities so we can access and combine many possible solutions/thoughts and invent new ones. It is sort of like sprinting through a race’s finish line only to find there is new track on the other side and we can keep going, if we choose. As with critical thinking, higher education both demands creative thinking from us and is the perfect place to practice and develop the skill. Everything from word problems in a math class, to opinion or persuasive speeches and papers, call upon our creative thinking skills to generate new solutions and perspectives in response to our professor’s demands. Creative thinking skills ask questions such as—What if? Why not? What else is out there? Can I combine perspectives/solutions? What is something no one else has brought-up? What is being forgotten/ignored? What about ______? It is the opening of doors and options that follows problem-identification.
Consider an assignment that required you to compare two different authors on the topic of education and select and defend one as better. Now add to this scenario that your professor clearly prefers one author over the other. While critical thinking can get you as far as identifying the similarities and differences between these authors and evaluating their merits, it is creative thinking that you must use if you wish to challenge your professor’s opinion and invent new perspectives on the authors that have not previously been considered.
So, what can we do to develop our critical and creative thinking skills? Although many students may dislike it, group work is an excellent way to develop our thinking skills. Many times I have heard from students their disdain for working in groups based on scheduling, varied levels of commitment to the group or project, and personality conflicts too, of course. True—it’s not always easy, but that is why it is so effective. When we work collaboratively on a project or problem we bring many brains to bear on a subject. These different brains will naturally develop varied ways of solving or explaining problems and examining information. To the observant individual we see that this places us in a constant state of back and forth critical/creative thinking modes.
For example, in group work we are simultaneously analyzing information and generating solutions on our own, while challenging other’s analyses/ideas and responding to challenges to our own analyses/ideas. This is part of why students tend to avoid group work—it challenges us as thinkers and forces us to analyze others while defending ourselves, which is not something we are used to or comfortable with as most of our educational experiences involve solo work. Your professors know this—that’s why we assign it—to help you grow as students, learners, and thinkers!
Licenses and Attributions:
CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Dr. Andrew Robert Baker. Located at: https://milnepublishing.geneseo.edu/...nd-creatively/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_3%3A_College_Level_Critical_Thinking_and_Reading/03.1%3A_Chapter_17%3A_Words_o.txt |
Phyllis Nissila
“Books” by Hermann is in the Public Domain, CC0
Most students entering college have not yet dealt with the level of difficulty involved in reading–and comprehending–scholarly textbooks and articles. The challenge may even surprise some who have pretty good reading and comprehension skills so far. Other students for whom reading has mostly consisted of social media, texts, forum chat rooms, and emails, find they are intimidated by the sheer amount of reading there is in college classes.
Reading Comprehension Definition
Reading comprehension is defined as the level of understanding of a message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message. Comprehension is a “creative, multifaceted process” dependent upon four language skills: phonology, syntax, semantics, and pragmatics. Proficient reading depends on the ability to recognize words quickly and effortlessly. It is also determined by an individual’s cognitive development, which is “the construction of thought processes.” Some people learn through education or instruction and others through direct experiences.
There are specific traits that determine how successfully an individual will comprehend text, including prior knowledge about the subject, well-developed language, and the ability to make inferences. Having the skill to monitor comprehension is a factor: “Why is this important?” and “Do I need to read the entire text?” are examples. Another trait is the ability to be self-correcting, which allows for solutions to comprehension challenges.
Reading Comprehension Levels
Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and their associated sounds. This theory was first identified by Fergus I. M. Craik and Robert S. Lockhart.
Brain Region Activation
Comprehension levels can now be observed through the use of a fMRI, functional magnetic resonance imaging. fMRIs’ are used to determine the specific neural pathways of activation across two conditions, narrative-level comprehension and sentence-level comprehension. Images showed that there was less brain region activation during sentence-level comprehension, suggesting a shared reliance with comprehension pathways. The scans also showed an enhanced temporal activation during narrative levels tests indicating this approach activates situation and spatial processing.
History
Initially most comprehension teaching was based on imparting selected techniques that when taken together would allow students to be strategic readers. However, in 40 years of testing these methods never seemed to win support in empirical research. One such strategy for improving reading comprehension is the technique called SQ3R: Survey, Question, Read, Recite, and Review, that was introduced by Francis Pleasant Robinson in his 1946 book Effective Study.
Between 1969 and to about 2000 a number of “strategies” were devised for teaching students to employ self-guided methods for improving reading comprehension. In 1969 Anthony Manzo designed and found empirical support for the ReQuest, or Reciprocal Questioning Procedure, it was the first method to convert emerging theories of social and imitation learning into teaching methods through the use of a talk rotation between students and teacher called cognitive modeling.
Since the turn of the 21st century, comprehension lessons usually consist of students answering teachers’ questions, writing responses to questions on their own, or both. The whole group version of this practice also often included “Round-robin reading”, wherein teachers called on individual students to read a portion of the text. In the last quarter of the 20th century, evidence accumulated that the read-test methods were more successful assessing rather than teaching comprehension. Instead of using the prior read-test method, research studies have concluded that there are much more effective ways to teach comprehension. Much work has been done in the area of teaching novice readers a bank of “reading strategies,” or tools to interpret and analyze text.
Instruction in comprehension strategy use often involves the gradual release of responsibility, wherein teachers initially explain and model strategies. Over time, they give students more and more responsibility for using the strategies until they can use them independently. This technique is generally associated with the idea of self-regulation and reflects social cognitive theory, originally conceptualized by Albert Bandura.
Vocabulary
Reading comprehension and vocabulary are inextricably linked. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means. Students with a smaller vocabulary than other students comprehend less of what they read and it has been suggested that the most impactful way to improve comprehension is to improve vocabulary.
Most words are learned gradually through a wide variety of environments: television, books, and conversations. Some words are more complex and difficult to learn, such as homonyms, words that have multiple meanings and those with figurative meanings, like idioms, similes, and metaphors.
Three Tier Vocabulary Words
Several theories of vocabulary instruction exist, namely, one focused on intensive instruction of a few high value words, one focused on broad instruction of many useful words, and a third focused on strategies for learning low frequency, context specific vocabulary.
Broad Vocabulary Approach
The method of focusing of broad instruction on many words was developed by Andrew Biemiller who argued that more words would benefit students more, even if the instruction was short and teacher-directed. He suggested that teachers teach a large number of words before reading a book to students, by merely giving short definitions, such as synonyms, and then pointing out the words and their meaning while reading the book to students. The method contrasts with the approach by emphasizing quantity versus quality. There is no evidence to suggest the primacy of either approach.
Morphemic Instruction
Another vocabulary technique, strategies for learning new words, can be further subdivided into instruction on using context and instruction on using morphemes, or meaningful units within words to learn their meaning. Morphemic instruction has been shown to produce positive outcomes for students reading and vocabulary knowledge, but context has proved unreliable as a strategy and it is no longer considered a useful strategy to teach students. This conclusion does not disqualify the value in “learning” morphemic analysis – prefixes, suffixes and roots – but rather suggests that it be imparted incidentally and in context. Accordingly, there are methods designed to achieve this, such as Incidental Morpheme Analysis.
Reciprocal Teaching
In the 1980s Annemarie Sullivan Palincsar and Ann L. Brown developed a technique called reciprocal teaching that taught students to predict, summarize, clarify, and ask questions for sections of a text. The use of strategies like summarizing after each paragraph have come to be seen as effective strategies for building students’ comprehension. The idea is that students will develop stronger reading comprehension skills on their own if the teacher gives them explicit mental tools for unpacking text.
Instructional Conversations
“Instructional conversations”, or comprehension through discussion, create higher-level thinking opportunities for students by promoting critical and aesthetic thinking about the text. There are several types of questions that a teacher should focus on: remembering; testing understanding; application or solving; invite synthesis or creating; and evaluation and judging. Teachers should model these types of questions through “think-alouds” before, during, and after reading a text. When a student can relate a passage to an experience, another book, or other facts about the world, they are “making a connection.” Making connections help students understand the author’s purpose and fiction or non-fiction story.
Text Factors
There are factors, that once discerned, make it easier for the reader to understand the written text. One is the genre, like folktales, historical fiction, biographies or poetry. Each genre has its own characteristics for text structure, that once understood help the reader comprehend it. A story is composed of a plot, characters, setting, point of view, and theme. Informational books provide real world knowledge for students and have unique features such as: headings, maps, vocabulary, and an index. Poems are written in different forms and the most commonly used are: rhymed verse, haiku, free verse, and narratives. Poetry uses devices such as: alliteration, repetition, rhyme, metaphors, and similes. “When children are familiar with genres, organizational patterns, and text features in books they’re reading, they’re better able to create those text factors in their own writing.”
The Reading Apprenticeship (RA) Approach to Comprehension
Now to some strategies to help you with some typical college-level comprehension challenges as well as some of your specific challenges identified in the previous exercise.
This lesson focuses on a method called Reading Apprenticeship. It is based on the premise that people who have become expert readers can assist learners by modeling what they have learned to do. As explained in the text, Reading for Understanding, How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, “One literacy educator describes the idea of the cognitive apprenticeship in reading by comparing the process of learning to read with that of learning to ride a bike. In both cases, a more proficient other is present to support the beginner, engaging the beginner in the activity and calling attention to often overlooked or hidden strategies.”
This is a strategy that takes a metacognitive approach to comprehension, utilizing various strategies readers may already know they know how to do, then adding more. For example, most readers have learned to make predictions, ask questions concerning meanings (“I wonder about…”), visualize a scene being described, associate the material being read to some other material, and, at the end, summarize the material.
I like to call these our “hard drive” skills. Like a computer hard drive always humming in the background doing its thing behind the scenes, our metacognitive skills have already been assisting us as readers. We just don’t usually talk about what we are doing, for example, “Well, by golly, now I’m predicting what Godzilla will do to the poor villagers in about two scenes from now,” we just automatically predict, especially if we are familiar with characters and plot lines. For another example, “I am now going to visualize this scene in graveyard when Hamlet comes across the deceased court jester’s skull in Act V, Scene 1.” We just see it in our mind’s eye.
Now review and affirm important comprehension skills you already possess and complete the exercise below.
Exercise
Go back through the excerpt, above, on reading comprehension and THIS time, write marginal notes where you used any of the comprehension tools listed below:
• predicting
• asking questions of the material such as, “I wonder about,” “Could this mean?”
• visualizing
• connecting this material to something else you have learned
• noting where you think you might need to read something over again for comprehension
• summarizing
Licenses and Attributions:
CC licensed content, previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at: https://openoregon.pressbooks.pub/co...level-reading/ License: CC-BY Attribution.
Adaptions: Changed formatting, removed one exercise, removed some hyperlinks, removed two class discussion sentences and related footnotes. “Books” image by Hermann is in the Public Domain, CC0 | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_3%3A_College_Level_Critical_Thinking_and_Reading/03.2%3A_Chapter_18%3A_Compreh.txt |
Phyllis Nissila
Reading Textbooks: Front and Back Matter
“Books” by Clker-Free-Vector-Images is in the Public Domain, CC0
Before diving into every line of text in a textbook reading assignment, it is helpful–and saves time–to find out, first, what resources the entire book has to offer you. Then, as those chapter readings are assigned, it helps to first skim read them for the big picture meaning.
The first exercise in this chapter will help you find all the resources in your textbook–and some textbooks have a lot more help in the front matter and back matter of the text than you may realize. I always think of one student who, when given this exercise to use on any textbook he had with him, picked his math book. He was at that time re-taking that math class because he had failed it the term before. As he did the exercise, he realized the back matter of the book included an answer key for half of the problems for every exercise. “Had I known this last term,” he said, “I would have passed!” See if you, too, find something useful in your textbook that perhaps you didn’t know was there, either.
The Exercises in this chapter cover strategies for skim reading specific chapters and a strategy for getting the most out of graphics included in textbooks.
Exercise
Here is a list of several kinds of resources typically in the front of a textbook, known as “front matter,” and a list of typical “back matter” resources. For one of your textbooks, put a check mark next to the front and back matter features it includes, then answer the two questions, below.
Textbook title____________________________________________________
FRONT MATTER
___Table of Contents
___Preface
___Introduction
___To the Teacher
___To the Student
___Other (list, here): _____________________________________________
BACK MATTER
___Glossary of Terms
___Index of subjects
___Answer Keys
___Additional Exercises
___Additional Readings
___Tables, graphs, charts
___Maps
___Other (list, here): ________________________________________________
Answer the following questions:
1. Were there any surprises for you?
2. How can you use the front and back matter in your text to help you with your studies? (3 or 4 sentences)
Skim Reading Textbook Chapters
Before doing a detailed reading of a textbook chapter, get the big picture by following these steps:
• Similar to reading the Table of Contents for the entire book, read the Introduction or Chapter Overview, whichever the textbook features, for the main ideas and how they are divided.
• Read the headings and sub-headings.
• Note the graphics (charts, tables, illustrations, etc.).
• Read the first one or two sentences in the paragraphs (the paragraph topic is sometimes covered in more than one sentence).
• Read the last sentence in each paragraph which might be a paragraph summary.
• Read the summary of the entire chapter, if given.
• Read any sentence with boldface or italicized words or word groups in it (usually either key ideas or technical terms).
• Stop when needed if you come across a complicated idea or topic and take a little more time to skim it until you understand it.
• Skim the study questions, too. They will help you focus on key points.
Exercise
Using the recommendations on how to skim through textbook chapters, do so with a textbook chapter of your choice. When you are finished, close the book and write about the following: write down as many of the main ideas of this chapter as you can remember by skim reading it. Try not to look back. When finished, check your work to make sure you have transcribed the information correctly.
Reading Graphics
“Statistic” by JuralMin is in the Public Domain, CC0
Listed below are various types of data found on most graphics, whether a pie chart, bar graph, line chart, or other type.
The key to comprehending graphics and using them to get more meaning from a textbook chapter or an article, or to answer study questions, is to pay close attention to the typical elements of the graphic. Not every graphic includes all of the elements listed.
1. Title
2. Captions
3. Legend
4. Axis information (vertical information, or “Y” data, and horizontal information, or “X” data)
5. Publication date (important for the most current information)
6. Publisher (important for credibility)
7. Labels
8. Color (used to differentiate and compare data)
9. Size (also used to represent comparisons)
10. Spatial positions (helps for comparing and contrasting)
11. Patterns represented by the content, itself, and
12. Trends that appear more evident when viewing the visual representation of the data.
It is easy to overlook all of the information present in a graphic, so give yourself enough time to note all the elements and their meanings before answering questions about them. This exercise offers some practice.
Exercise
This exercise uses Thematic Maps of the United States Census Bureau.
1. Choose a theme of the many listed that include, for example, Agricultural, Business, Income and Poverty, and Natural Disasters. There are many categories to choose from.
2. Click through to the actual graphic for the information on that theme. For example, click on Natural Disasters, then Hurricane Katrina Resource Maps, then to more options listed from there.
3. Write down the title of the thematic graphic you choose, and list all of the elements of the graphic from the list, above. Not all may be present on the specific type of graphic you choose.
4. Summarize three things you learned about the information presented in this graphic form.
Licenses and Attributions:
CC licensed content, previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at: https://openoregon.pressbooks.pub/collegereading/chapter/lesson-3-2-getting-the-most-meaning-out-of-your-textbooks/ License: CC-BY Attribution.
Adaptions: Changed formatting.
“Books” image by Clker-Free-Vector-Images is in the Public Domain, CC0
“Statistic” image by JuralMin is in the Public Domain, CC0 | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_3%3A_College_Level_Critical_Thinking_and_Reading/03.3%3A_Chapter_19%3A_Getting.txt |
Dave Dillon
“There is more treasure in books than in all the pirate’s loot on Treasure Island.”
– Walt Disney
Practice
If you want to be a better swimmer, you practice. If you want to be a better magician, you practice. If you want to be a better reader, you practice. I encourage you to read. Read, read, read. Read newspapers. Read magazines. Read books. Use your library card (get one if you don’t have one). Read blogs. Read tweets. Read Wikipedia articles. Read about history, politics, world leaders, current events, sports, art, music—whatever interests you. Why? Because the more you read, the better reader you become. And because the more you read, the more knowledge you will have. That is an important piece in learning and understanding. When we are learning new information, it’s easier to learn if we have some kind of background knowledge about it.
Background Knowledge
In their book, Content Area Reading: Literacy and Learning Across the Curriculum, Vacca and Vacca postulate that a student’s prior knowledge is “the single most important resource in learning with texts.”[1]
Reading and learning are processes that work together. Students draw on prior knowledge and experiences to make sense of new information. “Research shows that if learners have advanced knowledge of how the information they’re about to learn is organized — if they see how the parts relate to the whole before they attempt to start learning the specifics — they’re better able to comprehend and retain the material.”[2]
For example, you are studying astronomy and the lecture is about Mars. Students with knowledge of what Mars looks like, or how it compares in size to other planets or any information about Mars will help students digest new information and connect it to prior knowledge. The more you read, the more background knowledge you have, and the better you will be able to connect information and learn. “Content overlap between text and knowledge appears to be a necessary condition for learning from text.”[3]
There are a lot of recent advances in technology that have made information more accessible to us. Use this resource! If you are going to read a chemistry textbook, experiment with listening or watching a podcast or a YouTube video on the subject you are studying. Ask your instructor if they recommend specific websites for further understanding.
“The greatest gift is a passion for reading. It is cheap, it consoles, it distracts, it excites, it gives you the knowledge of the world and experience of a wide kind. It is a moral illumination.”
– Elizabeth Hardwick
The Seven Reading Principles
Read the assigned material. I know this sounds like a no-brainer, but you might be surprised to learn how many students don’t read the assigned material. Often, it takes longer to read the material than had been anticipated. Sometimes it is not interesting material to us and we procrastinate reading it. Sometimes we’re busy and it is just not a priority. It makes it difficult to learn the information your instructor wants you to learn if you do not read about it before coming to class.
Read it when assigned. This is almost as big of a problem for students as the first principle. You will benefit exponentially from reading assignments when they are assigned (which usually means reading them before the instructor lectures on them). If there is a date for a reading on your syllabus, finish reading it before that date. The background knowledge you will attain from reading the information will help you learn and connect information when your instructor lectures on it, and it will leave you better prepared for class discussions. Further, if your instructor assigns you 70 pages to read by next week, don’t wait until the night before to read it all. Break it down into chunks. Try scheduling time each day to read 10 or so pages. It takes discipline and self-control but doing it this way will make understanding and remembering what you read much easier.
Take notes when you read. You may recall Hermann Ebbinghaus’ research from a previous chapter. He determined that 42% of information we take in is lost after only 20 minutes without review. For the same reasons that it’s important to take notes during lectures, it’s important to take notes when you are reading. Your notes will help you concentrate, remember and review.
Relate the information to you. We remember information that we deem is important. The strategy then is to make what you are studying important to you. Find a way to directly relate what you are studying to something in your life. Sometimes it is easy and sometimes it is not. But if your attitude is “I will never use this information” and “it’s not important,” chances are good that you will not remember it.
Read with a dictionary or use an online dictionary. Especially with information that is new to us, we may not always recognize all the words in a textbook or their meanings. If you read without a dictionary and you don’t know what a word means, you probably still won’t know what it means when you finish reading. Students who read with a dictionary (or who look the word up online) expand their vocabulary and have a better understanding of the text. Take the time to look up words you do not know. Another strategy is to try to determine definitions of unknown words by context, thus eliminating the interruption to look up words.
Ask a classmate or instructor when you have questions or if there are concepts you do not understand. Visiting an instructor’s office hours is one of the most underutilized college resources. I think some students are shy about going, and I understand that, but ultimately, it’s your experience, and it’s up to you if you want to make the most of it. If you go, you will get answers to your questions; at the same time, you’ll demonstrate to your instructor that their course is important to you. Find out when your professor’s office hours are (they are often listed in the syllabus), ask before or after class or e-mail your professor to find out. Be polite and respectful.
Read it again. Some students will benefit from reading the material a second or third time as it allows them to better understand the material. The students who understand the material the best usually score the highest on exams. It may be especially helpful to reread the chapter just after the instructor has lectured on it.
Strategies To Think About When You Open Your Textbook
Preview: Look at what you are reading and how it is connected with other areas of the class. How does it connect with the lecture? How does it connect with the course description? How does it connect with the syllabus or with a specific assignment? What piece of the puzzle are you looking at and how does it fit into the whole picture? If your textbook has a chapter summary, reading it first may help you preview and understand what you are going to be reading.
Headings and designated words: Pay close attention to section headings and subheadings, and boldface, underlined or italicized words and sentences. There is a reason why these are different than regular text. The author feels they are more important and so should you.
Highlighting: Highlighting is not recommended because there is not evidence supporting it helps students with reading comprehension or higher test scores.[4]
Pace: One of the biggest challenges I see students have with reading is accurately assessing how long it will take to read what is assigned. In many cases, it’s important to break the information up in chunks rather than to try and read it all at once. If you procrastinate and leave it until the day before it needs to be read, and then find out it will take you longer than you anticipate, it causes problems. One strategy that works well for many students is to break the information up equally per day and adjust accordingly if it takes longer than you had thought. Accurately estimating how much time it will take to practice the seven reading principles applied to your reading assignments is a skill that takes practice.
“Drink Deeply from Good Books”
– John Wooden
It’s Not All Equal
Keep in mind that the best students develop reading skills that are different for different subjects. The main question you want to ask yourself is: Who are you reading for? And what are the questions that drive the discipline? We read different things for different purposes. Reading texts, blogs, leisure books and textbooks are all different experiences, and we read them with different mindsets and different strategies. The same is true for textbooks in different areas. Reading a mathematics textbook is going to be different than reading a history textbook, a psychology textbook, a Spanish textbook or a criminal justice textbook. Further, students may be assigned to read scientific journals or academic articles often housed in college libraries’ online databases. Scholarly articles require a different kind of reading and librarians are a resource for how to find and read this kind of information. Applying the principles in this chapter will help with your reading comprehension, but it’s important to remember that you will need to develop specific reading skills most helpful to the particular subject you are studying.
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY Attribution.
1. Richard T. Vacca and Jo Anne L. Vacca, Content Area Reading: Literacy and Learning across the Curriculum, 6th ed. (Menlo Park, CA: Longman, 1999). ↵
2. Joe Cuseo, Viki Fecas and Aaron Thompson, Thriving in College AND Beyond: Research-Based Strategies for Academic Success and Personal Development, (Dubuque, IA: Kendal Hunt Publishing, 2010), 115. ↵
3. W. Kintsch, “Text Comprehension, Memory, and Learning,” American Psychologist 49 no. 4 (1994): 294-303, http://dx.doi.org/10.1037/0003-066X.49.4.294. ↵
4. Lucy Cui, “MythBusters: Highlighting Helps Me Study,” Psychology in Action, accessed April 27, 2018, https://www.psychologyinaction.org/psychology-in-action-1/2018/1/8/mythbusters-highlighting-helps-me-study. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_3%3A_College_Level_Critical_Thinking_and_Reading/03.4%3A_Chapter_20%3A_Reading.txt |
Phyllis Nissila
Context Clues
Besides clues to help you determine the pattern or genre of a reading selection, there are clues to help you figure out the meaning of specific words that are unfamiliar to you. Here are the five most common:
1. Definition/Explanation Clues: sometimes the meaning of a word or phrase is given right after its use.
Example: Taxidermy, the art of preparing, stuffing, and mounting the skins of animals (especially vertebrates) for display or for other sources of study, is popular among museum curators.
2. Restatement/Synonym Clues: sometimes a word is presented in a simpler way.
Example: Stuffing dead animals has been a dream of Stedman Nimblebody, author of Taxidermy Through the Ages, ever since his pet snake died when Steddie was six years old. He still misses Mr. Scaly Face.
3. Contrast/Antonym Clues: sometimes the meaning of a word is clarified by presenting a word or phrase opposite of its meaning.
Example: Little Steddie wanted to visit the Taxidermy Museum but the rest of the family preferred a trip to the Zoo to see live animals.
4. Inference/General Context Clues: sometimes the meaning of a word or phrase is in the surrounding sentences, or must be inferred or implied by the general meaning of a selection.
Example: When Steddie finally got the chance to visit the Taxidermy Museum, he was very excited. He even found a stuffed snake that looked exactly like Mr. Scaly Face! “Just think,” he exclaimed to his parents, “If Mr. Scaly Face was stuffed, I could still tease the cat and the dog with him!”
5. Punctuation: the correct use of punctuation helps a reader get the meaning of a term, phrase, or thought. Likewise, incorrectly placed or missing punctuation sometimes gives an entirely different and incorrect meaning across.
Example:
Missing punctuation: Is it time to eat Grandma?
Corrected: Is it time to eat, Grandma?
Exercise
There are many examples online of punctuation errors in signs that change the meaning. Create a chart such as the one below for 5 of the signs that you really like.
WHAT THE SIGN SAYS WHAT THE SIGN REALLY MEANS
1.
2.
3.
4.
5.
Close Reading
“Books” by Wokandapix is in the Public Domain, CC0
In addition to using reading comprehension skills such as predicting, visualizing, “talking to the text,” skimming a textbook before reading, and noting context clues, another strategy called “close reading” is helpful. This is popular with literature professors; however, the skills involved in close reading are applicable to any complex reading assignment.
Since this kind of comprehension starts with knowing nothing about the elements of a story, novel, poem, or essay, I stand with my arms spread wide.
I then discuss, briefly, each element of a work starting with the title as a place to begin comprehension, while slowly moving my arms toward one another, a few inches per element.
Titles, for starters, particularly of non-fiction works, usually tell you precisely what the main idea, or thesis, is. For example, a book about “The History of the Roman Empire” usually gives you just that–the history of the Roman Empire.
This is not usually true, however, for works of fiction, for which inference is the key to comprehension. For example, “Story of an Hour,” by Kate Chopin, while it might seem to be something about time, also suggests it is about something other than a clock ticking away seconds and minutes, and indeed it is.
I next add the author, as this might aid comprehension. For example, most students are familiar with Stephen King, who writes in the horror genre. Knowing this element brings the arms in a bit closer as the reader will know to anticipate (and predict) a horror story with a lot of plot twists and turns in some horrible ways. Prediction has begun.
Next, I briefly discuss how knowing about the remaining elements – plot, characters, and setting – help the reader close in on meaning enough to be able to discuss the theme or themes of the work with reasonable evidence to support one’s conclusion.
This visual of the arms getting closer together can continue through a discussion of close reading of small passages, individual sentences, and even specific words. Each level of careful attention and thought helps a reader “read between the lines” when meaning is not overtly stated, when themes are inferred rather than explained outright.
Licenses and Attributions:
CC licensed content, previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at: https://openoregon.pressbooks.pub/collegereading/chapter/lesson-3-3-patterns-and-context-clues/ and https://openoregon.pressbooks.pub/collegereading/chapter/lesson-3-4-close-reading-for-literature/ License: CC-BY Attribution.
Adaptions: Changed formatting, Changed title of chapter to Context Clues and Close Reading for Literature, combined chapter with content from Close Reading for Literature, removed Patterns content and exercise.
“Books” image by Wokandapix is in the Public Domain, CC0 | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_3%3A_College_Level_Critical_Thinking_and_Reading/03.5%3A_Chapter_21%3A_Context.txt |
Phyllis Nissila
Non-Verbal Communication
When we think about listening we think about, well, hearing sounds via the ears. However, when it comes to listening in order to pick up key points for note-taking, it takes more than just hearing. In this case, it takes a “critical ear,” that is, absorbing key points by noticing not only the words spoken, but also by noting tones, volume, and even the body language that goes along. Additionally, being an active listener increases a note-taker’s chances of getting the information needed. Exercise 1 illustrates common non-verbal communication.
Exercise
Part A
List as many non-verbal, emotional cues as you can by studying the faces in the pictures below.
“Universal Emotions” by Icerko Lýdia is licensed under CC BY 3.0
Part B
The image below illustrates non-verbal body language. Describe a few poses or body movements one or more of your teachers now, or from the past, takes or has taken that communicates: pay closer attention. It might be from these examples, or something quite different. For example, an instructor might move close to the front row and fold his/her arms to indicate that what he or she will be saying is of a more serious nature. For another example, if he or she moves toward the white board to write something, it’s probably key information.
“Men Silhouette” by geralt is in the Public Domain, CC0
Active Listening
In previous units, we covered ways that students can actively engage in the learning process in order to get the most out of their education. There are ways to actively listen as well, in order to get the most out of lectures and, more importantly, take all of the notes that might be required. The video in the next exercise covers several active listening strategies along with why we sometimes have difficulty listening.
Exercise
Part A
Watch the TED talk below and answer the following questions:
Video: 5 Ways to Listen Better, Julian Treasure at TED Global 2011
1. What 3 types of listening does the speaker discuss?
2. How and why have we been “losing our ability to listen,” as the speaker suggests? He cites 5 ways.
3. What are the 5 tools we can use to listen better?
Part B
Taking into consideration all of the activities in the exercises above, write a one-page (250-300 words) reflection on how you can use the information on non-verbal and listening skills to enhance both your ability to pay attention to lectures and to take better notes on them.
Perhaps the most useful learning tools of all are notes taken from both lectures and course materials. By annotating for key information, then condensing it, students create personalized summaries helpful for studying.
Often, students are unsure about what constitutes “key information.” Here is a list of items to highlight or annotate for in textbooks and a list of items to listen for in lectures.
Key Information in Textbooks
The following elements of a textbook chapter are especially important in helping you discern key information:
• Introductions
• Summaries
• Study questions
• Topic sentences (as the speaker in the video on “Skim Reading,” exercise 3.2, also in Lesson 3.2 notes: sometimes the reader has to read the first two or even three sentences of a paragraph or section to get the entire main topic).
• Anything that is bolded, or in some other way set off from the default print size and style. Sub-topic titles are good examples of this.
• “Side bars,” which are boxes of related information. These might include statistics, brief biographies of authors or persons of note related to the chapter content, price points on brochures for businesses, charts, graphs, photographs, and/or illustrations. They are typically a different color or in some other way set off for attention but not as the focal point of the text. Pay attention to the captions or legends that might accompany graphics. In this e-text, the exercises are set apart in side bars.
• Glossary terms that may be incorporated in the margins or otherwise set apart.
• Some textbooks include outlines of each chapter’s main points in the introductory section.
Key Information in Lectures
As the lecturer, live or video, presents the material, there are two types of key information cues to be aware of.
NONVERBAL CUES
A speaker will often have unique facial and body nonverbal cues that alert you to several things, as you learn to “read” your professor:
• Stances or movements that alert you to when he/she will shift to a different topic or subtopic.
• Other cues that alert you to when the information is of special significance (including verbal clues, below).
VERBAL CLUES
• Pay attention to when the speaker uses any of the transition clues used in reading comprehension.
• Many speakers also announce when they are adding information or changing topics in various other ways.
Licenses and Attributions:
CC licensed content, previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at: https://openoregon.pressbooks.pub/collegereading/chapter/lesson-1/ and https://openoregon.pressbooks.pub/collegereading/chapter/lesson-4-2-note-taking-part-2-key-information-and-formats/ License: CC-BY Attribution.
Adaptions: Changed formatting, removed emoticon image, embedded Ted Talk video, slight edits for consistency, combined Lessons 4.1 and 4.2, retitled chapter.
Julian Treasure: 5 Ways to Listen Better. Authored by TED.com
Located at: https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better?language=en#t-440931
License: CC-BY–NC–ND 4.0 International.
“Universal Emotions” image by Icerko Lýdia is licensed under CC BY 3.0
“Men Silhouette” image by geralt is in the Public Domain, CC0 | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_4%3A_Listening_and_Note-Taking/04.1%3A_Chapter_22%3A_Preparation_for_Note-Taki.txt |
Dave Dillon
“He listens well who takes notes.”
– Dante Alighieri
Take Notes To Remember
If for no other reason, you should take notes during class so that you do not forget valuable and important information. Despite living with incredible search engines on computers and smart phones that give us a plethora of information 24 hours a day, seven days a week, students do not have the ability to access those during exams. Instructors want to know what you know not what Google knows. We’ve become accustomed to searching for information on demand to find what we need when we need it. The consequence is that we don’t often commit information to memory because we know it will be there tomorrow if we wish to search for it again. This causes challenges with preparation for exams as what we’re tested on is in our brain rather than information we can search for. Thus, there is an importance of taking notes. “Note-taking facilitates both recall of factual material and the synthesis and application of new knowledge, particularly when notes are reviewed prior to exams.”[1]
As you may recall from The Basics of Study Skills Chapter, Hermann Ebbinghaus studied the rate of forgetting and formulated his “forgetting curve” theory. Perform a web search for “Ebbinghaus forgetting curve.”
The curve shows that after one month, only 20 percent of information is retained after initial memorization. Without review, 47 percent of learned information is lost after only 20 minutes. After one day, 62 percent of learned information is lost without review.
In order to try to retain information long term, we must move it from our short-term memory to our long-term memory. One of the best ways to do that is through repetition. The more we review information, and the sooner we review once we initially learn it, the more reinforced that information is in our long-term memory.
The first step in being able to review is to take notes when you are originally learning the information. Students who do not take notes in class in the first place will not be able to recall all of the information covered in order to best review.
Taking notes during lectures is a skill, just like riding a bike. If you have never taken notes while someone else is speaking before, it’s important to know that you will not be an expert at it right away. It is challenging to listen to someone speak and then make a note about what they said, while at the same time continuing to listen to their next thought.
When learning to ride a bike, everyone is going to fall. With practice and concentration, we gain confidence and improve our skill. The more we practice, the better we get. In his book Outliers, Malcolm Gladwell refers to the “10,000-hour rule.” Based on research by Anders Ericsson, the rule states that 10,000 hours of dedicated practice in your particular field will allow for the greatest potential of mastery. I do not expect you to practice taking notes for 10,000 hours, but the point is that practice, just like many things, is necessary to become more skilled[2].
Some instructors will give you cues to let you know something is important. If you hear or see one of these cues, it’s something you should write down. This might include an instructor saying, “this is important,” or “this will be covered on the exam.” If you notice an instructor giving multiple examples, repeating information or spending a lot of time with one idea, these may be cues. Writing on the board or presenting a handout or visual information may also be a cue.
There are many different ways to take notes during lectures and I encourage you to find the way that works best for you. Different systems work best for different people. Experiment in different ways to find the most success.
Tips for Taking Notes During the Lecture
Arrive early and find a good seat. Seats in the front and center are best for being able to see and hear information. A seat at the 50-yard line for the Super Bowl is more expensive for a reason: it gives the spectator the greatest experience.
Do not try to write down everything the instructor talks about. It’s impossible and inefficient. Instead, try to distinguish between the most important topics and ideas and write those down. This is also a skill that students can improve upon. You may wish to ask your instructor during office hours if you have identified the main topics in your notes, or compare your notes to one of your classmates.
Use shorthand and/or abbreviations. So long as you will be able to decipher what you are writing, the least amount of pen or pencil strokes, the better. It will free you up so you can pay more attention to the lecture and help you be able to determine what is most important.
Write down what your instructor writes. Anything on a dry erase board, chalkboard, overhead projector and in some cases in presentations; these are cues for important information.
Leave space to add information to your notes. You can use this space during or after lectures to elaborate on ideas.
Do not write in complete sentences. Do not worry about spelling or punctuation. Getting the important information, concepts and main ideas is much more important. You can always revise your notes later and correct spelling.
Often, the most important information is delivered at the beginning and/or the end of a lecture. Many students arrive late or pack up their belongings and mentally check out a few minutes before the lecture ends. They are missing out on the opportunity to write down valuable information. Keep taking notes until the lecture is complete.
The Cornell System
One way of taking notes in class is using the Cornell System. Created in the 1950s by Walter Pauk at Cornell University, the Cornell System is still widely used today. Perform a web search for “Cornell note taking method.”
The note-taking area is for you to use to record notes during lectures.
Students use the column on the left to create questions after the lecture has ended. The questions are based on the material covered. Think of it as a way to quiz yourself. The notes you took should answer the questions you create.
Tips for after the lecture
Consolidate notes as soon as possible after the lecture has ended. Identify the main ideas and underline or highlight them.
Test yourself by looking only at the questions on the left. If you can provide most of the information on the notes side without looking at it, you’re in good shape. If you cannot, keep studying until you improve your retention. Review periodically as needed to keep the information fresh in your mind.
Students use the bottom area for summarizing information. Practice summarizing information — it’s a great study skill. It allows you to determine how information fits together. It should be written in your own words (don’t use the chapter summary in the textbook to write your summary, but check the chapter summary after you write yours for accuracy).
The Outline Method
Another way to take notes is the outline method. Students use an outline to show the relationship between ideas in the lecture. Outlines can help students separate main ideas from supporting details and show how one topic connects to another.
Perform a web search for “outline note taking method” to see what they look like.
Mind Maps
Visual learners may want to experiment with mind maps (also called clustering). Invented by Tony Buzan in the 1960s, it’s another way of organizing information during lectures. Start with a central idea in the center of the paper (landscape is recommended). Using branches (like a tree), supporting ideas can supplement the main idea. Recall everything you can as the lecture is happening. Reorganization can be done later. Perform a web search for mind maps for note-taking.
Review
The most important aspect of reviewing your lecture notes is when your review takes place in relation to when your notes were taken. For maximum efficiency and retention of memory, it’s best to review within 20 minutes of when the lecture ends. For this reason, I do not advise students to take back-to-back classes without 30 minutes in between. It is important to have adequate review time and to give your brain a break. Reviewing shortly after the lecture will allow you to best highlight or underline main points as well as fill in any missing portions of your notes. Students who take lecture notes on a Monday and then review them for the first time a week later often have challenges recalling information that help make the notes coherent.
If you wish to go “above and beyond,” you may consider discussing your notes in a study group with your classmates, which can give you a different perspective on main points and deepen your understanding of the material. You may also want to make flashcards for yourself with vocabulary terms, formulas, important dates, people, places, etc.
The Big Picture
Keep in mind that students who know what their instructor is going to lecture on before the lecture are at an advantage. Why? Because the more they understand about what the instructor will be talking about, the easier it is to take notes. How? Take a look at the syllabus before the lecture. It won’t take much time but it can make a world of difference. You will also be more prepared and be able to see important connections if you read your assigned reading before the lecture. It’s not easy to do, but students that do it will be rewarded. If I have read information assigned before the lecture and know what the lecture will be about, I have best prepared myself for taking notes during the lecture and given myself the greatest potential for understanding relationships between the reading material and the lecture. Online flash cards are another option. Students can make them for free and test themselves online or on their phone.
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY Attribution.
Adaptations: Changed formatting, removed all copyrighted information, slight edits for consistency.
1. Deborah DeZure, Matthew Kaplan, and Martha A. Deerman, “Research on Student Notetaking: Implications for Faculty and Graduate Student Instructors,” 2001, http://www.math.lsa.umich.edu/~krasny/math156_crlt.pdf. ↵
2. Anders Ericsson et al., “The Role of Deliberate Practice in the Acquisition of Expert Performance,” Psychological Review, (Washington, D.C.: American Psychological Association, 1993), 393-394. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_4%3A_Listening_and_Note-Taking/04.2%3A_Chapter_23%3A_Taking_Notes_in_Class.txt |
Phyllis Nissila and Dave Dillon
“If I had eight hours to chop down a tree, I’d spend six hours sharpening my ax.”
– Abraham Lincoln
An Information Processing Model
Once information has been encoded, we have to retain it. Our brains take the encoded information and place it in storage. Storage is the creation of a permanent record of information.
In order for a memory to go into storage (i.e., long-term memory), it has to pass through three distinct stages: Sensory Memory, Short-Term Memory, and finally Long-Term Memory. These stages were first proposed by Richard Atkinson and Richard Shiffrin (1968). Their model of human memory is based on the belief that we process memories in the same way that a computer processes information.
“Atkinson-Shiffrin model of memory” by OpenStax is licensed under CC BY 4.0
Learning, Remembering, and Retrieving Information Is Important for Academic Success
The first thing our brains do is to take in information from our senses (what we see, hear, taste, touch and smell). In many classroom and homework settings, we primarily use hearing for lectures and seeing for reading textbooks. Information we perceive from our senses is stored in what we call the short-term memory.
It is useful to then be able to do multiple things with information in the short-term memory. We want to: 1) decide if that information is important; 2) for the information that is important, be able to save the information in our brain on a longer-term basis—this storage is called the long-term memory; 3) retrieve that information when we need to. Exams often measure how effectively the student can retrieve “important information.”
In some classes and with some textbooks it is easy to determine information important to memorize. In other courses with other textbooks, that process may be more difficult. Your instructor can be a valuable resource to assist with determining the information that needs to be memorized. Once the important information is identified, it is helpful to organize it in a way that will help you best understand.
Author’s Story
I do not have a great memory. I write a lot of things down to help me remember. And I have always had to work hard to memorize and study for exams.
In my high school and college years I spent a lot of time cramming the night before the exam. In retrospect, I believe this was partly due to procrastination, partly due to lack of interest in the material, and partly—subconsciously—wanting to perform well on the exam without putting a lot of time into preparation (an attempt to get the maximum of the minimum). Cramming allowed me to store a lot of information in my short-term memory. I would regurgitate information on the exam and then forget nearly all of it shortly thereafter. It is not how learning and education were intended.
My performance on the exams were satisfactory, but I could’ve done much better had I adequately prepared and been disciplined enough to review more frequently. Doing so would have allowed much of that information to enter my long-term memory, which would have had many benefits. Students often believe the information they are learning in classes that are required for general education have little to do with what is needed for them in their future career. However, skills like critical thinking, communication (both oral and written), and literacy are often developed from these courses and are extremely beneficial for the student. Sometimes these skills are acquired without the student realizing it! This makes for a better student, better person and better member of society.
In addition, I would love to be able to recall information from some classes I took in high school and college, but cannot because the information never entered my long-term memory. I did some of it the wrong way and hope that you do not make the same mistake. Students who take in information by gradually reviewing and memorizing over a longer period of time and can store more information in their long-term memory will be able to access it long after the course they are taking is over.
Moving Information from the Short-term Memory To the Long-term Memory
This is something that takes a lot of time: there is no shortcut for it. Students who skip putting in the time and work often end up cramming at the end.
Preview the information you are trying to memorize. The more familiar you are with what you are learning, the better. Create acronyms like SCUBA for memorizing “self-contained underwater breathing apparatus.” Organizing information in this way can be helpful because it is not as difficult to memorize the acronym, and with practice and repetition, the acronym can trigger the brain to recall the entire piece of information.
Flash cards are a valuable tool for memorization because they allow students to be able to test themselves. They are convenient to bring with you anywhere, and can be used effectively whether a student has one minute or an hour.
Once information is memorized, regardless of when the exam is, the last step is to apply the information. Ask yourself: In what real world scenarios could you apply this information? And for mastery, try to teach the information to someone else.
Licenses and Attributions:
CC licensed content, previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at: https://openoregon.pressbooks.pub/collegereading/chapter/lesson-5-1-memory-model-and-principles/ CC-BY: Attribution.
Adaptions: Changed formatting, removed image, removed pre-test link, removed exercises.
“How memory functions” by OpenStax is licensed under CC BY 4.0
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_5%3A_Memory_Principles_and_Techniques/05.1%3A_Chapter_24%3A_Memory.txt |
Dave Dillon
concentration. n. exclusive attention to one object.
– dictionary.com
Where To Study
In order to study successfully, students must learn to concentrate at a high level. It is important to know where we study best. Some students study well at home. Other students study well at a library or coffee shop. There is no best for all. Your best environment is based on you and your preferences.
Watch this selective attention test video and see if you come up with the correct answer.
When To Study
It is also important to know when we study best. Many students are most efficient studying in the morning when they are fresh. Studying late in the day may be the only option for some students but often we are tired at the end of the day, and this can have a major effect on study efficiency. Figuring out where and when we study best may take some time. And even when we find the best place and time to study, we also have to be aware of distractions, which can be internal or external.
Internal Distractions
An internal distraction includes thought processes, self-esteem, or confidence. It’s something that interrupts you from what you’re doing. It might also be a computer or cell phone – something that is controlled by you. Many students intend to study but easily get distracted with surfing the Internet, checking social media, watching YouTube videos, or receiving a text message. If you don’t absolutely need your computer or cell phone for your study, it is my suggestion to not bring them or turn them off. If you do study with your phone or computer, it is best to have all potential alerts turned off. Notifications of text messages, emails, or social media updates all can serve as a major distraction to your studying.
External Distractions
External distractions might be your roommates, family or friends. Even if they are supportive of your study, it may be challenging to concentrate when they are around. Saying “no” is an important skill that may need to be utilized in order for you to have your study time without interruption.
Keep in mind that it may take 20 minutes to reach a high level of concentration. When we are interrupted, it takes on average another 23 minutes to get back to the level of concentration that we were at prior to the disruption.[1] If a student is studying for an hour and is interrupted twice, the consequence to study efficiency is devastating.
One way to try to monitor how many interruptions you incur and how well you maintain your level of concentration is to keep track of it. Take a blank piece of paper when you are studying and mark down each time you were interrupted.
Over time, with practice, you should be able to decrease the number of interruptions you incur. This will allow you to be most efficient when studying.
I always find it odd to think that before mobile phones, we invented the answering machine. Its purpose was to allow us to receive a message when someone called if we were not home or it was not convenient to answer the phone at the time. In contrast, text messaging is designed in most cases (user’s notification preferences) to interrupt us and alert us immediately that someone has contacted us. Whatever your opinion may be on this, my point is to tread cautiously when using technology that may be addicting and may frequently (consciously or unconsciously) distract you from studying and concentrating.
Author’s Story
When I was a first-year student in college, I lived in the dormitories and enjoyed socializing with my friends. I didn’t want to miss out on any social interaction opportunities, so I waited to study after everyone else was asleep. I regularly studied from midnight to two or three in the morning. I would not ordinarily suggest this for most students. It worked for me because I did not have any early morning classes or work. I took my classes in the late morning and afternoon, worked in the afternoon, and attended basketball practices in the afternoon or early evening. I was able to stay awake and concentrate well at that age and also be able to get adequate sleep. However, if I was studying for an exam or doing the heavy work on a paper, I would do it in the morning because that was when I concentrated the best. Now, almost two decades after college, as someone who works full time and takes care of two young children, there is no way I could stay up that late and be productive on a regular basis. It’s important to find out what works best for you, and it’s also important to understand how the environment you are in effects your concentration ability.
Multitasking
Millennials are considered extraordinary multitaskers, though brain science tells us that multitasking is a myth[2]. More likely, they are apt to switch tasks quickly enough to appear to be doing them simultaneously. When it comes to heavy media multitasking, studies show greater vulnerability to interference, leading to decreased performance[3].
My classes have had lively discussions on multitasking. Most of the time, I am able to convince students that multitasking is not a good idea for them. (There are always a few stubborn hold outs). Trying to do multiple things at the same time may seem like it may allow you to accomplish more but when studying it often leads to accomplishing less. There are things that I think can be successfully multitasked. I could throw clothes in the washer and make a snack, then eat and read a book at the same time while waiting for the clothes to be washed. But if I try to text, check e-mail, watch TV and look at my Twitter timeline all while studying, it won’t work well.
A study from Carnegie Mellon University found that driving while listening to a cell phone reduces the amount of brain activity associated with driving by 37 percent[4]. Why would anyone choose to use less brain activity when they study?
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY Attribution.
All rights reserved content:
Selective Attention Test. Authored by: Daniel Simmon. Located at: https://www.youtube.com/watch?v=vJG698U2Mvo. License: All Rights Reserved. License Terms: Standard YouTube license.
1. Gloria Mark, Daniela Gudith, and Ulrich Kiocke, “The Cost of Interrupted Work: More Speed and Stress,” 2008, https://www.ics.uci.edu/~gmark/chi08-mark.pdf. ↵
2. Jim Taylor, “Technology: Myth of Multitasking,” 2011, Psychology Today, http://www.psychologytoday.com/blog/the-power-prime/201103/technology-myth-multitasking. ↵
3. Eyal Ophir, Clifford Nass, and Anthony D. Wagner, “Cognitive Control in Media Multitaskers,” Proceedings of the National Academy of Sciences of the United States of America, 2009, http://www.pnas.org/content/106/37/15583.full. ↵
4. Byron Spice, Timothy Keller, and Jacquelyn Cynkar, “Carnegie Mellon Study Shows Just Listening To Cell Phones Significantly Impairs Drivers,” (Pittsburgh, PA: Carnegie Mellon, 2008). ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_5%3A_Memory_Principles_and_Techniques/05.2%3A_Chapter_25%3A_Concentration_and_.txt |
Phyllis Nissila
Pre-Test Strategies
“Anxiety” by HAMZA BUTT is licensed under CC BY 2.0
Q: When should you start preparing for the first test? Circle…
1. The night before.
2. The week prior.
3. The first day of classes.
If you answered “3. The first day of classes,” you are correct. If you circled all three, you are also correct. Preparing to pass tests is something that begins when learning begins and continues all the way through to the final exam.
Many students, however, don’t start thinking about test taking, whether weekly exams, mid-terms, or finals, until the day before when they engage in an all-nighter, or cramming. From the previous unit on memory, you might recall that the brain can only process an average of 5-7 new pieces of information at a time. Additionally, unless memory devices are used to aid memory and to cement information into long term memory (or at least until the test is over tomorrow!) chances are slim that students who cram will effectively learn and remember the information.
Additionally, a lot of students are unaware of the many strategies available to help with the test-taking experience before, during, and after. For starters, take a look at what has helped you so far.
Exercise
Pre-Test Taking Strategies
Part A:
Put a check mark next to the pre-test strategies you already employ.
____ Organize your notebook and other class materials the first week of classes.
____ Maintain your organized materials throughout the term.
____ Take notes on key points from lectures and other materials.
____ Make sure you understand the information as you go along.
____ Access your instructor’s help and the help of a study group, as needed.
____ Organize a study group, if desired.
____ Create study tools such as flashcards, graphic organizers, etc. as study aids.
____ Complete all homework assignments on time.
____ Review likely test items several times beforehand.
____ Ask your instructor what items are likely to be covered on the test.
____ Ask your instructor if she or he can provide a study guide or practice test.
____ Ask your instructor if he/she gives partial credit for test items such as essays.
____ Maintain an active learner attitude.
____ Schedule extra study time in the days just prior to the test.
____ Gather all notes, handouts, and other materials needed before studying.
____ Review all notes, handouts, and other materials.
____ Organize your study area for maximum concentration and efficiency.
____ Create and use mnemonic devices to aid memory.
____ Put key terms, formulas, etc., on a single study sheet that can be quickly reviewed.
____ Schedule study times short enough (1-2 hours) so you do not get burned out.
____ Get plenty of sleep the night before.
____ Set a back-up alarm in case the first alarm doesn’t sound or you sleep through it.
____ Have a good breakfast with complex carbs and protein to see you through.
____ Show up 5-10 minutes early to get completely settled before the test begins.
____ Use the restroom beforehand to minimize distractions.
Part B
By reviewing the pre-test strategies, above, you have likely discovered new ideas to add to what you already use. Make a list of them.
Mid-Test Strategies
Here is a list of the most common–and useful–strategies to survive this ubiquitous college experience.
• Scan the test, first, to get the big picture of how many test items there are, what types there are (multiple choice, matching, essay, etc.), and the point values of each item or group of items.
• Determine which way you want to approach the test: Some students start with the easy questions first, that is, the ones they immediately know the answers to, saving the difficult ones for later, knowing they can spend the remaining time on them. Some students begin with the biggest-point items first, to make sure they get the most points.
• Determine a schedule that takes into consideration how long you have to test, and the types of questions on the test. Essay questions, for example, will require more time than multiple choice, or matching questions.
• Keep your eye on the clock.
• If you can mark on the test, put a check mark next to items you are not sure of just yet. It is easy to go back and find them to answer later on. You might just find help in other test questions covering similar information.
• Sit where you are most comfortable. That said, sitting near the front has a couple of advantages: You may be less distracted by other students. If a classmate comes up with a question for the instructor and there is an important clarification given, you will be better able to hear it and apply it, if needed.
• Wear ear plugs, if noise distracts you.
• You do NOT have to start with #1! It you are unsure of it, mark it to come back to later on.
• Bring water…this helps calm the nerves, for one, and water is also needed for optimum brain function.
• If permitted, get up and stretch (or stretch in your chair) from time to time to relieve tension and assist the blood to the brain!
• Remember to employ strategies to reduce test-taking anxiety (covered in the next lesson)
If despite all of your best efforts to prepare for a test you just cannot remember the answer to a given item for multiple choice, matching, and/or true/false questions, employ one or more of the following educated guessing (also known as “educated selection”) techniques. By using these techniques, you have a better chance of selecting the correct answer. It is usually best to avoid selecting an extreme or all-inclusive answer (also known as 100% modifiers) such as “always,” and “never”. Choose, instead, words such as “usually,” “sometimes,” etc. (also known as in-between modifiers). If the answers are numbers, choose one of the middle numbers. If you have options such as “all of the above,” or “both A and B,” make sure each item is true before selecting those options. Choose the longest, or most inclusive, answer. Make sure to match the grammar of question and answer. For example, if the question indicates a plural answer, look for the plural answer. Regarding matching tests: count both sides to be matched. If there are more questions than answers, ask if you can use an answer more than once. Pay close attention to items that ask you to choose the “best” answer. This means one answer is better or more inclusive than a similar answer. Read all of the response options.
Post-Test Strategies
In addition to sighing that big sigh of relief, here are a few suggestions to help with future tests.
• If you don’t understand why you did not get an item right, ask the instructor. This is especially useful for quizzes that contain information that may be incorporated into more inclusive exams such as mid-terms and finals.
• Analyze your results to help you in the future. For example, see if most of your incorrect answers were small things such as failing to include the last step in a math item, or neglecting to double-check for simple errors in a short-answer or essay item. See where in the test you made the most errors: beginning, middle, or end. Also analyze which type of questions, true/false, multiple choice, essay, etc. And which topics were missed. This will help you pay closer attention to those sections in the future.
Exercise
Write a letter of advice to Chen incorporating 10 test-taking tips and strategies you think will help him.
Chen believes he is good at organization, and he usually is–for about the first two weeks of classes. He then becomes overwhelmed with all of the handouts and materials and tends to start slipping in the organization department. When it comes to tests, he worries that his notes might not cover all of the right topics and that he will not be able to remember all of the key terms and points–especially for his math class. During tests, he sometimes gets stuck on an item and tends to spend too much time there. He also sometimes changes answers but finds out later that his original selection was correct. Chen is also easily distracted by other students and noises which makes it hard for him to concentrate sometimes, and, unfortunately, he does admit to occasionally “cramming” the night before.
Licenses and Attributions:
CC licensed content, previously shared:
How to Learn Like a Pro! Authored by Phyllis Nissila. Located at: https://openoregon.pressbooks.pub/collegereading/chapter/lesson-6-1-pre-test-strategies/ CC-BY Attribution.
Adaptions: Changed formatting, removed one exercise.
“Anxiety” image by HAMZA BUTT is licensed under CC BY 2.0 | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_6%3A_Test-Taking_Strategies/06.1%3A_Chapter_26%3A_Pre-_Mid-_and_Post-Test-Taki.txt |
Dave Dillon
“By failing to prepare, you are preparing to fail.”
– Benjamin Franklin
Discipline, Preparation and Execution
From what I have seen in my own educational experiences, along with coaching and teaching at the college and university level for over 20 years, test taking (with few exceptions) comes down to discipline, preparation and execution. Students wanting to be successful have to have the self-discipline to schedule time to study well in advance of the exam. They have to actually do the work: the preparation needed in order to have the best opportunity for success on the exam. Then they must execute: they have to be able to apply their preparation accordingly and perform well on the exam.
Preparation for an exam is not glamorous. It’s easy to find other things to do that are more interesting and fun. Students need to keep themselves motivated with their “eyes on the prize.” Think of it like this: if the most important event of your life was coming up and you wanted to perform to the best of your ability in that event, you would likely spend some time preparing for it, rehearsing for it, practicing it, etc. A student may argue that an exam they will be taking would not be the most important event of their life, but think back to the chapter on Passion. If you’re already spending the time, effort, energy and money to attend college, why not do it to the best of your ability?
It would be beneficial to spread this preparation and practice out over time and prepare periodically rather than to wait until the last minute and binge study or cram. Your preparation would not be the same and this may affect your test score. Binge studying and cramming also are not healthy. Staying up late puts stress on our brain and body, and not getting adequate sleep places our bodies at risk for getting sick.
“One of the most important keys to success is having the discipline to do what you know you should do, even when you don’t feel like doing it.”
– Unknown
“The will to succeed is important, but what’s more important is the will to prepare.”
– Bobby Knight
Everyone wants to be successful. When the exam is passed out, everyone wants to perform well. But what often separates successful students and less successful students is the preparation time put in.
Studying the right thing is a process and a skill. As you gain more experience, you will learn how to become better at knowing what to study. It can be very frustrating to spend a lot of time preparing and studying and then finding out that what you studied was not on the exam. You will see a lot of variance with exams due to different instructors, classes and types of tests. The better you become at predicting what will be on the exam and study accordingly, the better you will perform on your exams. Try placing yourself in your instructor’s shoes and design questions you think your instructor would ask. It’s often an eye-opening experience for students and a great study strategy.
Preparation for Exam Strategies
Find out as much about the exam in advance as you can
Some professors will tell you how many questions there will be, what format the exam will be in, how much time you will have, etc., and others will not. I encourage students to ask questions about the exam if there is not information given. I also encourage students to ask those questions before class, after class, in professors’ office hours or via e-mail rather than during class.
Know the test
If you know how many questions, what the format is, and/or how much time you will have, you can start to mentally prepare for the exam much more so than if you are coming in with no information. There are two more important aspects that you may or may not know: a) what will be covered or asked on the exam; b) how the exam will be scored. Obviously, the more you know about what will be covered, the easier it is for you to be able to prepare for the exam. Most exam scoring is standardized, but not always.
Look for opportunities where some areas of the exam are worth more points than others. For example: An exam consists of 21 questions, with 10 being True/False, 10 being multiple choice, and one essay question. The T/F questions are worth 1 point each (10 points), the multiple-choice questions are worth 2 points each (20 points), and the essay question is worth 30 points. We know that the essay question is the most valuable (it is worth half of the value of the exam). And we should allocate our time for it accordingly. I would advise starting with the essay question. Do a quick analysis of time to be able to spend your time on the exam wisely. You want to spend some time with the exam question since it is so valuable, without sacrificing adequate time to ensure the T/F and multiple-choice questions are answered.
Often, the order of the exam in this scenario will be: T/F first, multiple choice second and essay third. Most students will go in the chronological order of the exam, but a savvy student would start with the essay. If an exam were to last for 30 minutes with this format of questions, I might recommend a student spent 15 minutes on the essay question, ten minutes on the multiple choice, three minutes on the T/F and two minutes reviewing their answer.
Also, look for situations where exams penalize students for incorrectly answering a question. This does not occur very often, but is the case with some exams. With the SAT for example, students are awarded one point for a correct answer and ¼ of a point subtracted for an incorrect answer. Points are not awarded nor subtracted for leaving a question blank. Thus, the strategy for a multiple-choice question is: if you can narrow down the potentially correct answer to two rather than four or five, it is statistically advantageous to answer the question and guess between the two answers; however, if a student had no idea if any of the answers were correct or incorrect, it would be best to leave the answer blank. Remember, this is rare, but it is important to understand the strategy when students take these exams.
In conclusion, the more information you have about the exam, the better you can prepare for content, allocation of time spent on aspects of the exam, and the more confident you will be in knowing how and when to attempt to answer questions.
Take care of your body
Before the exam, it is important to prepare your brain and body for optimal performance for your exam. Do not cram the night before. Get a good night’s sleep. Make sure you eat (nutritiously) before the exam. I recommend exercising the day before and if possible a few hours before the exam.
Strategies for Specific Exam Formats
True or False Questions
Look for qualifiers. A qualifier is a word that is absolute. Examples are: all, never, no, always, none, every, only, entirely. They are often seen in false statements. This is because it is more difficult to create a true statement using a qualifier like never, no, always, etc. For example, “All cats chase mice.” Cats may be known for chasing mice, but not all of them do so. The answer here is false and the qualifier “all” gave us a tip. Qualifiers such as: sometimes, many, some, most, often, and usually are commonly found in true statements. For example: “Most cats chase mice.” This is true and the qualifier “most” gave us a tip.
Make sure to read the entire statement. All parts of a sentence must be true if the whole statement is to be true. If one part of it is false, the whole sentence is false. Long sentences are often false for this reason.
Students should guess on True or False questions they do not know the answer to unless there is a penalty for an incorrect answer.
Multiple Choice Questions
Think of multiple choice questions as four (or five) true or false statements in one. One of the statements is true (the correct answer) and the others will be false. Apply the same strategy toward qualifiers. If you see an absolute qualifier in one of the answer choices, it is probably false and not the correct answer. Try to identify the true statement. If you can do this, you have the answer as there is only one. If you cannot do this at first, try eliminating answers you know to be false.
If there is no penalty for incorrect answers, my suggestion is to guess if you are not certain of the answer. If there is a penalty for incorrect answers, common logic is to guess if you can eliminate two of the answers as incorrect (pending what the penalty is). If there’s a penalty and you cannot narrow down the answers, it’s best to leave it blank. You may wish to ask your instructor for clarification.
Answers that are strange and unrelated to the question are usually false. If two answers have a word that looks or sounds similar, one of those is usually correct. For example: abductor/ adductor. If you see these as two of the four or five choices, one of them is usually correct. Also look for answers that are grammatically incorrect. These are usually incorrect answers. If you have to completely guess, choose B or C. It is statistically proven to be correct more than 25 percent of the time. If there are four answers for each question, and an exam had standardized the answers, each answer on the exam A, B, C and D would be equal. But most instructors do not standardize their answers, and more correct answers are found in the middle (B and C then the extremes A and D or E). “People writing isolated four-choice questions hide the correct answer in the two middle positions about 70% of the time.”[1] This is 20 percent more correct answers found in B or C than a standardized exam with equal correct answers for each letter.
Matching Questions
Although less common than the other types of exams, you will likely see some matching exams during your time in college. First, read the instructions and take a look at both lists to determine what the items are and their relationship. It is especially important to determine if both lists have the same number of items and if all items are to be used, and used only once.
Matching exams become much more difficult if one list has more items than the other or if items either might not be used or could be used more than once. If your exam instructions do not discern this, you may wish to ask your instructor for further clarification. I advise students to take a look at the whole list before selecting an answer because a more correct answer may be found further into the list. Mark items when you are sure you have a match (pending the number of items in the list this may eliminate answers for the future). Guessing (if needed) should take place once you have selected answers you are certain about.
Short-Answer Questions
Read all of the instructions first. Budget your time and then read all of the questions. Answer the ones you know best or feel the most confident with. Then go back to the other ones. If you do not know the answer and there is no penalty for incorrect answers, guess. Use common sense. Sometimes instructors will award partial credit for a logical answer that is related even if it is not the correct answer.
Essay Questions
Keep in mind that knowing the format of the exam can help you determine how to study. If I know that I am taking a True-False exam, I know that I will need to discern whether a statement is True or False. I will need to know subject content for the course. But if I am studying for short answer and especially for essay questions, I must know a lot more. For essay questions, I must have much greater content knowledge and be able to make a coherent argument that answers the question using information from textbooks, lectures or other course materials. I have to place a lot more time and thought into studying for an essay exam than for True-False or Multiple-Choice exams.
Read the essay question(s) and the instructions first. Plan your time wisely and organize your answer before you start to write. Address the answer to the question in your first or second sentence. It may help to restate the original question. Write clearly and legibly. Instructors have difficulty grading essays that they cannot read. Save some time for review when you have finished writing to check spelling, grammar and coherent thought in your answer. Make sure you have addressed all parts of the essay question.
During the Exam:
Always read the directions first. Read them thoroughly.
Preview the exam to help you allocate proper time for each area.
Skip questions if you do not know the answer but make a mark somewhere to ensure you are able to go back to those questions (you may need to reallocate your prepared time for this depending on how many there are).
Allocate some time to review your answers before submitting your exam or the exam time expiring.
One of the biggest mistakes that students make after they take an exam in a course is that they do not use the exam for the future. The exam contains a lot of information that can be helpful in studying for future exams. Students that perform well on an exam often put it away thinking they do not need it anymore. Students who do poorly on an exam often put it away, not wanting to think about it any further.
In both cases, students are missing out on the value of reviewing their exams. It is wise to review exams for three reasons: 1) students should review the answers that were correct because they may see those questions on future exams and it is important to reinforce learning; 2) students should review the answers that were incorrect in order to learn what the correct answer was and why. These questions also may appear on a future exam. In addition, occasionally an answer is marked incorrect, when it should have been marked correct. The student would never know this if they didn’t review their exam; and 3) there is value in reviewing the exam to try to predict what questions or what format will be used by a professor for a future exam in the same course.
Author’s Story
What does it mean to be a “poor test taker?” Think about that. Does it mean that the student has put effort into studying but has difficulty under pressure? Does it mean that a student studies the wrong material? Is the student prepared but does not execute well? Could the student have a learning disability? Are they missing key strategies for taking tests? It could mean any of those things. And while I believe that it may be true that a student may be a “poor test taker,” it does not by any means mean it is permanent. Students willing to work hard and learn can improve their test taking skills and raise their confidence.
In high school chemistry, I earned a D grade. In microeconomics at UC Santa Cruz, I struggled and barely passed. Both of these classes had grading systems that were heavily weighted by exams. I was an above average student in my other classes in both high school and college, and so I was told (and believed for a long time) that I was not a “good test taker.” I no longer believe this. I will not make excuses. The responsibility for the grade I earned rests solely with me. I mention this because many students come to my office and complain that their professor grades in a way that is unfair to them because so much emphasis is on exams and that they understand the material but are “not good test takers.” It may be the case that my grade or another students’ grade would have been better had the course grade been determined with less weight levied to exams. That to me is irrelevant. It does not absolve me from being responsible for knowing what the grading metrics were at the beginning of the course and choosing to continue in the course after learning this knowledge. In the end, I realized I was not a poor test taker and that I needed to spend more time studying and preparing to perform well on exams. I changed my attitude from being afraid of exams to one of believing I was going to do well regardless of the class or the format of the exam. Once I had confidence that I had the necessary tools and was willing to work hard, it changed my entire perspective and experience with exams.
Note: If you think you may have a learning disability and would like to get assessed, contact your college to see what steps to follow to begin the assessment process.
Mike Krzyzewski, point guard at Army with Bob Knight, coach at Army.
Thinking about excuses reminds me of a story about Mike Krzyzewski, the successful Duke University men’s basketball coach. Before Krzyzewski coached, he was a student at the United States Military Academy at West Point. One day in his first year, Krzyzweski and his roommate were walking and his roommate stepped in a puddle. Mud splashed onto Krzyzewski’s uniform. Immediately, an upperclassman screamed at Krzyzewski about not knowing the rules of wearing a clean uniform. Plebes (first-year students at military academies) are allowed three answers when asked a question: “Yes sir!” “No sir!” And “No excuse sir!” Krzyzewski repeated himself, “No excuse sir!” Despite wanting to explain what had happened and that it was not his fault, he realized that there was no excuse. It was his responsibility to keep a clean uniform.
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY Attribution.
1. Yigal Attali and Maya Bar-Hillel, “Guess Where: The Position of Correct Answers in Multiple-Choice Test Items as a Psychometric Variable,” Journal of Educational Measurement 40 no. 2 (2003):109-128. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_6%3A_Test-Taking_Strategies/06.2%3A_Chapter_27%3A_Test-Taking_Strategy_Specifi.txt |
“A sound body nurtures a sound mind.”
– Plato
A diet is anything that you consume on a regular basis. If you drink Diet Coke for breakfast every day, that’s part of your diet. When people talk about “going on a diet,” they usually mean changing their existing dietary habits in order to lose weight or change their body shape. All people are on a diet because everyone eats! Having a healthy diet means making food choices that contribute to short- and long-term health. It means getting the right amounts of nutrient-rich foods and avoiding foods that contain excessive amounts of less healthy foods. The right mix can help you be healthier now and in the future.
Developing healthy eating habits doesn’t require you to sign up for a gimmicky health-food diet or lifestyle: you don’t have to become vegan, gluten-free, “paleo,” or go on regular juice fasts. The simplest way to create a healthy eating style is by learning to make wise food choices that you can enjoy, one small step at a time. See the ChooseMyPlate website for more guidelines. Additionally, the following current USDA Healthy Eating Guidelines replace the old “food pyramid.”
USDA Healthy Eating Guidelines
Make half your plate fruits and vegetables: Focus on whole fruits, and vary your veggies
• Choose whole fruits—fresh, frozen, dried, or canned in 100% juice.
• Enjoy fruit with meals, as snacks, or for a dessert.
• Try adding fresh, frozen, or canned vegetables to salads, side dishes, and recipes.
• Choose a variety of colorful veggies prepared in healthful ways: steamed, sautéed, roasted, or raw.
Make half your grains whole grains
• Look for whole grains listed first or second on the ingredients list—try oatmeal, popcorn, whole-grain bread, and brown rice.
• Limit grain desserts and snacks, such as cakes, cookies, and pastries.
Vary your protein routine
• Mix up your protein foods to include a variety—seafood, beans and peas, unsalted nuts and seeds, soy products, eggs, and lean meats and poultry.
• Try main dishes made with beans and seafood, like tuna salad or bean chili.
Move to low-fat or fat-free milk or yogurt
• Choose fat-free milk, yogurt, and soy beverages (soy milk) to cut back on your saturated fat.
• Replace sour cream, cream, and regular cheese in recipes and dishes with low-fat yogurt, milk, and cheese.
Drink and eat less sodium, saturated fat, and added sugars
• Eating fewer calories from foods high in saturated fat and added sugars can help you manage your calories and prevent obesity. Most of us eat too many foods that are high in saturated fat and added sugar.
• Eating foods with less sodium can reduce your risk of high blood pressure.
• Use the Nutrition Facts label and ingredients list to compare foods and drinks. Limit items high in sodium, saturated fat, and added sugars.
• Use vegetable oils instead of butter, and choose oil-based sauces and dips instead of those with butter, cream, or cheese.
• Drink water instead of sugary drinks.
Eat the right amount
• Eat the right amount of calories for you based on your age, sex, height, weight, and physical activity level. Visit the USDA SuperTracker, which can help you plan, analyze, and track your diet and physical activity.
• Building a healthier eating style can help you avoid obesity and reduce your risk of diseases such as heart disease, diabetes, and cancer.
Cornell University found that the average adult eats 92% of whatever he or she puts on their plate. One of the challenges is that portion sizes have drastically increased over the last 50 years.[1]
Healthy Eating in College
College offers many temptations for students trying to create or maintain healthy eating habits. You may be on your own for the first time, and you’re free to eat whatever you want, whenever you want. Cafeterias, all-you-can-eat dining facilities, vending machines, and easy access to food twenty-four hours a day make it tempting to overeat or choose foods loaded with calories, saturated fat, sugar, and salt. You may not be in the habit of shopping or cooking for yourself yet, and, when you find yourself short on time or money, it may seem easier to fuel yourself on sugary, caffeinated drinks and meals at the nearest fast-food place. Also, maybe you played basketball or volleyball in high school, but now you don’t seem to be getting much exercise.
On top of that, it’s common for people to overeat (or not eat enough) when they feel anxious, lonely, sad, stressed, or bored, and college students are no exception. It’s incredibly important, though, to develop healthy ways of coping and relaxing that don’t involve reaching for food, drink, or other substances. It’s also important to eat regular healthy meals to keep up your energy.
Activity: Assess Your Snacking Habits
Objective
• Recognize the temptations not to eat well in a college setting
Directions
• Keep a daily snack journal for one week: Write down the types and amounts of snack foods and beverages you consume between meals each day. Record the time of day and note where you eat/drink each item.
• At the end of the week, review your journal. Do you notice any unhealthy snacks or empty-calorie drinks? Are there any patterns? Are there times of day when you’re especially prone to choosing unhealthy snacks/drinks? Are there particular places where you tend to reach for junk food?
• In a short, reflective essay (1–2 pages long), describe what you observed about your snacking habits during the week. Identify any habits you’d like to change, and explain why. Describe several strategies you could use to break bad habits and replace unhealthy snacks with healthier ones. Explain why you think these strategies will be effective.
• Follow your instructor’s instructions for submitting assignments.
Licenses and Attributions
CC licensed content, Original:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY
CC licensed content, Shared previously.
• Planning a Diet. Provided by: Pierce College. Located at: courses.candelalearning.com/...t-needed-ryan/. License: CC BY: Attribution
Public domain content:
Adaptions: Removed images, video, relocated learning objectives, removed KidsHealthorg. paragraph and footnote.
1. Brian Wansink and Katherine Abowd Johnson, “The Clean Plate Club: About 92% of Self-Served Food is Eaten,” International Journal of Obesity, 39 (2015):371–374. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_7%3A_Health/07.1%3A_Chapter_28%3A_Nutrition.txt |
“Every morning in Africa, a gazelle wakes up. It knows it must run faster than the fastest lion or it will be killed. Every morning a lion wakes up. It knows it must outrun the slowest gazelle or it will starve to death. It doesn’t matter whether you are a lion or a gazelle: when the sun comes up, you’d better be running.”
– Dan Montano
Regular Exercise: Health for Life
The importance of getting regular exercise is probably nothing new to you. The health benefits are well known and established: Regular physical activity can produce long-term health benefits by reducing your risk of many health problems, such as heart disease, cancer, and diabetes, and it can also increase your chances of living longer, help you control your weight, and even help you sleep better.
As a busy college student, you may be thinking, I know this, but I don’t have time! I have classes and work and a full life! What you may not know is that—precisely because you have such a demanding, possibly stressful schedule—now is the perfect time to make exercise a regular part of your life. Getting into an effective exercise routine now will not only make it easier to build healthy habits that you can take with you into your life after college, but it can actually help you be a more successful student, too. As you’ll see in the section on brain health, below, exercise is a powerful tool for improving one’s mental health and memory—both of which are especially important when you’re in school.
The good news is that most people can improve their health and quality of life through a modest increase in daily activity. You don’t have to join a gym, spend a lot of money, or even do the same activity every time—just going for a walk or choosing to take the stairs (instead of the elevator) can make a difference. The following video describes how much activity you need.
Video: Physical Activity Guidelines – Introduction
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint1/?p=89
Fight or Flight
Our bodies have an automatic “fight or flight” reaction when we perceive a threat. Fighting or running is physical exercise and the result is metabolizing our excessive stress hormones and bringing our bodies and minds back to a more relaxed state. Even though we do not suffer from the same threats cavemen and cavewomen incurred many years ago, we still perceive threats and we still suffer from stress. Exercise has many physical and mental benefits in addition to lowering stress.
Regular physical activity is one of the best things you can do to be healthy. According to the Centers for Disease Control and Prevention, its benefits include: controlling weight, reducing risk of cardiovascular disease, reducing risk for type two diabetes, reducing risk of cancer, strengthening bones and muscles, improving mental health and mood, increasing chances of living longer[1]. One assignment I give my students is to have them record all food and drinks consumed in one week, along with keeping records of how much exercise and how many hours of sleep take place. Some students know exactly what they are putting into their body and how they are treating it. But most are surprised at how little one or more of these important aspects are sufficient. Try it. Think of it as an opportunity to see what you actually put into your body, how much exercise and rest you give it.
Author’s Story
I had not prepared for an astronomy final exam. The night before the exam, I stayed up all night cramming, and regurgitated information I had learned onto the test. Immediately after the exam, I ordered a large pepperoni pizza, ate the whole thing in one sitting, and then slept for 15 hours. Regardless of the exam result, this example represents what not to do. In the long run, human bodies cannot do things like that without consequence. With the lifestyle I live now, being married, parenting kids and working full-time, there is no way that I could have done that and been able to function well with my responsibilities the next day. In addition, it was not healthy for my body.
After a class I was speaking with a student about diet and nutrition and our conversation led to a discussion on the contrast of what some students give their children to eat versus what they eat themselves. It reminded me of the 5-2-1-0 graphic my children recognize at their pediatrician visits. It stands for (each day) 5 or more fruits or vegetables, 2 hours or less recreational screen time, 1 hour or more of physical activity, 0 sugary drinks (more water). Of course, it is designed for kids. But many students would do well for themselves to keep the 5-2-1-0 recommendation in mind[2].
Our bodies are more prone to getting sick if they are not well taken care of. Getting sick in the middle of an academic term can have devastating effects on the academic performance.
A much better way to go (as I painfully learned) is to make a schedule, stick to it, prepare and review periodically, get adequate sleep, eat well, and be on an exercise plan.
For optimal concentration levels, work performance and test scores, proper nutrition and adequate sleep have a large effect. My personal opinion is that exercise helps clear the mind, which is so important in our current generations’ overwhelming bombardment of information around us.
Physical Fitness and Types of Exercise
Physical fitness is a state of well-being that gives you sufficient energy to perform daily physical activities without getting overly tired or winded. It also means being in good enough shape to handle unexpected emergencies involving physical demands—that is, if someone said, “Run for your life!” or you had to rush over and prevent a child from falling, you’d be able to do it.
There are many forms of exercise—dancing, rock climbing, walking, jogging, yoga, bike riding, you name it—that can help you become physically fit. The major types are described below.
Aerobic Exercise
Aerobic exercise increases your heart rate, works your muscles, and raises your breathing rate. For most people, it’s best to aim for a total of about thirty minutes a day, four or five days a week. If you haven’t been very active recently, you can start out with five or ten minutes a day and work up to more time each week. Or, split up your activity for the day: try a brisk ten-minute walk after each meal. If you are trying to lose weight, you may want to exercise more than thirty minutes a day. The following are some examples of aerobic exercise:
• A brisk walk (outside or inside on a treadmill)
• Dancing
• A low-impact aerobics class
• Swimming or water aerobic exercises
• Ice-skating or roller-skating
• Playing tennis
• Riding a stationary bicycle indoors
Strength Training
Strength training, done several times a week, helps build strong bones and muscles and makes everyday chores like carrying heavy backpacks (or grocery bags) easier. When you have more muscle mass, you burn more calories, even at rest. Here are some ways to do it:
• Join a class to do strength training with weights, elastic bands, or plastic tubes (if your college has a gym, take advantage of it!)
• Lift light weights at home
Flexibility Exercises
Flexibility exercises, also called stretching, help keep your joints flexible and reduce your risk of injury during other activities. Gentle stretching for 5 to 10 minutes helps your body warm up and get ready for aerobic activities such as walking or swimming. Check to see if your college offers yoga, stretching, and/or pilates classes, and give one a try.
Being Active Throughout the Day
In addition to formal exercise, there are many opportunities to be active throughout the day. Being active helps burns calories. The more you move around, the more energy you will have. The following strategies can help you increase your activity level:
• Walk instead of drive whenever possible
• Take the stairs instead of the elevator
• Work in the garden, rake leaves, or do some housecleaning every day
• Park at the far end of the campus lot and walk to class
Benefits of Exercise and Physical Fitness
Longevity
Exercise, even after age fifty, can add healthy, active years to one’s life. Studies continue to show that it’s never too late to start exercising and that even small improvements in physical fitness can significantly lower the risk of death. Simply walking regularly can prolong your life.
Moderately fit people—even if they smoke or have high blood pressure—have a lower mortality rate than the least fit. Resistance training is important because it’s the only form of exercise that can slow and even reverse the decline of muscle mass, bone density, and strength. Adding workouts that focus on speed and agility can be especially protective for older people. Flexibility exercises help reduce the stiffness and loss of balance that accompanies aging.
Diabetes
Diabetes, particularly type 2, is reaching epidemic proportions throughout the world as more and more cultures adopt Western-style diets (which tend to be high in sugar and fat). Aerobic exercise is proving to have significant and particular benefits for people with both type 1 and type 2 diabetes; it increases sensitivity to insulin, lowers blood pressure, improves cholesterol levels, and decreases body fat. In fact, studies show that people who engage in regular, moderate aerobic exercise (e.g., brisk walking, biking) lower their risk for diabetes even if they do not lose weight. Anyone on insulin or who has complications from diabetes should get advice from a physician before embarking on a workout program.
Brain: Mood, Memory, Creativity
In addition to keeping your heart healthy, helping with weight loss, and helping you live longer, regular exercise can also improve your mood and help keep depression and anxiety at bay. The following video explains why and challenges you to give it a try:
Video: Exercise and the Brain
If you still aren’t persuaded, check out this slightly longer but excellent Tedx Talk, which describes how aerobic exercise can improve your cognitive functioning, memory, and creativity:
Activity: Develop an Exercise Program
Objective
• Plan a regular exercise program that works for you.
Directions
• Sometimes getting started is the hardest part of being physically active. The important thing is to find activities you like to do, so you’ll stick with them. Watch the following video, which can help you understand how much activity you need to do on a regular basis and how you can get going on a sensible routine. The video includes personal stories from people—even busy people like you—who have discovered what works for them.
• List 3 physical activities that you enjoy doing or would like to try doing on a regular basis.
• Identify any special requirements or equipment you need before doing them (for example, gym membership, running shoes, etc.).
• Set a realistic, weekly exercise time goal for yourself (150 minutes or more per week is ideal, but start with what you can really do).
• Using a digital or printed calendar, plan and label the days of the week, times, and places that you plan to exercise. Specify the activity or activities that you intend to do. (For example: Monday, 6–7 a.m., 30 min on stationary bike, college gym; Wednesday, 2–3 p.m., 60 min speed-walking with Maya, Riverside Park; Saturday, 1–2 p.m, lift weights, college gym.)
• Track your progress for one week, recording the amount of time you actually exercised. If you engaged in any unplanned physical activities (say you ended up riding your bike to school instead of taking the bus), include those, too.
• Write about your experience in a short journal entry (1–2 pages) and reflect on what you learned:
• What kinds of exercise did you engage in, and which did you enjoy the most?
• What was your weekly time goal? Did you meet it?
• What worked or didn’t work?
• What might you need to change in order to make exercise a regular habit?
• Follow your instructor’s instructions for submitting assignments.
Licenses and Attributions:
CC licensed content, Original:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY
CC licensed content, Shared previously.
All rights reserved content:
• Physical Activity Guidelines. Provided by: Centers for Disease Control and Prevention. Located at: https://youtu.be/lEutFrar1dI. License: All Rights Reserved. License Terms: Standard YouTube license
• Exercise and the Brain. Provided by: WatchWellCast. Located at: https://youtu.be/mJW7dYXPZ2o. License: All Rights Reserved. License Terms: Standard YouTube license
• TEDxOrlando – Wendy Suzuki – Exercise and the Brain. Provided by: Tedx Talks. Located at: https://youtu.be/LdDnPYr6R0o. License: All Rights Reserved. License Terms: Standard YouTube license
• Physical Activity Guidelines. Provided by: Centers for Disease Control and Prevention. Located at: https://youtu.be/qNdoOd11Vi8. License: All Rights Reserved. License Terms: Standard YouTube license
Public domain content:
Adaptions: Removed image. Relocated learning objectives.
1. “Physical Activity and Health,” Centers for Disease Control and Prevention, 2018, http://www.cdc.gov/physicalactivity/everyone/health/index.html. ↵
2. “Is your child at risk for obesity?,” CACM Health Center,www.camc.org/5210. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_7%3A_Health/07.2%3A_Chapter_29%3A_Exercise.txt |
“Fatigue makes cowards of us all.”
– Vince Lombardi
The Benefits of Slumber
We have so many demands on our time—school, jobs, family, errands, not to mention finding some time to relax. To fit everything in, we often sacrifice sleep. But sleep affects both mental and physical health. Like exercise and a healthy diet, it’s vital to your well-being.
Of course, sleep helps you feel rested each day. But while you’re sleeping, your brain and body don’t just shut down. Internal organs and processes are hard at work throughout the night. Sleep can help you “lock in” everything you’re studying and trying to remember.
“Sleep services all aspects of our body in one way or another: molecular, energy balance, as well as intellectual function, alertness and mood,” says Dr. Merrill Mitler, a sleep expert and neuroscientist at the National Institute of Health (NIH).
When you’re tired, you can’t function at your best. Sleep helps you think more clearly, have quicker reflexes, and focus better. “The fact is, when we look at well-rested people, they’re operating at a different level than people trying to get by on one or two hours less nightly sleep,” says Mitler.
“Loss of sleep impairs your higher levels of reasoning, problem-solving, and attention to detail,” Mitler explains. Tired people tend to be less productive at work and school. They’re at a much higher risk for traffic accidents. Lack of sleep also influences your mood, which can affect how you interact with others. A sleep deficit over time can even put you at greater risk for developing depression.
But sleep isn’t just essential for the brain. “Sleep affects almost every tissue in our bodies,” says Dr. Michael Twery, a sleep expert at NIH. “It affects growth and stress hormones, our immune system, appetite, breathing, blood pressure and cardiovascular health.”
Research shows that lack of sleep increases the risk for obesity, heart disease, and infections. Throughout the night, your heart rate, breathing rate and blood pressure rise and fall, a process that may be important for cardiovascular health. Your body releases hormones during sleep that help repair cells and control the body’s use of energy. These hormone changes can affect your body weight.
“Ongoing research shows a lack of sleep can produce diabetic-like conditions in otherwise healthy people,” says Mitler.
Recent studies also reveal that sleep can affect the efficiency of vaccinations. Twery described research showing that well-rested people who received the flu vaccine developed stronger protection against the illness.
A good night’s sleep consists of four to five sleep cycles. Each cycle includes periods of deep sleep and rapid eye movement (REM) sleep, when we dream. “As the night goes on, the portion of that cycle that is in REM sleep increases. It turns out that this pattern of cycling and progression is critical to the biology of sleep,” Twery says.
Sleep can be disrupted by many things. Stimulants such as caffeine or certain medications can keep you up. Distractions such as electronics—especially the light from TVs, cell phones, tablets and e-readers—can prevent you from falling asleep.
Fatigue
In 1989, 11 million gallons of oil were spilled when the Exxon Valdez ran aground. “The National Transportation Safety Board investigation attributed the accident to the fact that [Third Mate Gregory] Cousins, [filling in for the captain], had been awake for 18 hours prior to taking the helm of the Valdez, failed to ‘properly maneuver the vessel because of the fatigue and excessive workload.’ Given what science can tell us about the deleterious effects of sleep deprivation on decision-making, alertness and coordination, a case can be made that had Cousins simply lain down for a brief sleep, one of the greatest environmental catastrophes in recent memory – and \$2.5 billion cost for cleanup – might’ve been averted.”[1]
“Fatigue has been cited as at least a contributing factor in many of the worst disasters in recent history – the Union Carbide chemical explosion that killed thousands of people in Bhopal, India, and the nuclear catastrophe at Chernobyl, to name just two.”[2]
Dr. Sara Mednick is a sleep researcher at UC Riverside. Dr. Mednick’s Ted Talk entitled, “Give it Up for the Down State – Sleep: Sarah Mednick at TEDxUCRSalon,” is a resource for more information.
Video: Give it up for the down state – sleep, Sara Mednick, TEDxUCR Salon
Dr. Mednick’s “Authors@Google: Sara Mednick” video on is a longer lecture on sleep.
Video: Take a Nap! Change Your Life, Sara Mednick Authors@Google 2007
It’s difficult to do anything well when we’re tired. Studying is difficult, concentration is difficult, writing is difficult and taking an exam is difficult. It’s much more efficient to get adequate rest and study, write, think and perform when we are rested.
This is a link to an article of a National Public Radio interview with Charles Czeisler, the director of the Division of Sleep Medicine at Harvard Medical School. This article, an interview with Czeisler and Scott Huettel, associate professor of psychology and neuroscience at Duke University links media with sleep interruption. These articles chronicle the benefits of getting adequate sleep and consequences of not getting adequate sleep along with questions and answers from the sleep specialists. It’s easy for me to say that you will perform better in your studies if you are getting enough sleep, but here is some proof from experts on the value of sleep.
How Much Sleep Do We Need?
The amount of sleep each person needs depends on many factors, including age, and getting a full night of quality sleep is important. Infants generally require about sixteen hours a day, while teenagers need about nine hours on average. For most adults, seven to eight hours a night appears to be the best amount of sleep. The amount of sleep a person needs also increases if he or she has been deprived of sleep in previous days. Getting too little sleep creates a “sleep debt,” which is a lot like being overdrawn at a bank. Eventually, your body will demand that the debt be repaid. We don’t seem to adapt to getting less sleep than we need; while we may get used to a sleep-depriving schedule, our judgment, reaction time, and other functions are still impaired. If you’re a student, that means that sleep-deprivation may prevent you from studying, learning, and performing as well as you can.
People tend to sleep more lightly and for shorter time spans as they get older, although they generally need about the same amount of sleep as they needed in early adulthood. Experts say that if you feel drowsy during the day, even during boring activities, you haven’t had enough sleep. If you routinely fall asleep within five minutes of lying down, you probably have severe sleep deprivation, possibly even a sleep disorder. “Microsleeps,” or very brief episodes of sleep in an otherwise awake person, are another mark of sleep deprivation. In many cases, people are not aware that they are experiencing microsleeps. The widespread practice of “burning the candle at both ends” in western industrialized societies has created so much sleep deprivation that what is really abnormal sleepiness is now almost the norm.
Many studies make it clear that sleep deprivation is dangerous. Sleep-deprived people who are tested by using a driving simulator or by performing a hand-eye coordination task perform as badly as or worse than those who are intoxicated. Sleep deprivation also magnifies alcohol’s effects on the body, so a fatigued person who drinks will become much more impaired than someone who is well rested. Driver fatigue is responsible for an estimated 100,000 motor vehicle accidents and 1,500 deaths each year, according to the National Highway Traffic Safety Administration. Since drowsiness is the brain’s last step before falling asleep, driving while drowsy can—and often does—lead to disaster. Caffeine and other stimulants cannot overcome the effects of severe sleep deprivation. The National Sleep Foundation says that if you have trouble keeping your eyes focused, if you can’t stop yawning, or if you can’t remember driving the last few miles, you are probably too drowsy to drive safely.
Activity: Assess Your Sleep Habits
Objective
• Examine your current sleep habits.
Directions
• Take a few minutes to review and assess your own sleep habits. Are you getting enough?
Check the appropriate boxes: Usually Sometimes Never
I get 7–8 hours of sleep at night.
I feel sleepy or have trouble focusing during the day.
I take a nap when I feel drowsy or need more sleep.
I fall asleep or have trouble staying awake in class.
I fall asleep while studying.
I stay up all night to study for exams or write papers.
• Track how much sleep you get each night during a one-week period.
• At the end of the week, write a short journal entry (1–2 pages) in which you reflect on your current sleep habits: How many hours of sleep do you think you need every night to function at your best? How can you tell? On an average, how many hours of sleep did you get on weeknights? On average, how many hours of sleep did you get on weekend nights?
• How would you rank the importance of sleep compared with studying, working, spending time with friends/family, and other activities? What things get in the way of your consistently getting enough sleep?
• What changes can you make to your schedule and/or routines that might improve your sleep habits?
• Follow your instructor’s guidelines for submitting assignments.
Falling Asleep and Getting a Good Night’s Rest
Many people, especially those who feel stressed, anxious, or overworked, have a hard time falling asleep and/or staying asleep, and this can shorten the amount of time and the quality of sleep when it actually comes. The following tips can help you get to sleep, stay asleep, and wake up feeling well rested:
• Set a schedule: Go to bed at a set time each night and get up at the same time each morning. Disrupting this schedule may lead to insomnia. “Sleeping in” on weekends also makes it harder to wake up early on Monday morning because it resets your sleep cycles for a later awakening.
• Exercise: Try to exercise 20 to 30 minutes a day. Daily exercise often helps people sleep, although a workout soon before bedtime may interfere with sleep. For maximum benefit, try to get your exercise about 5 to 6 hours before going to bed.
• Avoid caffeine, nicotine, and alcohol before bed: Avoid drinks that contain caffeine, which acts as a stimulant and keeps people awake. Sources of caffeine include coffee, chocolate, soft drinks, non-herbal teas, diet drugs, and some pain relievers. Smokers tend to sleep very lightly and often wake up in the early morning due to nicotine withdrawal. Alcohol robs people of deep sleep and REM sleep and keeps them in the lighter stages of sleep.
• Relax before bed: A warm bath, reading, or another relaxing routine can make it easier to fall sleep. It’s also a good idea to put away books, homework, and screens (computer and phone) at least 30 minutes before bed. You can train yourself to associate certain restful activities with sleep and make them part of your bedtime ritual.
• Sleep until sunlight: If possible, wake up with the sun, or use very bright lights in the morning. Sunlight helps the body’s internal biological clock reset itself each day. Sleep experts recommend exposure to an hour of morning sunlight for people having problems falling asleep.
• Don’t lie in bed awake: If you can’t get to sleep, don’t just lie in bed. Do something else, like reading or listening to music, until you feel tired. (Avoid digital screens, though: watching TV, and being on the computer or a smartphone are too stimulating and will actually make you more awake.) The anxiety of being unable to fall asleep can actually contribute to insomnia.
• Control your room temperature: Maintain a comfortable temperature in the bedroom. Extreme temperatures may disrupt sleep or prevent you from falling asleep.
• Screen out noise and light: Sleep with earplugs and use an eye pillow to drown out any bright lights and noise of loud roommates, etc.
• See a doctor if your sleeping problem continues: If you have trouble falling asleep night after night, or if you always feel tired the next day, then you may have a sleep disorder and should see a physician. Your primary care physician may be able to help you; if not, you can probably find a sleep specialist at a major hospital near you. Most sleep disorders can be treated effectively, so you can finally get that good night’s sleep you need.
Licenses and Attributions:
CC licensed content, Original:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY Attribution.
Public domain content:
Adaptions: Images removed. Relocated learning objectives.
1. Sarah Mednick and Mark Ehrman, Take a Nap! Change Your Life (New York: Workman Publishing, 2006), 10. ↵
2. Mednick and Ehrman, Take a Nap! Change Your Life, 12. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_7%3A_Health/07.3%3A_Chapter_30%3A_Sleep.txt |
Causes of Stress
As a student, you’re probably plenty familiar with the experience of stress—a condition characterized by symptoms of physical or emotional tension. What you may not know is that it’s a natural response of the mind and body to a situation in which a person feels threatened or anxious. Stress can be positive (e.g., preparing for a wedding) or negative (e.g., dealing with a natural disaster).
Stress can hit you when you least expect it—before a test, after losing a job, or during conflict in a relationship. If you’re a college student, it may feel like stress is a persistent fact of life. While everyone experiences stress at times, a prolonged bout of it can affect your health and ability to cope with life. That’s why social support and self-care are important. They can help you see your problems in perspective… and the stressful feelings ease up.
Sometimes stress can be good. For instance, it can help you develop skills needed to manage potentially challenging or threatening situations in life. However, stress can be harmful when it is severe enough to make you feel overwhelmed and out of control.
Strong emotions like fear, sadness, or other symptoms of depression are normal, as long as they are temporary and don’t interfere with daily activities. If these emotions last too long or cause other problems, it’s a different story.
Signs and Effects of Stress
Physical or emotional tension are often signs of stress. They can be reactions to a situation that causes you to feel threatened or anxious. The following are all common symptoms of stress:
• Disbelief and shock
• Tension and irritability
• Fear and anxiety about the future
• Difficulty making decisions
• Being numb to one’s feelings
• Loss of interest in normal activities
• Loss of appetite (or increased appetite)
• Nightmares and recurring thoughts about the event
• Anger
• Increased use of alcohol and drugs
• Sadness and other symptoms of depression
• Feeling powerless
• Crying
• Sleep problems
• Headaches, back pains, and stomach problems
• Trouble concentrating
It’s not only unpleasant to live with the tension and symptoms of ongoing stress; it’s actually harmful to your body, too. Chronic stress can impair your immune system and disrupt almost all of your body’s processes, leading to increased risk of numerous health problems, including the following:[1]
• Anxiety
• Depression
• Digestive problems
• Heart disease
• Sleep problems
• Weight gain
• Memory and concentration impairment
That’s why it’s so important to learn healthy ways of coping with the stressors in your life.
Ways of Managing Stress
The best strategy for managing stress is by taking care of yourself in the following ways:
• Avoid drugs and alcohol. They may seem to be a temporary fix to feel better, but in the long run they can create more problems and add to your stress—instead of taking it away.
• Manage your time. Work on prioritizing and scheduling your commitments. This will help you feel in better control of your life, which, in turn, will mean less stress.
• Find support. Seek help from a friend, family member, partner, counselor, doctor, or clergy person. Having a sympathetic listening ear and talking about your problems and stress really can lighten the burden.
• Connect socially. When you feel stressed, it’s easy to isolate yourself. Try to resist this impulse and stay connected. Make time to enjoy being with classmates, friends, and family; try to schedule study breaks that you can take with other people.
• Slow down and cut out distractions for a while. Take a break from your phone, email, and social media.
• Take care of your health.
• Eat a healthy, well-balanced diet
• Exercise regularly
• Get plenty of sleep
• Try a relaxation technique, such as meditation or yoga, or treat yourself to a massage
• Maintain a normal routine
The following video features a progressive muscle relaxation meditation for you to try. There are many many others available on YouTube and elsewhere.
Video: Progressive Muscle Relaxation Meditation
If the self-care techniques listed above aren’t enough and stress is seriously interfering with your studies or life, don’t be afraid to get help. The student health center and college counselors are both good resources.
Activity: Reduce Your Stress Level
Objective
• List healthy ways of managing stress that fit your current lifestyle.
Directions
• Identify at least three things you currently do to cope with stress that aren’t working or aren’t good for you.
• Identify healthy replacements for each of them, and write yourself a “stress-relief prescription” that you plan to follow for one week. Try to include one stress management technique to use every day. At the end of the week, respond to the following prompts in a short, reflective essay (1–2 pages): Which ineffective or unhealthy coping strategies did you set out to change and why? Which stress-relief techniques did you try during the week? Were any of them new for you? Which ones were most effective? How much do you think stress affects you in your current life at college? Do you feel like you have it under control or not? If not, what else might you do to reduce your stress level?
• Follow your instructor’s guidelines for submitting assignments.
Licenses and Attributions:
CC licensed content, Original:
All rights reserved content:
• Progressive Muscle Relaxation Meditation. Provided by: UNH Health Services. Located at: https://youtu.be/PYsuvRNZfxE. License: All Rights Reserved. License Terms: Standard YouTube license.
Public domain content:
• Managing Stress. Provided by: CDC. Located at: www.cdc.gov/features/handlingstress/. License: Public Domain: No Known Copyright
Adaptions: Removed quote and images, relocated learning objectives.
1. “Chronic Stress Puts Your Health at Risk,” Mayo Clinic, 2016, accessed April 27, 2018, http://www.mayoclinic.org/healthy-li...s/art-20046037. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_7%3A_Health/07.4%3A_Chapter_31%3A_Stress.txt |
Nathan Wallace
In the movie Apollo 13, Ed Harris portrays NASA flight director Gene Kranz as he successfully guides the crew of a damaged spacecraft to safety. In a famous scene during which Kranz and his staff are attempting to overcome some extremely daunting challenges, Harris shouts, “Failure is not an option!” This singular statement perfectly articulated the determination of Kranz to bring the Apollo astronauts back to Earth.
This “failure is not an option” credo was perfect for the life and death situation that NASA was facing. Failure meant that the astronauts on Apollo 13 would never come home, and that outcome was unacceptable. Attending college, on the other hand, shouldn’t be a life or death experience, though it sometimes might feel like one. Failure, though never the intended outcome, can and sometimes does happen. Sometimes failure manifests itself in election results for a student government post, in a test score, or even in a final grade.
Throughout my life I have had many failures. In high school I drove my parents and teachers crazy because of my lack of academic achievement. I even managed to get an F- in Spanish on my report card. When I told my mom that it was a typo she responded, “So you didn’t get an F?” “No,” I said, “I definitely earned the F, but there’s no such thing as an F-.” To this day I’m not so sure that my reply was accurate. I might have earned that minus after all.
My failures in high school led to only one acceptance from of all the colleges I applied to attend. Furthermore, I was not accepted to the school’s main campus, but to their branch campus. During my first semester there my effort wasn’t much better than in high school, but since my parents were now paying for my education I did enough work to avoid academic probation. It wasn’t until my second semester that I found my niche as a Religious Studies major and started getting good grades, moved to the main campus, and eventually graduated with honors.
Since graduating from college, my career path has taken me into higher education as a Student Affairs administrator. This career has exposed me to many great theories regarding student success, and many of them gave me insight into my own college experience. But it was Stanford psychologist Carol Dweck who appeared to be thinking of me when she wrote the following about fixed mindsets in the introduction to her book titled Mindset: The New Psychology of Success:
Believing that your qualities are carved in stone—the fixed mindset—creates an urgency to prove yourself over and over. If you have only a certain amount of intelligence, a certain personality, and a certain moral character—well, then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics. (Dweck, 2006)
This statement was a revelation to me. I finally understood my problem throughout high school and even in college. I earned good grades because I liked Religious Studies but never really challenged myself inside or outside of the classroom. My problem was that I had a fixed mindset about academic success. I believed that a person is either smart or they’re not, and nothing could be done to significantly change that. I also believed that I was one of the fortunate ones to be “gifted” with an abundance of intelligence.
One might think that having confidence in your intelligence is a whole lot better than thinking that you’re stupid, but the result was the same. My fixed mindset was holding me back because it led to a paralyzing fear of failure. Since as far back as I could remember, my family, friends, and teachers were always telling me how smart I was, and I believed them. But that belief was a double-edged sword. High school and college offered many occasions when self-confidence in my inherent intelligence could be threatened. If I fail on this test or in this course it means that I’m not the smart person I thought I was. If I fail, my family and friends will find out that they were wrong about me.
However, there was a way to avoid all of the risks of academic rigor. I could just not try. If I didn’t try I would get bad marks on my report card, but those wouldn’t be true indicators of my intelligence. By not putting forth any effort, my intelligence would never be disproven. I would always be able to say to myself and others that, “I could do the work and be a straight A student, but I’m just not interested.” Looking back on this time in my life, it is clear to me that this wasn’t a conscious decision to save face. It was fear, not logic, which was guiding my behavior.
After reading Mindset I have made a conscious effort to identify and thwart any remaining fixed mindset thoughts that I continue to hold. Dweck’s book acts as a manual for rooting out fixed mindset thoughts, because she explains that the idea of fixed mindsets is only half of her mindset theory. There is another kind of mindset, and she calls it growth mindset. Dweck writes that, “This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts” (Dweck, 2006). Dweck goes on to explain that we can choose to have a growth mindset about any type of ability, whether it’s math, art, athletics, or any other skill that one wishes to cultivate.
I put this theory to the test not long after reading the book. A few years ago I attended a meeting only to find out that it wasn’t any ordinary meeting. During this meeting we would be brainstorming solutions to a specific problem. This was going to be a true brainstorming session, led by a facilitator trained in the science of soliciting uninhibited ideas from an audience. As soon as I heard the word brainstorming I froze. I have always hated brainstorming. I’m the type of person that likes to think things through two or three times before expressing an opinion. My fear of failing at this task in front of my coworkers paralyzed my mind. I couldn’t think.
That’s when it hit me. This was fixed mindset thinking. My belief in my brainstorming inadequacies was preventing me from even trying. So I flipped this thinking on its head and decided the best way to improve my brainstorming abilities was to clear my mind and start firing out ideas. I gave it a shot, and though the ideas didn’t come out at the prolific rate of some of my colleagues, I had never before had such a positive outcome and experience while brainstorming. Through this experience I found that I really could choose to have a growth mindset, and that this choice produces a greater chance of success. With a greater chance of success comes a smaller chance of failure.
Nevertheless, when it comes to academic success and success in all phases of life, failure is always an option. Though it can be painful, failure can lead to great learning and progress when a specific failure is analyzed through the lens of a growth mindset. By focusing more on effort than on outcomes anyone can learn and grow, regardless of their skill level. Therefore, to make the most of their time in college, students must seek out challenges that will stretch their abilities. These challenges can take many forms and they can occur in a variety of settings, both inside and outside of the classroom. When seeking out challenges there is always the possibility of agonizing defeat, but out of that defeat can be the seeds of great success in the future.
Reference
C. Dweck, Mindset: The New Psychology of Success (New York: Ballantine Books, 2006).
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Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Nathan Wallace. Located at: https://milnepublishing.geneseo.edu/...not-an-option/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_7%3A_Health/07.5%3A_Chapter_32%3A_Words_of_Wisdom%3A_Failure_Is_Not_an_Option.txt |
Thomas Priester
In the text, the authors told true-to-life stories about their own academic, personal, and life-career successes. When reading FAS: WoW, you explored the following guiding questions:
• How do you demonstrate college readiness through the use of effective study skills and campus resources?
• How do you apply basic technological and information management skills for academic and lifelong career development?
• How do you demonstrate the use of critical and creative thinking skills to solve problems and draw conclusions?
• How do you demonstrate basic awareness of self in connection with academic and personal goals?
• How do you identify and demonstrate knowledge of the implications of choices related to wellness?
• How do you demonstrate basic knowledge of cultural diversity?
Now that you’ve read FAS: WoW, it’s time to pay it forward by composing your own Words of Wisdom story to share with college students of the future. Reflect on the lessons learned during your own college experience this term and use the guiding questions to develop a true-to-life story that can help other college students connect the dots between being a college student and being a successful college student. Submit your story to be considered in the next edition of Foundations of Academic Success: Words of Wisdom by emailing your name, institution, and a draft of your short story to [email protected]. Submissions will be reviewed as they are received, and you will be contacted directly if your submission is reviewed and selected for publication.
The options for textbooks focusing on college student success in college are overwhelming; many textbooks exist at varying levels of rigor and cost (some well over \$100). The FAS: WoW series of textbooks provides college students open access textbooks that are student-centered and readable (dare I even say enjoyable). FAS: WoW supports the open access textbook philosophy to help students reduce the cost of attending colleges and universities.
– Thomas Priester
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Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Located at: https://milnepublishing.geneseo.edu/foundations-of-academic-success/back-matter/conclusion/ License: CC BY Attribution.
08.2: Chapter 34: Conclusion
Dave Dillon
“Success is a journey, not a destination.”
– Ralph Arbitelle
Thank you for reading this OER textbook. I hope you had a positive experience. Your thoughts, ideas, suggestions, and criticisms are valuable for future revisions and improvements. I encourage you to let me know if you are finding success, accomplishing your goals, or even if you are struggling. I keep a list of students who let me know they are graduating. It is important to me. If you have the passion discussed in the first chapter, you can find a way to do it. And when all the hard work, time, energy and effort pays off, it should be a proud accomplishment. Previous students have contributed to this textbook by sharing design and content ideas. If you have comments, suggestions, questions, criticisms, or reflections about this textbook, I would appreciate hearing from you: [email protected].
Balance
Students often ask me what I think they should do. Achieving and maintaining balance is perhaps the most important advice I can give, and it isn’t easy to accomplish. Each student has a balance for important things in their lives that is different from other students. There is no right or wrong there, but I see a lot of students who are not balanced and it makes academic success challenging. It may take time to achieve better balance, but it’s worth the investment.
Persistence
Thomas Edison is well known for inventing the electric light bulb. But many people are not aware of how many times he failed in trying to do so. Edison made a note of what he had done and what components he used each time he made an attempt. He would make an adjustment and try again. When the adjustment didn’t work, he would make a note of that, readjust and try again. Edison learned from every experiment. He learned all the ways that it would not work. After approximately 10,000 failed experiments, Edison then successfully invented the electric light bulb.
“I have not failed. I’ve just found 10,000 ways that won’t work.”
– Thomas Edison
British inventor Sir James Dyson, well known for creating the bagless vacuum cleaner took 15 years and 5,127 prototypes to “get it right.”
“Nothing in the world can take the place of Persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan ‘Press On’ has solved and always will solve the problems of the human race.”
– Calvin Coolidge
Be persistent. You will encounter situations where you will want to give up. You can overcome the obstacles and challenges, if you are persistent.
Teamwork
My friend Sherine Ebadi played on a UC San Diego volleyball team that won a National Championship. She gave a speech at the award banquet that remains one of the most inspirational speeches I have heard and one that still gives me chills when I reread. She described teamwork as “a complete denial of self-interest, individual statistics and personal glory, all in exchange for making your teammate look good, even when they don’t, and be successful even when they’re not. It’s making sure she knows that she’s never fighting alone, that she’s not merely an individual member of a team but rather an essential component to a unified whole working toward a common goal.”
You will not be able to accomplish some of your biggest goals by yourself. You will need support behind you and the selection of your support team is important. I ensured that I surrounded myself by people who were interested in supporting me and my goals. I also understood that being a good teammate meant supporting my friends’ and family members’ goals as well.
Other Advice
Make good decisions. More important than making good decisions though is learning from decisions that are made and the positive and negative results and consequences of those decisions.
If at all possible, be optimistic. This may not help you with studying, but it is an enjoyable way to go through life. There will be times where your attitude and outlook will reflect on you and may create opportunities for yourself. Take advantage of those opportunities.
Closing
It is my sincere hope that you will have found information in this textbook helpful. I wish you academic success, and an enjoyable journey to reach your goals.
– Dave Dillon, 2018
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY.
Adaptions: Added content (Dave Dillon 2017). | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_-_Indispensable_Study_Skills_and_Time_Management_Strategies_(Dillon)/Unit_8%3A_Conclusion/08.1%3A_Chapter_33%3A_Foundations_of_Academic_Success%3A_Words.txt |
Dave Dillon
“Ganas. That’s all you need. The desire to learn.”
– Jaime Escalante
Think about what you are passionate about. It might be family, friends, a significant other, a pet, an upcoming vacation, or what you might have for dinner. Different people are passionate about different things. Ask yourself: Why are you passionate about those things? What makes you passionate about them? Now ask yourself if you are passionate about school.
Author’s Story
I can think of many things I would rather do than sit in a classroom listening to a lecture. I’d rather be relaxing at the beach, traveling to a new place, or playing Mario Kart with my family and friends. But when I was in college, my education was extremely important to me. I had a tremendous amount of passion, which allowed me to succeed. I had the attitude that nothing was going to stand in the way of getting my degree. In my first year in college I took an Introduction to Sociology class that genuinely interested me. It was easy to be passionate about it because I really liked the subject matter, my professor, and the textbook. I also took Microeconomics. And while I understood its value and importance, I was not as interested in attending and completing the assignments. However, I always knew I needed to find passion in the course if I wanted to be successful and accomplish my goals. One strategy that worked for me was to find situations where I could apply concepts in those less interesting classes to my personal life. For instance, if the lecture and textbook were explaining a Microeconomics concept like total and marginal utility, I would try to apply this to something I could easily relate to. If utility is the satisfaction of the consumption of a product for a consumer, I would think of an example involving Arby’s roast beef sandwiches, and blue raspberry slurpees. Making the material meaningful to me allowed me to be passionate about learning something I otherwise would not have been.
“Brick walls are there for a reason: they let us prove how badly we want things.”
– Randy Pausch
There were other activities I enjoyed more than class, but I knew it was important to find a passion for my classes because it was the key to succeeding in them.
It is common to have other things you would like to do more than sitting in class, doing homework and preparing for exams. But you still must have passion for the learning and for the class in order to be successful.
My favorite definition of success is from John Wooden: “Success is peace of mind which is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming.”
Why Are You Here?
Please note: It is OK to not know what your goal is when you start college. In fact, it is extremely common for students not to know what their goal is or what their major is when they begin college, but there is value in identifying your goal(s) as soon as possible.
More questions to ask yourself: Why are you in college, and why are you taking the courses you’re taking? If you can answer these questions with solid logic and understand their purpose and how they fit in to being important to your life, you are off to a great start. However, if you are taking classes at someone else’s suggestion and you are not genuinely interested in them, you may want to reconsider. I do not wish it to be misconstrued that I recommend you drop out of college, rather I want you to have a plan and passion to be able to achieve your goals. For many people, higher education is a necessary part of their goals.
I see many students in my counseling office who want to be independent, work a full time job, and/or party (rather than go to college). I also see many students who come back a few years later with a renewed passion and value for their education.
For college success, you must attend when the time is right for you. How do you know if it’s the right time? Ask yourself if it’s the right time for the following students to go to college:
• Monica’s goal is to go to a university. She was accepted but couldn’t afford it. She enrolls at a community college. She is passionate about attending community college and then transferring to earn a bachelor’s degree.
• Christina is a high school graduate. She would like to take a year off of school to work and travel. Her parents gave her an ultimatum, saying that if she wanted to continue to live at home, she had to go to college full-time.
• Javier completed one year of college then got married in his early 20s. He and his spouse raised four children and he has been working for 20 years in an uninteresting, low-paying job. He always wanted to finish college and now finally has the time to go back to school.
• Andy is interested in partying and little else. He knows his college education is important but it is a low priority at this point.
Intrinsic vs. Extrinsic Passion
Sometimes we are motivated by a specific desired outcome of performing a task. Some people play a game because they want to win. In education, some students work hard because they want to receive a good grade or transfer to a prestigious university. Parents of younger children may give a monetary reward for each “A” their student earns. This is extrinsic motivation.
Interest, desire to learn, and enjoyment of a subject are characteristics of intrinsic motivation, or what we call passion. Passion for your education must come from within. If your educational goals (passing a college course, acquiring new skills or attaining a degree) are important enough to you, your motivation can become intrinsic, allowing you to find passion, which will help you reach your goals. Without passion, you may find yourself struggling, withdrawing from courses, earning poor grades, or dropping out. External rewards of ascending to a certain academic level or acquiring wealth, lose some of their appeal if students do not find the work to get there personally rewarding. These students, who truly embrace their work, are intrinsically motivated – passionate while those who are focused mainly on rewards for high achievement and punishment for poor performance are extrinsically motivated. Trophies, medals, money, new clothes or a new car are examples of extrinsic motivators. One could argue, “the end justifies the means”—that it doesn’t matter if a students’ passion comes internally or externally, as long as they accomplish their goals. However, when the reward is learning itself, the student is on road to long-term success!
“Only passions, great passions, can elevate the soul to great things.”
– Denis Diderot
The Choice Is Yours
I believe one of the best decisions you can make is to attend college if you are passionate about it and it is the right time for you. On the other hand it is better to postpone attending college if you are not passionate about it or feel the time is not right. Please do not misunderstand – I am not discouraging anyone from going to college nor am I encouraging anyone to drop out of college. And I do not expect you to be passionate about every aspect of college. There were some classes and some requirements that I disliked during my own college experience. My concern, however, is students who start college and are not passionate about it. After a few years and a poor transcript, they meet with a counselor saying they weren’t in college for the right reasons, weren’t serious about their education, didn’t know what they were doing, or… “my parents made me go.” There are some suggestions in this book that can assist a passionate student to succeed. But all of the suggestions in the world will not help a student lacking passion. In the end, I want you to be successful and I want you to enjoy college, but I believe these are nearly impossible without passion.
“Nothing great in the world has ever been accomplished without passion.”
– Hebbel
There is a scene from the movie Serendipity where Dean’s character says, “You know the Greeks didn’t write obituaries. They only asked one question after a man died: ‘Did he have passion?’” I will leave it up to you to decide if this is true or if it is Hollywood taking a liberty, but either way that quote has stayed with me. You can be successful in college. This textbook is a journey in figuring out how you are going to get there.
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon). Now licensed as CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.01%3A_Passion.txt |
Alise Lamoreaux, Dave Dillon
“Learning is a treasure that will follow its owner everywhere .”
Chinese Proverb
What’s college for? That’s a little question with a big answer! A college education comes in many shapes and sizes. In 2014, according to the National Center for Education Statistics, there were over 4,700 different post-secondary degree- granting institutions in the United States.[1]
These schools may be public, private, religious, small, large, for-profit, community colleges, junior colleges. Considering the variety of college options, there is no single answer to the question, “What is college for?” Brenda Hellyer, Chancellor of San Jacinto College in Houston and Pasadena, Texas, wrote in the Chronicle of Higher Education that students “are seeking more than an education—they are seeking options, opportunities, and guidance.”
How do you view college? What will define college success for you?
People go to college for a variety of reasons. The type of college you select will help set parameters and expectations for your experiences. Before jumping into the details of going to college, it’s important to stop and think about the purpose college has in your life. Traditionally, college was a place young adults went after high school to explore courses and majors before settling into a job path. According to a 2015 UCLA survey, most people currently go to college for one or more of 7 main reasons:[2]
1) To be able to get a better job 2) To gain a general education and appreciation of ideas 3) To become a more cultured person 4) To be able to make more money 5) To learn more about things that interest me 6) To get training for a specific career 7) To prepare for graduate or professional school
Video: Don’t Just Follow Your Passion: A Talk for Generation Y, Eunice Hii at TEDxTerryTalks 2012
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=218
What impression does this TED Talk leave you with? Which generation are you?
An article from 2015 in the Washington Post, What’s the purpose of college: A job or an education? says that students entering college today list getting a better job as the most important reason to attend college. In the past, learning about things that interested them was listed as the top reason to attend college. When did the change in priority occur? Dan Berrett says the change in priority can be linked to Ronald Reagan, when he was Governor of California.[3]
Economic times were tough in 1967 for California. Everyone needed to “tighten their belts.” At that time, California was known for its excellent higher educational system. In a speech Reagan gave on Feb. 28, 1967, a month into his term as Governor, Reagan assured people that he wouldn’t do anything to harm the quality of their public education system. “But,” he added, “We do believe that there are certain intellectual luxuries that perhaps we could do without.” Taxpayers should not be “subsidizing intellectual curiosity,” he said. By the time Reagan won the presidency, in 1980, practical degrees had become the popular choice. In the 1930s, around the time Reagan went to college, about 8% of students majored in “business and commerce.” When he was elected Governor, that share was 12%. By the time he moved into the White House, more students majored in business than anything else. Business, as a major, has held that top spot ever since.
What frames your value of education? What kind of return on your investment do you expect from college?
Deciding to go to college has an “opportunity cost.” An opportunity cost is based on the economic principle that there are limited resources available and choices must be made. Examples of resources would be things like time and money. If you are spending time doing something, you must give up doing something else you want to do. That is the opportunity cost of your choice. Going to college will have an opportunity cost in your life. An important question to ask in the beginning of your college venture is: what are you willing to trade off for going to college?
Opportunity costs are tied to the idea of return on investment. Once you make an investment of your time and money in college, what investment are you hoping to get in return? How you define success in relationship to your college experience impacts how you see the concept of return on investment. Some ways to gauge return on investment include: job opportunities after college, immediate financial benefit to earned wages, social network/connections made while attending college, development of communication and other “soft skills,” and personal enrichment and/or happiness.
Short-term rewards compared to long-term rewards are another way to look at return on investment. For example, it takes much longer to become a CEO (Chief Executive Officer) of a company than it does to get a well-paid job at the same company. Different skills would be required from the CEO and it may require more investment to acquire those skills. Frances Bronet, the Dean of the School of Architecture at the University of Oregon, conducted a survey of former engineering graduates when she taught at Rensselaer Polytechnic Institute. She asked former graduates what they felt they had missed in their education. The results were very different depending on how recent their graduation was. Students who had graduated 1 year ago felt that they needed more technical skills. People who had graduated 5 years ago felt that they needed more management skills, and people who had graduated 10-20 years ago felt that they needed more cultural literacy because their work now involved more working with other cultures.
Deciding to go to college is a big decision and choosing a course of study can seem overwhelming to many students. Considering the changing world we live in, knowing what direction to go is not easy. According to Richard Riley, secretary of education under Bill Clinton, “We are currently preparing students for jobs that don’t exist using technology that haven’t been invented in order to solve problems that we don’t even know.”
Video: Do Schools Kill Creativity? Ken Robinson at TED 2006
A TED element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=218
Personal Inventory Questions:
1. Why are you here?
2. Why college, why now?
3. How do you define college?
4. What do you imagine college life to be like?
5. How do you know when you are ready for college?
6. What have you done to prepare for college?
7. What do you think college expects from students?
8. What does going to college mean for your future?
9. Using the list of 5 reasons students attend college provided in this chapter, rank your reasons for going to college.
10. In your opinion, is it a good idea for academic counselors to steer high school kids towards either a 4-year degree or vocational training?
11. Should students be steered towards careers that would be a good “fit” for them?
12. Opportunity Cost Analysis: Create a pie chart identifying how you currently spend your time (daily/weekly).
Suggested Readings:
Scott Carlson, “How to Assess the Real Pay Off of a College Degree,” Chronicle of Higher Education, 2013.
Jeffery J. Selingo, “What’s The Purpose of College: A Job or An Education?,” The Washington Post, 2015.
Licenses and Attributions:
CC licensed content, Shared previously:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at: https://openoregon.pressbooks.pub/co...ter/chapter-1/ License: CC BY: Attribution.
Adaptions: Reformatted. Added learning objectives. Modified reasons for going to college. Updated sources.
Ken Robinson: Do Schools Kill Creativity? Authored by TED.com
Located at: https://www.ted.com/talks/ken_robins...ill_creativity
License: CC BY – NC – ND 4.0 International.
All rights reserved content:
Don’t Just Follow Your Passion: A Talk for Generation Y. Authored by TEDxTalks
Located at: https://youtu.be/sgbzbdxTm4E. License: All Rights Reserved. License Terms: Standard YouTube license.
1. U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2015 (National Center for Education Statistics 2016-014), Table 105.50. ↵
2. Kevin Eagan et al., The American Freshman: National Norms Fall 2015 (Los Angeles: Higher Education Research Institute, UCLA, 2015). ↵
3. Dan Barrett, “The Day the Purpose of College Changed,” Chronicle of Higher Education, accessed April 26, 2018, www.chronicle.com/article/Th...College/151359. ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.02%3A_Whats_College_For.txt |
Kristen Mruk
Kristen Mruk
When thinking about college, what comes to mind? Perhaps stereotypical images or misconceptions of college life, a friend or sibling’s story, or scenes from popular movies?
“The Student Experience” by Kristen Mruk
In popular culture, some movies depict college life as a party atmosphere in which students binge drink and waste their parents’ money to have a good time without consequence. Films including National Lampoon’s Animal House and Van Wilder as well as Accepted, to name a few, portray the student experience as a blatant disregard for education coupled with excessive drunken buffoonery. However, my party experience illustrates a side to college that is not generally in the limelight.
During my first weeks in college, I felt disconnected from the campus and feared that I would not make friends or find my niche. I was commuting from my family’s home and wanted to do more on campus than just go to and from class. I was enrolled in a First-Year Experience (FYE) course that was intended to provide a framework for a successful undergraduate career and beyond. In the class, we learned about student support services on campus (tutoring, personal wellness, academic advisement, etc.) as well as personal success skills (time and financial management, values exploration, etc.).
Being a new student, and a commuter, I was overwhelmed by the amount of new information, new territory, campus culture, and unfamiliar processes. I asked my FYE instructor after class one day if there was something I could do to feel more connected to campus. She opened my eyes to a side of college that I was missing—this was my invitation to the party.
My FYE instructor promptly led me to her office, introduced me to the staff, and explained the variety of involvement opportunities available through her office. I was amazed that there was so much to do on campus! Because of that meeting, I decided to apply for a job in the Student Union working at the information desk. This position was a catalyst for all of the additional parties I would be invited to throughout my time as an undergraduate student. With so many possibilities, I had to be diligent in prioritizing my time and energy.
What My Friends Think I Do
Friends knew me to be much like the girl in the meme above. I was juggling extracurricular activities and two jobs all while maintaining a full course load. I had to be proactive and diligent to coordinate activities and assignments and make sure I had the time to do it all. Finding a system was a trial and error process, but ultimately I found a method that worked for me. I was an undergraduate student when apps didn’t exist and Facebook was just becoming popular, so my organizational system included a planner, a pen, and a lot of highlighters. Whatever that organizational system looks like for you does not matter as long as you use it.
There are a variety of organizational methods and tools you can use to stay on track with all aspects of your life as a student. Some of those are featured in the State University of New York (SUNY) blog: http://blog.suny.edu/tag/apps
What My Parents Think I Do
It may be difficult to discuss your studies and educational experience with a parent or someone that has a significant interest in your academic achievement. This was the case for me; I was the first kid in my house to enroll in college, and my parents were under the impression that grades would be sent home like they were in high school. During the New Student Orientation program, my Mom learned about FERPA (Federal Educational Rights and Privacy Act) and what that meant for my grades. “FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level.” In essence, parents cannot access grades or other restricted academic information unless you provide it to them (www2.ed.gov/policy/gen/guid/f...ex.html?src=ft).
I was fortunate enough to have my parents’ financial support toward tuition, so they felt entitled to reviewing my grades at the end of each semester. I did not want to give them direct access to my grade report by filing a FERPA waiver, so after much deliberation, I agreed to share my grades once released at the semester’s end. If their standards were not met, there would have to be a conversation about repercussions.
In the fall of my sophomore year I took my first online course—Introduction to Computers and Statistics. All of the lectures and assignments were available online at anytime and exams were administered in a computer lab on campus. I thought having the ability to view lectures on my own time would be more conducive to my schedule as I was becoming more involved on campus. For the first few weeks of classes I watched the lectures regularly and did the assignments on time. Slowly but surely I found myself prioritizing my time differently, ultimately putting my online class on the back burner, because (I told myself) the work could be done anytime! By the end of the semester I realized that I was going to fail the class. No amount of extra credit, crying, or pleading could save my grade; I had earned an F.
Seeing a failing grade on my transcript taught me two valuable lessons. First, I discovered that I needed the routine and accountability of an in-person class to ensure my participation in the material. Second, I was responsible for the grades I received. I probably could have come up with a million excuses for why I didn’t watch the lectures or do the assignments, but the reality was I just didn’t do it. I did not seek my professor’s help during their office hours when I started to fall behind, I did not go to the tutoring center on campus to get extra help, and I did not reach out to my classmates to form study groups.
Although the F that I received will never disappear from my transcript, it is an important reminder of the gruesome conversation I had with my parents and the feeling of failure in the pit of my stomach. Needless to say, that was the only online course I took during my collegiate career, but it was absolutely worth the lessons learned.
What My Professors Hope I Do
Professors do care about how you are doing in their class; they genuinely want you to succeed, but they will give you the grade you earn. There are people and resources on campus for you to utilize so you can earn the grade you want.
Your professors are one of those resources, and are perhaps the most important. Go see them during office hours, ask them questions about the material and get extra help if you need it. The caveat here is that you cannot wait until the last week of the semester to visit your professors to get help. Tears and pleading will not help you at the eleventh hour.
Another resource to utilize can be found in the campus learning center. I frequented my campus’ writing center for assistance with papers and research projects. Initially, I was scared to be critiqued, thinking my work would be perceived as inadequate. The first time I took a paper there, I recall standing outside the door for about ten minutes thinking of an excuse not to go in. Thankfully I saw a classmate walk in and I followed suit. The experience was less dramatic than I imagined it to be; no one ripped my paper to shreds and told me that I would never graduate. Instead I sat with an upper-class student who coached me through some pointers and suggestions for improvement. Thanks to that first visit, I received an A- on the paper!
What I Would Like to Do
I thought I knew exactly what I wanted to do when I started college, but that changed three times by the time I graduated. Initially I started as an International Business major but ended up receiving a degree in Communication and continued on to graduate school. My greatest advice to you is to embrace feelings of uncertainty (if you have them) with regard to your academic, career, or life goals. Stop into the Career Services office on your campus to identify what it is that you really want to do when you graduate or to confirm your affinity to a career path. Make an appointment to see a counselor if you need to vent or get a new perspective. Do an internship in your field; this can give you a first-hand impression of what your life might look like in that role.
When I chose International Business, I did not do so as an informed student. I enjoyed and excelled in my business courses in high school and I had hopes of traveling the world, so International Business seemed to fit the bill. Little did I know, the major required a lot of accounting and economics which, as it turned out, were not my forte. Thinking this is what I wanted, I wasted time pursuing a major I didn’t enjoy and academic courses I struggled through.
So I took a different approach. I began speaking to the professionals around me that had jobs that appealed to me: Student Unions/Activities, Leadership, Orientation, Alumni, etc. I found out I could have a similar career, and I would enjoy the required studies along the way. Making that discovery provided direction and purpose in my major and extracurricular activities. I felt like everything was falling into place.
What I Actually Do
I would like to pause for a moment and ask you to consider why you are in college? Why did you choose your institution? Have you declared a major yet? Why or why not? What are your plans post-graduation? By frequently reflecting in this way, you can assess whether or not your behaviors, affiliations, and activities align with your goals.
What you actually do with your student experience is completely up to you. You are the only person who can dictate your collegiate fate. Remind yourself of the reasons why you are in college and make sure your time is spent on achieving your goals. There are resources and people on your campus available to help you. You have the control—use it wisely.
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CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Kristen Mruk. Located at: https://milnepublishing.geneseo.edu/...nt-experience/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.03%3A_Words_of_Wisdom-_The_Student_Experience.txt |
Alise Lamoreaux
“Between saying and doing many a pair of shoes is worn out.”
– Italian Proverb
Before you enroll in college, it is important to understand your educational goal. Knowing your goal will help you decide the type of college you will need to select to reach that goal.
Video: How to find work you love, Scott Dinsmore at TEDx Golden Gate Park 2012
A TED element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=27
Before getting too far into the topic of choosing to attend college, stop for a moment and think about the following questions:
1) What is your educational goal?
2) What are the top 5 criteria you would use in selecting a college?
3) What kind of degree or certificate will you need to achieve your educational goal?
4) Do you want to be full-time or part-time student?
5) Will you need to work while you are going to college? How much?
6) What are your priorities from a college?
7) What do you expect from your teachers?
8) What kind of support services do you need from a college?
9) What class size would make you feel comfortable?
10) Do you need support in improving your basic skills in Reading, Writing, Math or Speaking English?
11) What are you willing to pay for your college education?
12) How do you plan to finance your college education?
It is important for potential students to realize that every college has its own culture. Finding a comfortable match between student expectations and college expectations is essential for student success. Ultimately, college is a dynamic experience and the student is half the equation. The culture of a college plays a key role in finding a good match. It is important to take the time you need to make the decision about the college that is right for you. Rushing the process can lead to an unsuccessful match-up. Following a friend or family member to the same college they selected may also lead to a mismatched situation.
If possible, try to visit the college in person to get a feel for the campus and the setting. Are you looking for an urban, suburban, or online setting? The distance you travel to attend college will impact many aspects of your college participation. Location is an important aspect of the overall college selection process. The process of finding the right college for you will depend on your educational goal and your expectation for services from a college.
10 Factors to Consider in Finding the Right College Match for You
1. Cost: How important is the tuition cost to your decision? Tuition example: The average yearly tuition at Lane Community College in Oregon is \$4,275.00 as of this writing (find the most up-to-date info on the Lane College Tuition, Fees and Payments page). The average yearly tuition at the University of Oregon is \$8,190.00 as of this writing (find up-to-date info on the University of Oregon Cost of Attendance page).
2. Flexible Pacing For Completing A Program: How convenient and flexible are the class times and locations? Are there evening and weekend offerings? Online or Hybrid courses?
3. Your Work Schedule: How will your employment affect your ability to attend classes?
4. Open Access: What are the enrollment requirements of the college?
5. Teaching Quality: Who will teach the classes you take and is the college accredited?
6. College Size: How big a campus are you comfortable with and what size classes do you expect?
7. Support Services: Will you want child care, computer labs, health services, parking, tutoring, financial aid, scholarships, or other services?
8. Academic Reputation: What do you know about the academic quality of the college?
9. Variety of Certificate/Degree Options: Are you interested in career pathway options or transferring credits to another school? Are you planning to use the college you select to attend as a stepping-stone to another college or program?
10. Opportunity to play sports or participate in club activities: How important is it to you to have activities to participate in outside of your course work?
Where can a student find out information about the factors to consider when evaluating a specific college? Many students would suggest Google or another online search engine, Instagram, Facebook, Twitter, and other social media, which may be helpful, but the place to learn the specific details of college is in their college catalog.
The Most Important Book on Campus: The College Catalog
A college catalog is the place a college puts all the information regarding the specific details and rules of the school. The purpose is to have all that information in one easy place for prospective students and current students. A school’s catalog contains all the information you need to know about living and learning at the school of your choice, so it can help streamline your college or degree research process. College catalogs are a long-standing tradition that pre-dates the Internet and websites. Many colleges are trying to find a way to make the information more available to students on websites and other social media.
The information in college catalogs changes as degree programs, school rules, and student expectations change. These changes make the catalog just as useful to current students as it is to new students. Catalogs are usually published every year, so make sure you’re using the most current version. Specific topics covered include:
• Overview of the college’s history
• Availability of financial aid and specific financial aid programs
• Academic expectations
• Degree programs and course descriptions
• Tuition, housing, and meals costs/estimates
• Campus life information
• Mission statement/statement of faith for religious affiliations
• School policies and student services offered
Finding College Catalogs
Most colleges give students access to the catalog on the school website. In addition, you may be able to pick up a printed copy on campus. Some colleges do a better job of making the transition to online information delivery and accessibility better than others. Finding easy-to-use online college catalogs may be frustrating to new college students. For this reason, some students prefer printed catalogs as they get acquainted with the framework of college systems.
What is the Difference Between a Certificate, Associate Degree, and a Bachelor’s Degree?
The main differences between certificates, associate degrees, and bachelor’s degrees boil down to these 5 factors:
1. Time: How long does it take to earn the credential?
2. Tuition: How many courses/units/credits will it take to obtain the credential and how much will that cost? This factor may vary from school to school.
3. Admissions Requirements: What the college expects your skill level to be prior to starting coursework.
4. Level of Study/Amount of Coursework: Will you study something very specific or something more general?
5. Career Opportunities: A certificate usually means you have completed a specialized form of training. It may demonstrate technical knowledge in a field and generally it is faster to complete than a degree. Sometimes a certificate can be a benchmark that applies toward a degree.
Associate degrees are commonly referred to as “2-year” degrees. If you can fix something or fix people, an associate degree may be what you are looking for. For example, health professionals, Information Technology, many high tech jobs, and culinary arts are examples of careers that do well with associate degrees. Associate degrees may be used as a stepping stone and units from an associate degree can often be transferred to meet some required classes for bachelor’s degrees.
Bachelor’s degrees are commonly referred to as “4-year” degrees. A bachelor’s degree extends learning and usually requires around 120 credits (about 40 courses) or more to complete, which is approximately twice as long as an associate degree takes to earn. These numbers vary based on whether the college operates on a semester or quarter schedule. If you want to pursue a career in teaching, engineering, architecture, business, or finance, a bachelor’s degree may be required.
Where Can You Find Out What Educational Level is Needed for a Career?
The table below lists several types of careers. Evaluate each career and determine what kind of educational background a person would need for the jobs listed. Some careers may be suited to multiple levels of education and you may select more than one choice if applicable.
Try using a college catalog, Occupational Outlook Handbook (released by the Bureau of Labor Statistics) https://www.bls.gov/ooh/ or O*NET (Occupational Information Network) https://www.onetonline.org/ to find the information needed to fill in the table below. Some answers will vary based on state regulations for the career.
Vocational Certificate Associate Degree Bachelor’s Degree No Specific Educational Requirement
Truck Driver
Massage Therapist
Energy Management Technician
Environmental Engineering
Early Childhood Education
Fitness Specialist
Dance Teacher
Computer Information Specialist
Computer Game Designer
Dental Assisting
Food Service Management
You may have noticed that the answers to the educational requirements for the careers listed in Table 1 may vary and some careers have multiple layers to their skill requirements and degree requirements. Early Childhood Education, for example, has a career pathway option. Students can earn a certificate and then go on to earn an associate degree and even transfer to earn a bachelor’s degree depending on the job aspiration of the student.
What are the advantages and disadvantages of each of these educational outcomes? Fill in the table below based on your opinion.
Advantages Disadvantages
Vocational Training
Certificate
Associate Degree (2-yrs)
Bachelor’s Degree (4-yrs)
Based on what you know so far about certificates and degrees, what will you be seeking as your educational credential?
Now that you have thought about what kind of certificate or degree you might need, where could you go to get that credential? Colleges can come in several forms. Some things to consider about the design of the college:
• Profit or non-profit
• Private or public
• 2-year degrees or 4-year degrees
• Accredited or non-accredited
• Transferable credits or non-transferable credits
Where Are You Most Likely to Attend College? Let’s Look at the Statistics!
Statistics show demographic differences in student populations between public and private; and for-profit and non-profit colleges. The culture of the colleges may vary greatly based on these qualities.
Examine the following two charts. Based on your age and whether you plan to attend college on a full-time or part-time basis, what kind of college are you most likely to attend? Do you agree or disagree with the statistical prediction about the college you will attend?
“Full-time undergraduate enrollment patterns, Fall 2013” by National Center for Education Statistics is in the Public Domain
“Part-time undergraduate enrollment patterns, Fall 2013” by National Center for Education Statistics is in the Public Domain
Suggested Activity
Using College Navigator, https://nces.ed.gov/collegenavigator/ find out how many colleges are located in your area. You may be surprised by the results. You may also want to take a look at U.S. News and World Report’s content and rankings on colleges: www.usnews.com/best-colleges.
Making the Choice
Ultimately, as a student, you will have to select a college that feels “right” to you. Complete the table below based on what is important to you as a college student.
Want Don’t Want
Cost
Flexible Pacing
Interaction with Teachers
Support Services
Academic Reputation
Certificate/Degree Options
Access to Technology
Convenience/Flexibility
Location
Setting/Commute Time
Community/Social Interaction
Student Clubs/Sports
Video: My philosophy for a happy life, Sam Berns at TEDx Mid Atlantic 2013
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=27
Suggested Readings
2012 National Research Report: The Factors Influencing College Choice Among Non-Traditional Students
Licenses and Attributions:
CC licensed content, Shared previously:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at: https://openoregon.pressbooks.pub/co...ter/chapter-2/ License: CC BY: Attribution.
Adaptions: Reformatted. Added Learning Objectives. Removed some information specific to Lane Community College.
Scott Dinsmore: How To Find Work you Love. Authored by TED.com
Located at: https://www.ted.com/talks/scott_dins..._work_you_love
License: CC BY – NC – ND 4.0 International.
All rights reserved content:
My Philosophy For a Happy Life. Authored by TEDxTalks
Located at: https://youtu.be/36m1o-tM05g
License: All Rights Reserved. License Terms: Standard YouTube license. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.04%3A_Choosing_A_College_To_Attend.txt |
Dr. Kristine Duffy
Dr. Kristine Duffy
Life in college will be like no other time in your life—I can guarantee you that! This is your time to explore who you are, who you want to become, and how you wish to play a part in this world. Don’t squander this unique time in your life. I hope to share some thoughts that might help you avoid regrets when reflecting on your college years.
I want to be clear—there are many paths through college and we know that no one path is right for all. You may be starting at a community college, taking courses part-time, starting college again after an unsuccessful start, or returning to education after many years away, but no matter who you are or what path you’ve chosen, make the most of it.
I took the fairly traditional path. I graduated from high school and went directly to college (which was three hours away from home). Because I wasn’t really sure what else I should do, I chose to be a business major by default. My parents thought it was a good route to take and would lead me to a good job (mainly to ensure I made some money and didn’t live with them forever).
There are three things I learned quickly in college:
1. I had lived a very nice life, but in a very homogeneous environment.
2. There were people different from me.
3. Although I was a decent student, I had a ways to go to be a good student!
Learning to appreciate what you have is just as important as earning As on exams and papers. I share this because part of college is preparing for life, not just a job. Ask yourself some questions:
• What’s important to me and why?
• What do I know about other people’s lives, beliefs, and passions?
• Am I confident in my abilities to study, listen and learn, take notes, and be a learner?
What’s Important to Me and Why?
Is it only to make money to buy things? If so, do you truly believe that money makes everything better? Don’t be fooled by that. Yes, money certainly makes life more comfortable, but it absolutely doesn’t buy happiness. I had friends in college that came from a significant amount of money and they would have traded it all to have a family they can depend upon and love in their homes. Consider this very carefully as you dream of the life ahead of you.
What Do You Know about Other People’s Lives, Beliefs, and Passions?
You are not the center of the world. You should be confident and proud of who you are, but be humble and be open to others’ experiences and worldviews. Take classes that stretch you, maybe even make you uncomfortable. In the end, these types of classes will test your assumptions, beliefs, and make you a more well-rounded and interesting person. The roommate or classmate who is different from you can teach you about yourself. Be open to this.
Are You Confident in Your Abilities to Study, Listen and Learn, Take Notes, and Be a Learner?
Remember, if college were easy, everyone would do it! You have full control and responsibility for your learning. Yes, your professors have the responsibility of teaching well and helping you learn, but they cannot and should not do the work for you. Part of college is learning to learn: learning to study, listen better, take notes, and most importantly asking for help when you need it.
In my own research I have learned that students are confronted with a paradoxical situation. On the one hand, students in high school are warned that college will be hard—the professors won’t care if you do the work or not, and you need to do it on your own. However in reality, college professors and support professionals do care and will tell you to come and see them if you need help.
So what is a student to do? You may feel bad in class if you just aren’t getting it and are embarrassed to ask for help. Stop that thought in its tracks! Colleges offer many opportunities for help and in almost all cases, for free! Professors hold office hours specifically to address students’ questions and tutoring is available to help you do better, not to punish you for not getting it. Remember you are paying a substantial amount of money for your tuition; find out what resources you have and take advantage of them. Be a mature learner, take advantage of everything your college offers, and hold your head high for doing so. There is no shame in asking for help. I always compare it to a job. When you start out on any job there is usually some type of training to teach you how to do that job. College is no different. We are teaching you how to be a student—you’ve been practicing since Kindergarten, and doesn’t end when you get to college.
Finally, here are some words of advice based on some of my regrets when I reflect on my college experience:
1. I didn’t study abroad during my four years of college.
2. I didn’t do any type of internship.
3. I didn’t get involved with many clubs or organizations.
4. I didn’t get involved with any type of research opportunities until graduate school.
Study Abroad
Whether it is a short-term experience (some are as short as three weeks) or a semester to a year—do it! This goes back to my point about understanding people different than you. The United States is a great nation, but we are not the only nation and our world is filled with amazing stories to share. One of my favorite quotes by Neale Walsch is: “Life begins at the end of your comfort zone.”[1] You will not miss much being gone from your college for a short period of time, and you will return from your adventure a changed person. How do I know this if I didn’t study abroad myself? I know many who have and the end result is the same for all—no regrets, life changing moments, and better appreciation for the world we live in.
Internships
Going to college in the 1980’s was different from today. The job market was relatively strong and the push for an internship or co-op was not as strong. But if I had gotten some hands on experience and discovered my likes, dislikes, strengths, and weaknesses, I would have had more direction for my career when I graduated. In addition, there is nothing more frustrating for a college graduate than to go on job interviews only to be told that you can’t be hired because you have no real experience. So talk to your professors, academic advisors, counselors, and mentors about getting some internship experience while in school or during the summer. There are many companies that welcome interns, and you may find the direction you are seeking.
Clubs and Organizations
For years, employers have been surveyed by colleges to ask them what type of skills they are seeking in college graduates. Although having discipline specific skills is important (in other words, the courses you take in your major), employers are very consistent in seeking out employees with what they call “soft skills,” such as writing well, public speaking, getting along with others, and having leadership abilities. You’ll develop these skills in your courses, but you can really hone and apply them by joining a club or organization on campus, where you will have opportunities to work with others, lead efforts, and have something to show for it—a campaign you ran, funds you raised, or an event you organized. Colleges offer many types of clubs to attract students in areas of interest. For example, if you are a business major, you could join the business club. More than likely the activities the club offers will allow you to meet business leaders, go on field trips to learn more about the business world, and meet people who have similar interests as yourself. I was a college athlete so my time was limited, and while I support athletics in college as an opportunity to continue your passion and to grow and learn, try to make time to join a special interest group. Take a leadership role in a group, and later, when you go on that job interview, talk about your leadership experience. The employer will be impressed and it may help you get the job.
Research
Finally, develop your research skills. You may think that research is most important in the sciences and medicine. But research occurs in all fields of study, and much of what you do in college is research in some form. If you are a music major you may need to research how other musicians developed their talent, the history of genres, or new ways music is applied in our world. Problem solving through effective research and knowing how to test your ideas and hypotheses will make you a valuable employee and citizen of your community. If your professor offers a chance to work on a special research project—sign up.
Question everything, and don’t take the answers at face value. Question how people come to their conclusions, develop your own set of research questions, and be willing to dig to find the answers. This is not only important as a student but also as an employee. Strive to be an engaged citizen in our world and don’t believe what everyone tells you. An adult needs to make informed decisions to buy products, pay taxes, and vote for government leaders. Don’t be complacent and put your life in the hands of others without fully researching the pros and cons—draw your own conclusions.
In conclusion, come to the classroom with an open mind and a willingness to exercise your right to take full advantage of all a college offers. Done correctly, college will be challenging and frustrating, and will test every part of you. Life will be the same way so use this time to practice, practice, practice.
Licenses and Attributions:
CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Dr. Kristine Duffy. Located at: milnepublishing.geneseo.edu/...tice-practice/ License: CC BY: Attribution.
Adaptions: Reformatted reference for consistency with footnotes.
1. Neale Donald Walsch, Neale Donald Walsch’s Little Book of Life: A User’s Manual (Charlottesville, VA: Hampton Roads, 2010). ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.05%3A_Words_of_Wisdom-_Practice_Practice_Practice.txt |
Alise Lamoreaux
“The doors we open and close each day decide the lives we live.”
-Flora Whittemore
Video: Gaming Can Make A Better World, Jane McGonigal at TED 2010
A TED element has been excluded from this version of the text. You can view it online here: press.rebus.community/blueprint2/?p=29
After watching the Jane McGonigal’s TED Talk, think about the following questions:
• What are gamers good at?
• What is the importance of “10,000” hours?
• Are gamers goal oriented?
• How do gamers feel about tests and being measured?
• What happens when a gamer makes a mistake?
• How do gamers handle frustration?
• How do gamers feel about change?
• Can the skills of a gamer be applicable to the skills a college student will need?
College is constant change. Not just in terms of studying and learning new material, but also in terms of how it is structured. If the college is on the quarter system, a student’s classes, teachers, and the hours a student needs to be on campus will change every 11-12 weeks, or 4 times a year. Semesters divide an academic year into thirds and may have short intensive sessions in between the main semesters. People sometimes use the words quarters and semesters as if they are synonyms because both divide up a school year, but they represent different units of time.
Dividing up the academic year provides an opportunity for varied learning and developing specialties, but it also means new faces in classes, unknown expectations from new teachers, and juggling a new schedule. It means you may have new routes to travel on campus as you make your way to a different building if your college has a large campus. If a student is working along with going to college, it may mean negotiating new work hours with a boss and coworkers. All of these changes can feel like chaos that comes in like a tidal wave. Every term can feel like starting over, especially for students who are not in a specific program yet. The beginning of a college experience can seem blurry to a new student trying to navigate the system.
“There’s no blinking light to say, hey, look over here, this changed!”
Amber McCoy, Lane Community College Student
Many students come to college with at least some high school experience and expect college to be similar. After all, many classes have similar names: Biology, Algebra, Writing, Chemistry, and so on. However, the expectations that accompany those titles may be very different. College classes tend to cover course material at a faster pace and expect students to carry more of the burden of learning the material on their own outside of classroom activities.
Compared to college, high school has a straightforward curriculum. High school is segmented and chronological. Students generally go to school at the same time each morning and finish at a similar time in the afternoon. Students are assigned counselors to guide them. High school students usually don’t have to buy textbooks for their classes. There are clear deadlines and the teacher monitors progress and potentially shares progress with parents. The academic benchmarks of quizzes, tests, and projects are concrete indicators of progress. Teachers may monitor students’ use of smart phones in class and help students maintain focus on classroom materials. The high school a student attends is picked for him or her, either by geographic location or their parents choice.
College is about choice. Initially, the choice is where to go to school. The student has to find the right “fit” on his or her own and figure out the process of college admission. There are forms to fill out, submit, and process. Students may have to learn the steps for admission and enrollment for more than one college, and the process can vary from school to school. Students are expected to be able to complete the application process on their own. Students must determine if college placement tests are required and if so, when they must be taken.
The next choice for the student as part of the enrollment process is what to study in terms of declaring a major. The major a student declares may impact financial aid awards. If a student is unsure of what to study and doesn’t choose a major, financial aid may not be given to the student.
A student can choose to attend classes part-time or full-time. College class times try to accommodate a variety of student needs and may can occur during the day, evening, online, or a combination of classroom and online (hybrid). Unless the student has someone to be accountable to, probably no one will check to see if attendance happens or if a student cruises the Internet or social media while in class.
Monitoring of time and its use will be student driven. Understanding the workload associated with a college schedule can be a surprise to the new college student. The first year of college can have a steep learning curve of time management and self-responsibility. For the first-time college student, starting college can feel like pushing a big rock up a steep hill all alone.
What is Considered Half-time or Full-time Status?
The answer to these questions may vary from person to person and from college to college. Lane Community College’s website uses the following definitions:
• Full-Time Status: 12 or more credits per term (limit of 18 per term)
• 3/4 Time Status: 9-11 credits per term
• Half-Time Status: 6-8 credits per term
An average student full-time credit load is between 15-18 credits. This means that a student will be in the classroom 1 hour per credit. Based on the 15-credit schedule, a student would be in the classroom 15 hours/week. Students mistakenly think that is all there is to it. A schedule requiring a student to be in class 15 hours/week sounds much easier than high school where students typically attend 6-7 hours a day or 30-35 hours/week. College has hidden expectations for students in terms of outside of class “homework.” What does that mean? College classes expect 2-3 hours of homework, and sometimes more, per credit. That means for 1 hour in class, a student can expect to spend 2-3 hours on homework or more. A 15-credit load expects a student to put in 30-45 hours outside of class each week on homework.
What does this mean in terms of your life?
Activity Hours Required/Week 168 hours in a week
Full-time attendance 15 in class -15
Homework 30 plus hours -30 (minimum)
Sleeping 6hrs/ day x 7 days -42
Eating 1.5hrs /day x 7 -10.5
Work 20hrs/week -20
Subtotal
117.5 hrs
168-117.5 = 50.5hrs
Fill in the blanks with what else you would need to do each week
How many hours will each item take to complete?
Add the hours into the spaces below
Total hours 50.5- _______=_______
Many students enter college with uninformed expectations. First-generation college students are at a disadvantage and may not have family members who can help them understand the context of college, what to expect as a college student, and what college life is like. As a result, first-generation college students may be less prepared to handle the challenges they encounter. Students tend to be idealistic in their expectations of college. Pre-college characteristics and experiences play a role in shaping expectations.
Video: Going Back To School As An Adult Student (Non Traditional), Tee Jay
A YouTube element has been excluded from this version of the text. You can view it online here: press.rebus.community/blueprint2/?p=29
Things to think about:
• How prepared are you to go back to school?
• How much time can you devote to college?
• How would you rate your time management skills?
• How do you feel about reading/homework?
• How are your technology skills?
• What kind of support do you have for going to college?
• Who is your support system?
• Make of a list of the resources you have to support your college lifestyle.
• What strengths do you bring with you that will help you succeed in college?
• What skills will you need to improve?
• What tips did you gain from watching the video?
If you are accepted into college, does that mean you are ready?
College readiness is not clearly defined. Traditionally, completing high school was viewed as preparation for college, but course completion in high school does not guarantee college readiness. For example, English classes in high school may focus more on Literature where as entry-level college courses may stress expository reading and writing skills. If you have gone the route of getting your GED, did you work to dig deeper into the subjects and develop your skills, or just try to pass the tests as soon as possible? How did you handle attending classes and participating in classroom activities?
Another measure of college readiness has been standardized test scores. The problem with using a standardized test to determine readiness is its inability to measure the soft skills college courses require. A soft skill is a personal skill that is usually interpersonal, non-specialized, and difficult to quantify, such as leadership or responsibility. Typically, individuals are born with soft skills.
Expertise commonly known as transferable skill or sometimes functional skill, (and sometimes mistakenly called soft skill) include qualities like accepting feedback, adaptability, dealing with difficult situations, critical thinking, effective communication, meeting deadlines, patience, persistence, self-direction, and trouble-shooting. Meeting deadlines, for example, is a key to college success. The skills and behaviors needed to thrive in college may be different from those it takes to be admitted. Being accepted into college does not necessarily mean you are ready to face the challenges and frustrations that might lie between you and your goal.
Answering the question about being academically prepared for college is tough. Test scores and grades are indicators of readiness, but don’t guarantee success in college courses. Functional skills are important to college success, but without basic academic skills, functional skills alone won’t be enough. Most colleges use some type of placement test to try to place students into courses that will be appropriate for their skill levels. Usually, colleges have minimum placement test scores in Reading, Math, and Writing, requiring students to demonstrate they are able to handle the minimal expectations of college courses in terms of basic content areas. The degree or certificate associated with the student’s goal also influences the academic readiness required for success. Recognizing the importance of balancing the academic and soft skills, and how that relates to student goals is essential for college success and beyond.
Video: Strengthening Soft Skills, Andy Wible at TEDx
A YouTube element has been excluded from this version of the text. You can view it online here: press.rebus.community/blueprint2/?p=29
License and Attributions:
CC licensed content, Previously shared:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at: https://openoregon.pressbooks.pub/co...ter/chapter-3/ License: CC BY: Attribution.
Adaptions: Reformatted, some content edited for goal of reaching broader audience.
Jane McGonigal: Gaming Can Make a Better World. Authored by TED.com
License: CC BY – NC – ND 4.0 International.
All rights reserved content:
Going Back To School As An Adult Student (Non Traditional). Authored by Tee Jay.
Located at: https://youtu.be/UhifZr21qxY
License: All Rights Reserved. License Terms: Standard YouTube license.
Strengthening Soft Skills. Authored by TEDx
Located at: https://youtu.be/gkLsn4ddmTs
License: All Rights Reserved. License Terms: Standard YouTube license. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.06%3A_Evolution_To_College_-_Becoming_A_College_Student.txt |
Alise Lamoreaux
“Language is the dress of thought”
– Samuel Johnson
Getting started in college can seem like an uphill battle. One of the first challenges a student can encounter is navigating the college’s website. In the attempt to get as much information as possible into the hands of current and future students, college websites are crammed full of information and language that may be new to the first-time college student. Trying to figure out how to get started can be confusing, even when the website says, “Steps To Enroll.” Registration, admission, enrollment… are they all the same thing? If you are registered, are you admitted and enrolled? Is enrollment in the college the same thing as enrollment in classes? And that’s just the beginning of the potential for confusion! How can a student know the answers to these questions?
Learning to speak the “language of college” can seem even harder than learning a foreign language because as a new student, you have no idea what words you need to learn. If you travel to a foreign country, there are core vocabulary words you will find most helpful – resources that will allow you to order the food you like and services you need. Basic needs like bread and water can be correlated among different languages. A dog is a dog all over the world and not confused with a cat. The vocabulary of college is not so straightforward.
One of the first decisions a student may need to make is whether to attend college as a credit or non-credit seeking student. Even more confusing, non-credit students can also be referred to as “continuing education” students. For example, a student wants to take a drawing class. One of the first questions that may be asked is whether the student wants to take the class for credit or non-credit? Both types of students can take drawing classes. If a student doesn’t know what a credit is or what one is worth, it’s hard to answer the basic question in order to register for the drawing class, and the registration process is very different depending on the answer to the question of credit or non-credit. How can a student know whether he/she wants to be a “credit student” or not?
Learning to speak the language of the college is part of learning the school’s culture. It is important to remember that not all colleges use the same words in the same way.
Commonly Used Academic Vocabulary
Below is a list of commonly used terminology. Without using the Internet or college catalog, see how many words you know the meaning of. Write the meaning in the space adjacent to the term.
Academic Year
Registration
Enrollment
Admission
Student Number
Probation
Credit Hour/Unit
Term
Tuition
General Education/Gen Ed
Elective
Degree
Certificate
Career pathway
Financial Aid
FAFSA
Stafford Loan
Scholarship
Grant
Federal Work Study
Transcript
Non-Credit/Continuing Education
Audit
Grade Options
Course Number
College Level Course
Pre-College Level Course
Lower Division Course
Upper Division Course
Prerequisite
Co-requisite
Learning Community
Major
As a college student, you will need to come up with a strategy for learning lots of information, like the specific language of your school. Tim Ferris has a TED Talk about mastering skills by deconstructing them. When you deconstruct something, it means to take something large, and break it down into smaller parts. It also means to identify why you might fail before you start and make a plan to stop failure before it happens.
Video: Smash Fear, Learn Anything, Tim Ferriss at TED 2008
A TED element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=220
Based on the ideas of simplifying and deconstructing a task in order to learn it, think of how those ideas could be applied to mastering the language of college.
• Can you see any ways to simplify the task of learning 30 words?
• Are there any connections between the words that you can see?
• Will you need all the words all the time?
• Will you need some words more frequently than others?
• When and where might you need each of the works?
• Can you think of any words not included in this list that would be helpful to know in relationship to your college vocabulary?
License and Attributions:
CC licensed content, Previously shared:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at: https://openoregon.pressbooks.pub/co...ter/chapter-4/ License: CC BY: Attribution.
Adaptions: Reformatted, some content removed to fit a broader audience.
Time Ferriss: Smash Fear, Learn Anything. Authored by TED.com
License: CC BY – NC – ND 4.0 International. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.07%3A_Speaking_The_Language_of_College.txt |
Fatima Rodriguez Johnson
Fatima Rodriguez Johnson
I chose to attend a small liberal arts college. The campus was predominately white and was nestled in a wealthy suburb among beautiful trees and landscaped lawns. My stepfather and I pulled into the parking lot and followed the path to my residence hall. The looks we received from most of the families made me feel like everyone knew we didn’t belong. However, he and I greeted all we encountered, smiling and saying, “Hello.” Once I was unpacked and settled into my residence hall, he gave me a hug and said, “Good luck.” I wasn’t sure if he meant good luck with classes or good luck with meeting new friends, but I heard a weight in his voice. He was worried. Had he and my mother prepared me for what was ahead?
With excitement, I greeted my roommate who I had already met through the summer Higher Educational Opportunity Program (HEOP). She and I were very happy to see each other. After decorating and organizing our room, we set out to meet new people. We went to every room introducing ourselves. We were pretty sure no one would forget us; it would be hard to miss the only Black and Latina girls whose room was next to the pay phone (yes, in my day each floor shared one pay phone).
Everyone on our floor was nice and we often hung out in each other’s rooms. And like some of you, we answered some of those annoying questions:
• Why does your perm make your hair straight when ours makes our hair curly?
• How did your hair grow so long (whenever we had weave braids)?
• Why don’t you wash your hair every day (the most intriguing question of all)?
We were also asked questions that made us angry:
• Did you grow up with your father?
• Aren’t you scared to take public transportation?
• Have you ever seen anyone get shot (because we both lived in the inner city)?
It was those questions that, depending on the day and what kind of mood we were in, made a fellow student either walk away with a better understanding of who we were as Black and Latina women or made a fellow student walk away red and confused. I guess that’s why my stepfather said, “Good luck.” He knew that I was living in a community where I would stand out—where I would have to explain who I was. Some days I was really good at answering those questions and some days I was not. I learned the questions were not the problem; it was not asking that was troubling.
My roommate and I put forth a lot of effort to fit in with the community—we spent time hanging out with our peers, we ate together almost every evening in the dining hall, and we participated in student organizations. We were invited to join the German Club, and were the only students of color there. In doing all these things we made ourselves approachable. Our peers became comfortable around us and trusted us.
Although my peers and I all had similar college stresses (tests, papers, projects, etc.) my roommate and I also had become a student resource for diversity. Not because we wanted to, but because we had to. There were very few students of color on campus, and I think students really wanted to learn about people different from themselves. It was a responsibility that we had accepted. The director of HEOP would often remind us that for many students, college was the first opportunity they had to ask these types of questions. He said we would learn to discern when people were really interested in learning about our differences or insulting us. If someone was interested in insulting us, there was no need to respond at all.
Although I transferred to another college at the end of my sophomore year, during those two years I learned a great deal about having honest conversations. Taking part in honest conversations challenged my notions of the world and how I viewed people from all walks of life (race, class, sexual orientation, ability, etc.). Those late nights studying or walks to the student center were when many of us listened to each other’s stories.
My advice is to take time to examine your attitudes and perceptions of people different from yourself, put yourself in situations that will challenge your assumptions, and lastly, when you make a mistake do not get discouraged. Keep trying. It’s easy to stay where we are comfortable. College is such a wonderful experience. Take it all in, and I am sure you will enjoy it!
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Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Fatima Rodriguez Johnson. Located at: https://milnepublishing.geneseo.edu/...any-questions/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.08%3A_Words_of_Wisdom-_Why_So_Many_Questions.txt |
Alise Lamoreaux
“The great majority of men are bundles of beginnings.”
-Ralph Waldo Emerson
Planning a class schedule is an opportunity for students to take the lead in their educational experience. For some students it will be the first time planning a college schedule. The amount of freedom to choose classes can be exciting and frightening all at the same time!
Before beginning, there are some key factors to consider:
1. Have you met with an academic advisor or counselor?
2. Will you be going to school full-time or part-time?
3. Have you taken college placement tests?
4. Are there specific courses you are required to take?
5. How many days a week do you want to be on campus? Will you be taking online classes?
6. Do any of the classes you want to take have prerequisites or co-requisites?
7. Do any of the classes have additional requirements such as labs or other components?
8. How much time will you have to devote to school-related activities during the term?
9. Are you a morning person or a night person?
10. Have you balanced required classes with less intensive electives?
11. Do you need any special accommodations for the classes you have selected?
12. Do you have alternative courses in mind in case the classes you want are not available?
Balancing College, Work, and Life
Attending classes, studying, working, and finding time for family, friends, and yourself can be a challenging schedule for college students to balance. How a student organizes their class load can affect their overall success when starting college. Class names may remind students of high school classes and how classes were scheduled in those years. College classes may only meet once a week or as many as 5 times a week. Not all classes are worth the same amount of credit or have the same attendance requirements. Some classes like Biology or Spanish will probably have additional lab requirements, which means a student will need to spend additional time on campus for those labs. Writing classes will require time outside of class preparing, editing, and revising papers. Many teachers require electronic submission of papers/projects. Students may need to build in extra time for meeting submission deadlines.
As a new college student, it is a good idea to take fewer classes in the beginning as you learn what college classes will mean to your daily life. Students who work full-time might want to start with 1 or 2 classes. You may find that you can handle more as you learn to manage your class time and work time. A counselor or advisor can help you with this decision. Be sure to include classes that interest you as well as required classes.
Something to think about: The table below illustrates the recommended number of hours a student should study per week based on the number of units they are taking.
Hourly Recommendations (per week)
Work Units Study Time Total
40 6 12 58
30 9 18 57
20 12 24 56
Where is class information located?
The college catalog will have descriptions of specific classes and the college schedule for each term will be the place to find what modality (in person, hybrid, or online), days, times, and locations for classes. Not all classes are offered every term and some must be taken in sequence.
How to read the course numbering system
Courses are identified by a subject and a number. To search for courses when planning your class schedule, you will generally use the subject and section number to identify the course rather than the course title.
WR 115 Introduction to College Writing
Subject Number Course Title
Many colleges utilize section numbers that identify specific sections of the class being offered. Section numbers are often used by students to register for their classes.
If you have selected a specific program of study, consult the college catalog for directions on the sequence of courses to take and/or look up the courses required for your program of study to see if they have prerequisites or co-requisites.
Know key dates and deadlines!
Organization is an important part of being a successful college student. One important aspect of organization is knowing the important dates for your classes and the college in general. Academic deadlines matter! Deadlines in college may not be flexible. They can have consequences for financial aid and grading that cannot be undone. A student needs to be aware of key dates throughout the term. The responsibility for knowing important dates lies with the student. The course syllabus that you get for each class you take will have important dates for that specific class. The college will put important dates to know on an academic calendar for the school.
Examples of key dates to know for a college:
• When does the term/semester start and end?
• Are there holidays or campus closures during the term?
• When is the last day to drop a class with a complete refund?
• When is the last day to make changes to your schedule?
• When is the last day to drop a class?
• When is the last day to change grading options?
• When is finals week and what is the schedule like during that week?
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CC licensed content, Previously shared:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at: openoregon.pressbooks.pub/co...ter/chapter-5/ License: CC BY: Attribution.
Adaptions: Reformatted. Replaced hours per week table. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.09%3A_Planning_A_College_Schedule.txt |
Alise Lamoreaux
“A journey of a thousand sites begins with a single click.”
– Author Unknown
A college website can be like a cookbook, full of great information and ideas, and can be completely overwhelming. Where do you start? Looking at the pictures? Scrolling down through the information? Can you taste the food in your mind just by looking at a picture? Can you imagine a food just from the list of ingredients? Is the number of ingredients needed to make the recipe exciting or paralyzing? How experienced a cook you are can impact your reaction to the cookbook.
As you begin navigating new information, remember, world-famous chef and author, Julia Child wasn’t always a great chef! In fact, when she got married, she could barely cook. Experience isn’t everything. An open mind is paramount. Let the joy of discovering be your guide.
“Take risks and you’ll get pay offs. Learn from your mistakes until you succeed. It’s that simple.”
– Bobby Flay, Master Chef
The role of a college website has changed substantially over the past few years. Student expectations for easy, accessible information drives colleges to get as much information online as possible. It also can lead to a battle for what information makes it onto the home page and how many clicks it will take to find what the student is looking for.
Student services are increasingly utilizing the college website to communicate with students and expecting that students will be proficient in navigating the college website. Students expect to easily locate information; this is helped when the college uses logical organization to the information architecture and design of the website. College websites can be very frustrating to new users, especially if the new user is a first-time college student and is unfamiliar with the underlying structure of the college system. The people creating the college web site may be very familiar with the way their system works and not see the structure as confusing.
Adding to potential confusion can be the lack of ability to view the entire home page of the college depending on the size of monitor or mobile device the student is accessing the website from. Students are increasingly using smart phones and tablets as their primary viewing device for the Internet. Sometimes key information a student needs may be just out of view on the screen. The experienced user knows to make adjustments, but new users may not. Knowing where and how to get started may not be as easy as the “start here” button.
Logical arrangement of information for the college’s needs may not be a logical progression of information for the student’s needs. From the college perspective, students come in different groups/classifications. Here are some examples:
• New
• Returning
• Transferring
• Students needing accommodations
• Local residents
• Veterans
• International
• Student-athletes
• Non-credit/Community Education
• Adult Basic Education
Each of these groups can have variations on what their first steps should be. Students aren’t necessarily used to thinking of themselves in terms of these classifications/groups. It can be difficult for first time students, who may fit into more than one of these groups, to decide which one is the place to start.
Most college websites have a “Getting Started” type button on the home page. After clicking that button, a student begins to make a decision about what category of student he or she is. To an experienced user, this is not an obstacle, but to the first-time college student it may be a barrier. For example, what if a student falls into more than one group or classification? Where does the person fit? The answer may vary from college to college.
In addition, some college websites may not be mobile friendly so that students who are trying to use smartphones or tablets may face additional obstacles. Despite the potential difficulties, today’s college students need to become savvy users of the college website and recognize the role it will play in the communication process.
Website challenge:
Pick 2 different colleges and examine their websites. Try to find the following information on each of the websites.
1. What are the steps you would to take to enroll at the college?
2. How many locations does the college have and where are they?
3. How long would it take you to travel to the location of that college?
4. What term are you planning to attend the college for the first time? Is there an application deadline you must meet?
5. Where can you find important dates and deadlines for the term?
6. How long does a person need to live in the state you are living in (or the state of the college you want to attend) to be considered a resident of the State in terms of college tuition at the colleges you are interested in?
7. Does the college have a student conduct code? (A document about student rights and responsibilities)
8. Does the college have placement tests a student needs to take prior to staring college?
9. Does the website explain what type of tests are required and is there a cost?
10. What are the test scores used for?
11. Is financial aid available for students who attend the college?
12. Does the website have student success stories and/or student success tips?
13. Identify a program that you might like to study at the college.
14. Can you find the Mission Statement/Strategic Plan/Vision of the college?
15. What does the statement say and why is it important to know a college’s mission/plan/vision?
Website Challenge Reflection
1. How comfortable were you navigating the college websites?
2. Did the websites’ organization make sense to you?
3. What was your strategy for finding the information you were looking for?
4. What information would you consider most important to you as a student?
5. What suggestions do you have for making the website easier to use?
The college website will be part of your communication system with the college you attend.
• What other social media does the college use?
• As a student, how can you use the college website, social media, and the Internet in general to strengthen you learning community and connections?
As you watch John Green’s Ted Talk, think about what information applies to college websites.
Video: The Nerd’s Guide to Learning Everything Online, John Green at TEDx 2012
A TED element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=33
Licenses and Attributions:
CC licensed content, Previously shared:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at: https://openoregon.pressbooks.pub/co...ter/chapter-6/ License: CC BY: Attribution.
Adaptions: Reformatted, some content adapted or deleted for broader audience. Edits made based on peer review suggestions.
John Green: The Nerd’s Guide to Learning Everything Online. Authored by TED.com
License: CC BY – NC – ND 4.0 International. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.10%3A_Navigating_The_College_Website.txt |
Sara Vacin
Sara Vacin
These are the best years of your life. I hope you’ve been told this a ridiculous amount of times and that you are finding this to be true! College provides an amazing opportunity to expand your mind, meet unique people you can deeply connect with, and discover new aspects of yourself. Being aware of this energy and taking full advantage of these opportunities can be life changing.
You learn a lot about yourself when living on your own for the first time or studying topics that are completely taboo at your home’s kitchen table. When I transferred to a four-year institution, I found the strength to come out. Realizing I was gay led me to question where I belonged in the religion I was raised in and an enlightening journey ensued of exploring Buddhism, Native American beliefs, and even New Age mysticism. This process of questioning what I believed helped me to create a spiritual foundation that makes sense to me. I kept the best of what I was raised in and upgraded the rest!
I also discovered that the college I attended had amazing tools to help me be as healthy as possible. I used the free gym and knew the counseling center was there if anything became too tough. I also chose incredible electives (including Mountaineering and Modern Dance) that stretched my physical capabilities. Additionally, I made deep connections with my professors, many of whom remain friends. These smart, caring people validated my journey and were my safety net as I grew out of my old, comfortable self.
Another incredible lesson learned was the importance of balance. I couldn’t party every night and neglect my schoolwork without consequences. I figured out the hard way that I really did need sleep and I couldn’t nourish my body on coffee and pizza alone. In a moment of brilliance, I also figured out that if I used time with my friends as a reward for finishing my work, I would study and complete assignments more efficiently. Fun can be a great motivator—try this; it works!
In college, the emphasis is often on the mind. Do yourself a favor and remember to also nourish your spirit and take care of your body. Leave college brighter, healthier, and with a new understanding of yourself. Try that yoga or nutrition class. Join that new club. Trade in that soda for water. Jump into that drum circle or improvisation group. Who knows what you will discover—it just may be greatness!
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CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Sara Vacin. Located at: https://milnepublishing.geneseo.edu/...-of-your-life/ License: CC BY: Attribution.
1.12: Assessment Testing
Alise Lamoreaux
“Great ideas need landing gear as well as wings.”
– C.D. Jackson
Congratulations! You are accepted into college. Now what? Before you can begin signing up for classes, most colleges will require you to take Assessment Tests.
Some Things to Think About:
• What are the purpose of the assessments?
• Can a student fail the assessments?
• Where are the assessments given?
• What does a student need to do to sign up to take the assessments?
• How much does it cost to take the assessments?
• Can a student re-take the assessment test if he or she is not happy with the score?
• How long are the assessment test scores valid?
• Can a student study for the assessment test?
The Assessment Tests are entrance examinations that are often required as part of the admissions and matriculation process for many community colleges and other schools in the United States. Assessment exams are not scored on the basis of pass or fail. The Assessments test students in reading, writing, and math. The test results help place each student in the most appropriate level of classes. The goal is to place students into classes that are not too difficult or too easy.
Community colleges tend to rely on placement testing because students entering these colleges have a variety of backgrounds and skill levels. The test results may mean a student can skip introductory level classes or that students need to refresh or build skills in a specific area. However, if a student gets a low score on the tests, he or she may need to take extra classes to be able to register for a certain class in a specific program.
Across the college campus, in many different classes, a student will be asked to read and write on a daily basis as part of the class activities. Even a Speech class will require writing! As a result, many classes have a prerequisite requirement for writing.
Many students have not taken a math class recently, or been using more than basic math in their daily lives, and may need to refresh or build their skills to be able to handle the course requirements of college. Also, certain programs emphasize specific math skills in order for students to be successful in those programs of study. Culinary Arts students must be proficient with the math skills needed for menu planning and food cost analysis. Those are different skills than a Nursing student. A Nurse needs to be proficient in math related to dosage and other measurements. The purpose of the placement tests is to help students identify their abilities. It is important for students to take the placement tests seriously since the test scores will influence course selection. Scoring well on placement tests can save a student time and money.
Video: College Placement Test Video, Golden West College.
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=34
Can a Student Study for College Placement Tests?
Students often wonder if they should study for assessment tests. Studying and becoming familiar with the type of test you will be taking is a good idea. Many College Assessment websites include sample questions. If a student is unhappy with their assessment score, retesting options usually exist, but vary from college to college. Check the policy of the college you are choosing to attend. Poor performance on an assessment may end up costing the student extra time and money. If the student has to take extra classes to build the skills needed for college that may change the timeline for the student’s goal and target completion.
Community colleges often have free or low-cost options for improving a student’s skill level for college courses. Check to see what options exist at the college you have selected in terms of improving assessment scores. Many first-generation college students find attending Adult Basic Education classes to be very helpful for getting ready for the rigors of college expectations. Along with improving academic skills, a student can also become familiar with the culture of the college before becoming a full-time student.
The assessment test is a general term and not the name of a specific test. Colleges may use different standardized tests as their assessment. Two of the most common tests are Accuplacer and Compass. As of June 18, 2015, ACT, the company who makes Compass, said in the article Finding A New Compass[1]that it will discontinue making the test and phase out its use. If the college you have selected has been using Compass as its assessment, changes may be happening for that college. ALEKS is an assessment system that is gaining momentum with the departure of Compass. ALEKS stands for Assessment and Learning in Knowledge Spaces.
Sometimes it can be challenging to figure out which standardized test is being given by the college. If you have difficulty finding the name of the test the college is using, try the search engine on the college website for the keywords “college placement test.”
It is possible to study for these tests and to become familiar with the format of the tests. Some college websites may have study resources listed to help students prepare for the assessment test. Check with the college you select to see if resources are suggested.
Assessment tests using Accuplacer utlize an “adaptive” test model. It gives students one question at a time. You must answer every question it presents. When you get a question correct, the computer adapts by giving a harder question worth more points for the next question. A wrong answer gives you an easier question worth fewer points for the next question.
Many colleges also use “multiple measures” to determine a students’ placement level. Sometimes high school grades for English and math are used along with other indicators a college has approved.
Licenses and attributions:
CC licensed content, Previously shared:
A Different Road To College: A Guide For Transitioning To College For Non-traditional Students. Authored by: Alise Lamoreaux. Located at: openoregon.pressbooks.pub/co...ter/chapter-7/ License: CC BY: Attribution.
Adaptions: Reformatted, chapter title changed from Placement Testing, changed references from College Testing Placement to Assessment Test, some content edited for broader audience, Kelly McGonigal: How to Make Stress Your Friend TED Talk relocated to Health unit.
All rights reserved content:
College Placement Test Video. Authored by: ImageworksVideo for Golden West College. Located at: https://youtu.be/gxQbDAWHcUI License: All Rights Reserved. License Terms: Standard YouTube license.
1. Paul Fain, “Finding a New Compass,” Inside Higher Ed, accessed April 26, 2018, https://www.insidehighered.com/news/...dictive-limits | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.11%3A_Words_of_Wisdom-_These_Are_the_Best_Years_of_Your_Life.txt |
Paulo Fernandes
Paulo Fernandes
We often hear about the importance of relationships: a necessary aspect of integration in society. Unfortunately, we rarely follow that advice. Perhaps we live an excessively busy life or we already have a close group of friends and do not feel compelled to meet new people. I have come to learn through my time in college that neglecting to cultivate new relationships is detrimental to living a happy and successful life. I would like to offer this piece of advice: no matter how difficult it seems at first, always try to make new friends. College is not always easy. However, having friends makes it much easier. Friends are a vital part of your life that can expose you to new subjects, cultures, and experiences while giving you the opportunity to do the same for them.
At my college, there was a small space that the students called “the bat cave.” It was by no means a first-class lounge, but it was a place where friends could help others better understand their course material. We gave it this peculiar nickname because it was our place to get together and conquer villains one after another. These were not your everyday super villains, however. Sometimes they were complicated homework assignments and other times they were difficult exams. No matter the challenge, someone was always willing to help. I went to the bat cave several times and every visit I learned something new. Professors and teaching assistants could not relate to us like our friends could. That made a difference, because nothing was better than being taught by a friend.
Friends are not only an essential support for your time in school, but also can be integral in helping realize post-college aspirations. During a visit to New York City, I visited the offices of the company Spotify. After touring their facilities I had the opportunity to talk to some of the employees. One man I talked with was a senior employee who worked at Microsoft prior to joining Spotify’s team. Our conversation stuck in my head because he gave a very striking piece of advice: make friends. It never truly occurred to me that the friends you make in college could impact your future in the workforce. They could be partners in potential business ventures or help you land your dream job. In any case, having strong connections with friends can undoubtedly make a major difference in your career.
The best part of making new friends, however, is trading life experiences, skills, and interests with them. For a year and a half before my final semester of college, I studied abroad in the United States. My family was concerned because typically, students search for first jobs prior to graduation. I, on the other hand, had no trepidation about going because I knew that I would have countless, exciting learning experiences. I can say today, without a doubt, that my trip was a great decision. I met incredible people, and through knowing them, I grew and changed. I also know that I was a positive feature in the lives of my new friends. The greatest thing that I learned was that meeting different people with different backgrounds, histories, perspectives, or even different musical tastes, inevitably changes you and lets you see the world in an entirely different way. You no longer see the world as simply a big, blue sphere with freezing winters or sizzling summers (although that certainly seems to be the case up North!), but as a place in which people like you live, learn, and love.
Going to college may seem hard, but it does not need to be. I have learned that the way I perceive my life as a student completely relies upon my relationships with my friends. They are not only the people that I like to spend time with, but also are essential in my growth and development as a human being. The pages in this book include insights from others just like you and me. They want to help you get through the common struggles of college with confidence and perseverance. Consider them your most recent new friends. I truly hope that this inspires you in your quest for a great future.
Licenses and Attributions:
CC licensed content, Shared previously:
Foundations of Academic Success: Words of Wisdom. Edited by Thomas Priester. Essay authored by Paulo Fernandes. Located at: https://milnepublishing.geneseo.edu/...om-my-friends/ License: CC BY: Attribution. | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/01%3A_Launch/1.13%3A_Words_of_Wisdom_-_With_a_Little_Help_from_My_Friends.txt |
Dave Dillon
“Time is the only commodity that matters.”
– Randy Pausch
My favorite aspect of time is its equality. Regardless of our race, religion, or age, all of us have the same amount of time in a day, week, month and year. Wealthy people cannot buy more time and poor people do not receive less time. A minute for a tall person is the same amount of time for a short person. An hour for a woman is the same amount of time for a man. Regardless of how many languages someone speaks, their sexual orientation, ethnicity, educational background, income or experience, we all have 365 days in a year. Some people will live longer than others, but when comparatively measuring how much time humans have with each other, we all have the same amount.
Time is a popular philosophical concept. You may have heard some of the following sayings:
• Time flies when you are having fun
• That is a waste of time
• Time is money
• We have all the time in the world
• That was an untimely death
• The time is right
• I’m having the time of my life
• Time heals all wounds
• We have some time to kill
What do the sayings mean to you?
Time is also how we keep track of when we’re supposed to be and where we’re supposed to be (work, home, class, meeting friends and family, etc.). Think about how many measures of time you have in your home (clocks, watches, cell phones, TVs, DVRs, computers, microwaves, ovens, thermostats, etc.). It is obvious time is important to us.
Time: A Limited and Precious Commodity
We cannot go back in time. If I used my time poorly last Wednesday, I can do nothing to get it back. Other commodities may allow for accumulating more or starting over, but time does not. We cannot “save” time nor earn more time.
“If you had a bank that credited your account each morning with \$86,400, but carried no balance from day to day and allowed you to keep no cash in your account, and every evening cancelled whatever part of the amount you had failed to use during the day, what would you do? Draw out every cent, of course! Well, you have such a bank, and its name is time. Every morning it credits you with 86,400 seconds. Every night it writes off as lost whatever of these you have failed to invest to good purpose. It carries no balance; it allows no overdrafts. Each day it opens a new account with you. Each night it burns the record of the day. If you fail to use the day’s deposit, the loss is yours. There is no going back. There is no drawing against the morrow. You must live in the present – on today’s deposit. Invest it so as to get the utmost in health and happiness and success.”
– Anonymous
Technically, time cannot be managed, but we label it time management when we talk about how people use their time. We often bring up efficiency and effectiveness when discussing how people spend their time, but we cannot literally manage time because time cannot be managed. What we can do though, is find better ways to spend our time, allowing us to accomplish our most important tasks and spend time with the people most important to us.
Human babies do not come with instruction manuals. There is nothing to follow to know how we are supposed to spend our time. Most of us spend our time doing a combination of what interests us, what is important to us and what we feel we “have” to do.
What is your relationship with time? Are you usually early, right on time or late? Do you find yourself often saying, “I wish I had more time?” Are you satisfied with your relationship with time or would you like to change it?
The Value of Time
It is also important to determine how much your time is worth to you. If someone were to negotiate for an hour of your time, how much would that be worth to you? We often equate time with money. Many of us work in positions where we are paid by the hour; this gives us some gauge of what we are worth to our employers. Some items we purchase because we think they are of good value for their price. Others we pass on. Are some hours of your day more important or more valuable than others? Why? Are you more productive in the morning or in the evening? Once people realize how valuable time is, they often go to great lengths to protect it because they understand its importance. How much would you pay for an additional hour in a day? What would you do with that time? Why?
What is the value of your time? How much is an hour of your time worth? If someone were to pay you \$10 to do a job, how much time would that be worth? \$20? \$50?
How Do I Allocate My Time?
“Lack of direction, not lack of time is the problem. We all have 24 hour days.”
– Zig Ziglar
Most of us know there are 24 hours in a day, but when I ask students how many hours are in a week, many do not know the answer. There are 168 hours in a week (24 hours multiplied by seven days). I don’t believe that it is imperative that students know how many hours are in a week, but it helps when we start to look at how much time we have in a week, how we want to spend our time and how we actually spend our time.
One challenge for many students is the transition from the structure of high school to the structure of college. In high school, students spend a large portion of their time in class (approximately 30 hours in class per week), while full-time college students may spend only one-third of that time in class (approximately 12 hours in class per week). Further, college students are assigned much more homework than high school students. Think about how many times one of your high school teachers gave you something to read during class. In college, students are given more material to read with the expectation that it is done outside of class.
This can create challenges for students who are unable to set aside proper study time for each of their courses. Keep in mind for full-time students: your college educational day should not be shorter than your high school day.
Hourly Recommendations (per Week)
Work
Units
Study Time
Total
40
6
12
58
30
9
18
57
20
12
24
56
I use this table frequently in counseling appointments, classes and orientations. It’s a guide for students that provides an idea of how much time students spend with work and school, and what experts recommend for a specific amount of work hours that correlates with a specific number of units. I like to ask students how they spend their week. Students always know their work hours and their class times. These are easy to place in a schedule or on a calendar because they are predetermined. But study time is the one area that consistently is left out of a student’s schedule. It takes initiative to include it in a student’s busy week and self-discipline to stick to it. Here’s a tip: Write your study time into your schedule or calendar. It’s important to do this because it’s easy to skip a study session or say to yourself, “I’ll do it later.” While there would likely be an immediate consequence if you do not show up for work, there is not one if you fail to study on Tuesday from 3pm-4pm. That consequence may take place later, if the studying is not made up.
It is widely suggested that students need to study approximately two hours for every hour that they spend in class in order to be successful.[1] Thus, if I am taking a class that meets on Mondays and Wednesdays from 4pm-5:30pm (three hours per week), I would want to study outside of class six hours per week. This is designed as a guide and is not an exact science. You might need to spend more time than what is recommended if you are taking a subject you find challenging, have fallen behind in or if you are taking short-term classes. This would certainly be true if I were to take a physics class. Since I find learning physics difficult, I might have to spend three or four hours of study time for each hour of class instruction. You also might need to study more than what is recommended if you are looking to achieve better grades. Conversely, you might need to spend less time if the subject comes easy to you (such as sociology does for me) or if there is not a lot of assigned homework.
Keep in mind that 20 hours of work per week is the maximum recommended for full-time students taking 12 semester units in a term. For students working full-time (40 hours a week), no more than six units is recommended. The total is also a very important category. Students often start to see difficulty when their total number of hours between work and school exceeds 60 per week. The amount of sleep decreases, stress increases, grades suffer, job performance decreases and students are often unhappy.
How do you spend your 168 hours in a week?
• Child Care
• Class
• Community Service / Volunteer
• Commuting / Transportation
• Eating / Food Preparation
• Exercise
• Family
• Friends
• Household / Child Care Duties
• Internet / Social Media / Phone / Texting
• Party
• Recreation / Leisure
• Relationship
• Sleeping
• Spirituality / Prayer / Meditation
• Study
• Video Games
• Watching TV or Movies, Netflix, Youtube
• Work / Career
There is also the time it takes for college students to adjust to college culture, college terminology, and college policies. Students may need to learn or relearn how to learn and some students may need to learn what they need to know. What a student in their first college semester needs to know may be different than what a student in their last college semester needs to know. First semester students may be learning where classrooms are, building hours and locations for college resources, and expectations of college students. Students in their last semester may be learning about applying for their degree, how to confirm they have all of their requirements completed for their goal, and commencement information. Whatever it is students may need to learn, it takes time.
Fixed Time vs. Free Time
Sometimes it helps to take a look at your time and divide it into two areas: fixed time and free time. Fixed time is time that you have committed to a certain area. It might be school, work, religion, recreation or family. There is no right or wrong to fixed time and everyone’s is different. Some people will naturally have more fixed time than others. Free time is just that—it is free. It can be used however you want to use it; it’s time you have available for activities you enjoy. Someone might work 9am-2pm, then have class 3pm-4:30pm, then have dinner with family 5pm-6pm, study 6pm-7pm and then have free time from 7pm-9pm. Take a look at a typical week for yourself. How much fixed time do you have? How much free time? How much fixed and free time would you like to have?
Identifying, Organizing and Prioritizing Goals
The universal challenge of time is that there are more things that we want to do and not enough time to do them.
I talk to students frequently who have aspirations, dreams, goals and things they want to accomplish. Similarly, I ask students to list their interests at the beginning of each of my classes and there is never a shortage of items. But I often talk to students who are discouraged by the length of time it is taking them to complete a goal (completing their education, reaching their career goal, buying a home, getting married, etc.). And every semester there are students that drop classes because they have taken on too much or they are unable to keep up with their class work because they have other commitments and interests. There is nothing wrong with other commitments or interests. On the contrary, they may bring joy and fulfillment, but do they get in the way of your educational goal(s)? For instance, if you were to drop a class because you required surgery, needed to take care of a sick family member or your boss increased your work hours, those may be important and valid reasons to do so. If you were to drop a class because you wanted to binge watch Grey’s Anatomy, play more Minecraft, or spend more time on Facebook, Twitter, or Instagram, you may have more difficulty justifying that decision, but it is still your decision to make. Sometimes students do not realize the power they have over the decisions they make and how those decisions can affect their ability to accomplish the goals they set for themselves.
I am no exception. I have a long list of things that I want to accomplish today, tomorrow, next week, next month, next year and in my lifetime. I have many more things on my list to complete than the time that I will be alive.
Identifying Goals
Recently, there has been a lot of attention given to the importance of college students identifying their educational objective and their major as soon as possible. Some high schools are working with students to identify these goals earlier. If you are interested in career identification, you may wish to look into a career decision making course offered by your college. You may also wish to make an appointment with a counselor, and/or visit your college’s Career Center and/or find a career advice book such as What Color is Your Parachute? by Richard N. Bolles.
Goal identification is a way to allow us to keep track of what we would like to accomplish as well as a mechanism to measure how successful we are at achieving our goals. This video gives modern practical advice about the future career market.
Video: Success in the New Economy, Kevin Fleming and Brian Y. Marsh, Citrus College:
A Vimeo element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=292
Educational Planning
There has also been focused attention on the importance of educational planning.
Education plans developed with a counselor help students determine and explore a program of study and have proven to facilitate student success.[2]
Students can follow educational plans like a road map so they can see how to complete required classes in the most efficient and logical order based on their educational goals.
Educational planning may appear to be simple: identifying the program of study and then figuring out which courses are required to complete it.
Graphics courtesy of Greg Stoup, Rob Johnstone, and Priyadarshini Chaplot of The RP Group
However, it can often be extremely complex. Many students have multiple goals. One student might be interested in more than one of these goals: earn multiple degrees, transfer to a four-year college or university, prepare for graduate school, start a minor, or complete requirements for several transfer schools.
Students also have different strengths. Some might be strong in English. Some students excel in Math. Others might be strong in Science, Arts and Humanities, or Social Sciences. Educational planning takes these strengths (and weaknesses) into consideration. Students are encouraged to take English and Math early[3], as statistics show that those students will be more successful. But the order of courses taken for students with different strengths could vary even if the students have the same goal. There is not a one-size-fits-all solution.
Educational planning may be further complicated by availability of courses a college or university offers, the process in which a student may be able to register for those courses and which sections fit into students’ schedules. Transcript evaluations (if students have attended previous colleges or universities), assessment of appropriate English or Math levels and prerequisite clearance procedures may also contribute to the challenge of efficient educational planning.
Further, students have different priorities. Some students want to complete their goals in a certain amount of time. Other students may have to work full-time and take fewer units each semester. Educational planning might also consider student interests, skills, values, personality, or student support referrals. Grade point average requirements for a student’s degree, transfer or specific programs are also considered in educational planning.[4]
While some students may know what they want to do for their career, and have known since they were five years old, many students are unsure of what they want to do. Often, students aren’t sure how to choose their major. A major is an area of concentration in which students will specialize at a college or university. Completing a major requires passing courses in the chosen concentration and degrees are awarded that correlate with students’ majors. For instance, my bachelor’s degree in Sociology means that my major was Sociology.
It is OK to not know what major you want to pursue when you start college, but I suggest careful research to look into options and narrow them down to a short list of two or three. Talking with a counselor, visiting your college’s Career Center, or taking a college success class may help with your decisions.
Seventy percent of students change their major at least once while in college and most will change their major at least three times. It is important for students to find the best major for them, but these changes may make previous educational plans obsolete.
The simple concept and road map often ends up looking more like this:
Graphics courtesy of Greg Stoup, Rob Johnstone, and Priyadarshini Chaplot of The RP Group
Due to the complicated nature of educational planning, a counselor can provide great value for students with assistance in creating an educational plan, specifically for each individual student. If you have not done so already, I highly recommend you meet with a counselor and continue to do so on a frequent basis (once per semester if possible).
How To Start Reaching Your Goals
Without goals, we aren’t sure what we are trying to accomplish, and there is little way of knowing if we are accomplishing anything. If you already have a goal-setting plan that works well for you, keep it. If you don’t have goals, or have difficulty working towards them, I encourage you to try this.
Make a list of all the things you want to accomplish for the next day. Here is a sample to do list:
• Go to grocery store
• Go to class
• Pay bills
• Exercise
• Social media
• Study
• Eat lunch with friend
• Work
• Watch TV
• Text friends
Your list may be similar to this one or it may be completely different. It is yours, so you can make it however you want. Do not be concerned about the length of your list or the number of items on it.
“Obstacles are things a person sees when he takes his eyes off his goal.”
– E. Joseph Cossman
You now have the framework for what you want to accomplish the next day. Hang on to that list. We will use it again.
Now take a look at the upcoming week, the next month and the next year. Make a list of what you would like to accomplish in each of those time frames. If you want to go jet skiing, travel to Europe or get a bachelor’s degree: Write it down. Pay attention to detail. The more detail within your goals the better. Ask yourself: what is necessary to complete your goals?
With those lists completed, take into consideration how the best goals are created. Commonly called “SMART” goals, it is often helpful to apply criteria to your goals. SMART is an acronym for Specific, Measurable, Attainable, Realistic and Timely. Perform a web search on the Internet to find out more about “SMART” goals. Are your goals SMART goals? For example, a general goal would be, “Achieve an ‘A’ in my anatomy class.” But a specific goal would say, “I will schedule and study for one hour each day at the library from 2pm-3pm for my anatomy class in order to achieve an ‘A’ and help me gain admission to nursing school.”
Now revise your lists for the things you want to accomplish in the next week, month and year by applying the SMART goal techniques. The best goals are usually created over time and through the process of more than one attempt, so spend some time completing this. Do not expect to have “perfect” goals on your first attempt. Also, keep in mind that your goals do not have to be set in stone. They can change. And since over time things will change around you, your goals should also change.
Another important aspect of goal setting is accountability. Someone could have great intentions and set up SMART goals for all of the things they want to accomplish. But if they don’t work towards those goals and complete them, they likely won’t be successful. It is easy to see if we are accountable in short-term goals. Take the daily to-do list for example. How many of the things that you set out to accomplish, did you accomplish? How many were the most important things on that list? Were you satisfied? Were you successful? Did you learn anything for future planning or time management? Would you do anything differently? The answers to these questions help determine accountability.
Long-term goals are more difficult to create and it is more challenging for us to stay accountable. Think of New Year’s Resolutions. Gyms are packed and mass dieting begins in January. By March, many gyms are empty and diets have failed. Why? Because it is easier to crash diet and exercise regularly for short periods of time than it is to make long-term lifestyle and habitual changes.
Randy Pausch was known for his lecture called “The Last Lecture,” now a bestselling book. Diagnosed with terminal pancreatic cancer, Pausch passes along some of his ideas for best strategies for uses of time in his lesser known lecture on time management. I don’t believe there is someone better suited to teach about time management than someone trying to maximize their last year, months, weeks and days of their life.
Video: Time Management, Randy Pausch.
A YouTube element has been excluded from this version of the text. You can view it online here: https://press.rebus.community/blueprint2/?p=292
Organizing Goals
Place all of your goals, plans, projects and ideas in one place. Why? It prevents confusion. We often have more than one thing going on at a time and it may be easy to become distracted and lose sight of one or more of our goals if we cannot easily access them. Create a goal notebook, goal poster, goal computer file—organize it any way you want—just make sure it is organized and that your goals stay in one place.
Author’s Story
I learned this lesson the hard way. Some years ago, I used sticky notes all the time. I think they are a great invention and believe they help me stay organized. But one day when I was looking for a phone number I realized that I had sticky notes at work, sticky notes at home and sticky notes in my car. I had so many sticky notes in multiple places that I couldn’t easily find the information I needed. Everyone has a preference of how clean or messy his or her work area is, but if you’re spending time looking for things, it is not the best use of your time. I now keep all of my sticky notes in one place. Further, I always use one and only one point of entry for anything that goes on my calendar. I have also found many advances in technology to assist with organization of information. But I still use physical sticky notes.
Use Technology to your Advantage
Software and apps are now available to help with organization and productivity. Check out Evernote, One Note, or Stickies.
Break Goals into Small Steps
I ask this question of students in my classes: If we decided today that our goal was to run a marathon and then went out tomorrow and tried to run one, what would happen? Students respond with: (jokingly) “I would die,” or “I couldn’t do it.” How come? Because we might need training, running shoes, support, knowledge, experience and confidence—often this cannot be done overnight. But instead of giving up and thinking it’s impossible because the task is too big for which to prepare, it’s important to develop smaller steps or tasks that can be started and worked on immediately. Once all of the small steps are completed, you’ll be on your way to accomplishing your big goals.
What steps would you need to complete the following big goals?
• Buying a house
• Getting married
• Attaining a bachelor’s degree
• Destroying the Death Star
• Losing weight
Prioritizing Goals
Why is it important to prioritize? Let’s look back at the sample list. If I spent all my time completing the first seven things on the list, but the last three were the most important, then I would not have prioritized very well.
It would have been better to prioritize the list after creating it and then work on the items that are most important first. You might be surprised at how many students fail to prioritize.
After prioritizing, the sample list now looks like this:
• Go to class
• Work
• Study
• Pay bills
• Exercise
• Eat lunch with friend
• Go to grocery store
• Text friends
• Social media
• Watch TV
One way to prioritize is to give each task a value. A = Task related to goals; B = Important—Have to do; C = Could postpone. Then, map out your day so that with the time available to you, work on your A goals first. You’ll now see below our list has the ABC labels. You will also notice a few items have changed positions based on their label. Keep in mind that different people will label things different ways because we all have different goals and different things that are important to us. There is no right or wrong here, but it is paramount to know what is important to you, and to know how you will spend the majority of your time with the things that are the most important to you.
A Go to class
A Study
A Exercise
B Work
B Pay bills
B Go to grocery store
C Eat lunch with friend
C Text friends
C Social media
C Watch TV
Do the Most Important Things First
You do not have to be a scientist to realize that spending your time on “C” tasks instead of “A” tasks won’t allow you to complete your goals. The easiest things to do and the ones that take the least amount of time are often what people do first. Checking Facebook or texting might only take a few minutes but doing it prior to studying means we’re spending time with a “C” activity before an “A” activity.
People like to check things off that they have done. It feels good. But don’t confuse productivity with accomplishment of tasks that aren’t important. You could have a long list of things that you completed, but if they aren’t important to you, it probably wasn’t the best use of your time.
Perform an internet search for “Time Management Matrix images.” The matrix (also referred to in the Randy Pausch video), shows how to categorize your tasks and will help prioritize your goals, tasks, and assignments. Take a look at the matrix and quadrants and identify which quadrant your activities would fall into.
Quadrant I (The quadrant of necessity): Important and Urgent
Only crisis activities should be here. If you have included exams and papers here, you are probably not allowing yourself enough time to fully prepare. If you continue at this pace you could burn out!
Quadrant II (The quadrant of quality and personal leadership): Important and Not Urgent
This is where you define your priorities. What’s important in your life? What will keep you balanced? For example, you may know that good nutrition, sleep, recreation and maintaining healthy social relationships are important but do you consciously make time for them in your daily or weekly routine? Quadrant II includes your “A” goals. Managing your life and the lifestyle will help you manage your time.
Quadrant III (The quadrant of deception): Not Important and Urgent
While you may feel that activities, such as texting, need your attention right away, too much time spent on Quadrant III activities can seriously reduce valuable study time. This may leave you feeling pulled in too many directions at once.
Quadrant IV (The quadrant of waste): Not Important and Not Urgent
Quadrants three and four include your “C” goals. If you’re spending many hours on Quadrant IV activities, you’re either having a great deal of fun or spending a lot of time procrastinating! Remember, the objective is balance. You may notice I placed social media and texting into this category. You could make a case that social media, texting, Netflix, and Youtube are important, but how often are they urgent? Ultimately, it is up to you to decide what is important and urgent for yourself, but for the context of this textbook, your classes, assignments, preparation, and studying should almost universally be more urgent and important than social media and texting.
Here is an adapted version of the matrix, with an emphasis on quadrant II.
By Rorybowman – Own work, Public Domain, https://commons.wikimedia.org/w/index.php?curid=2135450
Conclusion
Managing time well comes down to two things. One is identifying (and then prioritizing) goals and the other is having the discipline to be able to work towards accomplishing them. We all have the same amount of time in a day, week, month and year, yet some people are able to accomplish more than others. Why is this? Often, it is because they are able to set goals, prioritize them and then work on them relentlessly and effectively until they are complete.
Licenses and Attributions:
Content previously copyrighted, published in Blueprint for Success in College: Indispensable Study Skills and Time Management Strategies (by Dave Dillon), now licensed as CC BY.
Roadmap graphics used with permission, courtesy of Greg Stoup, Rob Johnstone, and Priyadarshini Chaplot of The RP Group.
All rights reserved content:
Randy Pausch Lecture: Time Management. Authored by: Carnegie Mellon University. Located at: http://www.youtube.com/watch?v=oTugjssqOT0 License: All Rights Reserved. License Terms: Standard YouTube license.
Success in the New Economy. Located at: vimeo.com/67277269 License: All Rights Reserved.
1. Jeffery Young, “Homework? What Homework?,” Chronicle of High Education, 2002, A35-A37, www.chronicle.com/article/Ho...Homework-/2496. ↵
2. “Advancing Student Success in the California Community Colleges,” California Community Colleges (California Community Colleges Chancellor’s Office: Recommendations of the California Community Colleges Student Success Task Force, 2012), www.californiacommunitycolleges.cccco.edu/portals/0/executive/studentsuccesstaskforce/sstf_final_report_1-17-12_print.pdf. ↵
3. J. Weissman, C. Bulakowski, and M.K. Jumisko, “Using Research to Evaluate Developmental Education Programs and Policies,” in Implementing Effective Policies for Remedial and Developmental Education: New Directions for Community Colleges, ed. J. M. Ignash (San Francisco: Jossey-Bass, 1997), 100, 73-80. ↵
4. Beth Smith et al., “The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges,” (California: The Academic Senate for California Community Colleges). ↵ | textbooks/socialsci/Counseling_and_Guidance/Book%3A_Blueprint_for_Success_in_College_and_Career_(Dillon)/02%3A_Time_Tools_and_Study_Environment/2.01%3A_Time_Management_Theory.txt |
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